Get documents about "add_quali_module-4
Document Sample
Faculty of
Education
Additional Qualifications
Module 04
Summer 2009
André Samson Ph.D., c.o.
Overview of the Presentation
1. Vocational Indecision
1.1 Definition
1.2 Magnitude of the Problem
1.3 Causes of Indecision
1.4 Sociological Context
1.5 Irrational Beliefs Related to Indecision
2. Academic Transitions
2.1 Making a Choice
2.2 Signs of Discomfort
2.3 Discomfort Statistics
2.4 Interventions
Additional Qualifications – Summer 2009
Overview of the Presentation
3. Social and Economic Insertion
3.1 Transition Period
3.2 Length of Academic/Professional
Transition
3.3 Graduate Students and the Workplace
4. Career Counselling and
Globalization
4.1 21st Century Work Ethic
4.2 A Post-Modern Approach
Additional Qualifications – Summer 2009
1. Vocational Indecision
1.1 Definition
Indecision: A person’s inability to make
a choice when they are forced to do so
Indecision has a negative
connotation: doubt, hesitation,
unclear, disorientation
Some authors consider indecision a
form of personal maladjustment
Indecision is often associated with
poor results at school, dropping out of
school and personal dissatisfaction or
poor self-esteem
Additional Qualifications – Summer 2009
1. Vocational Indecision
1.2 Magnitude of the Problem
Only 20% of students who pursue
collegial studies in Quebec have a
precise career project in mind
A study found that in high school
students (grades 10,11 and 12):
38.6% did not have a specific
career goal in mind
48.3% had a certain idea of
what they wanted to do
13.1% had no career goal
Additional Qualifications – Summer 2009
1. Vocational Indecision
1.3 Causes of Indecision
Personality Pessimistic Academic
• The idea of choosing Anticipation Disinvestment
provokes anxiety • Strong feeling of • Belief that education is
failure useless
Stunted Growth External Obstacles
• Inexistent vocational • External barriers
interest prevent the realisation
of a career project
Indifferent Insufficient
Perception Information
• All professions look • Lack of information to
interesting make a choice
Additional Qualifications – Summer 2009
1. Vocational Indecision
1.3 Causes of Indecision
There is no significant difference
between boys and girls when it comes
to career indecision. However, boys
tend to lose interest quicker and girls
often have a more pessimistic outlook
on their professional future
In economically disadvantaged
areas, indecision is mostly associated
with stunted personal development
These would be due to external
barriers
Additional Qualifications – Summer 2009
1. Vocational Indecision
1.4 Sociological Context
There are over 1500 different types professions
today. Simply consulting the Canadian code of
professions gives an idea of the immense choice
possibilities
In the past, people explored and learned how to
perform tasks through direct contact
Today, exploration is done in a classroom
setting, or in other words at a distance
Also, the labour force is in constant mutation.
It is hard to stay informed with all these changes
Based on this context, it is understandable that
students could fear making a choice
Additional Qualifications – Summer 2009
1. Vocational Indecision
1.5 Irrational Beliefs Associated to Indecision
(Falardeau, 2003)
Additional Qualifications – Summer 2009
1. Vocational Indecision
1.5 Irrational Beliefs Associated to Indecision
(Falardeau, 2003)
Additional Qualifications – Summer 2009
1. Vocational Indecision
1.5 Irrational Beliefs Associated to Indecision
(Falardeau, 2003)
Additional Qualifications – Summer 2009
1. Vocational Indecision
1.5 Irrational Beliefs Associated to Indecision
(Falardeau, 2003)
Additional Qualifications – Summer 2009
1. Vocational Indecision
1.5 Irrational Beliefs Associated to Indecision
(Falardeau, 2003)
Additional Qualifications – Summer 2009
1. Vocational Indecision
1.5 Irrational Beliefs Associated to Indecision
(Falardeau, 2003)
Additional Qualifications – Summer 2009
2. Academic Transitions
2.1 Making a Choice
“ Deciding implies going from the conditional to the
indicative, from imaginary to real, from deliberation
to action. Moments of crisis and resolution.”
• Doubt can still persist even after the individual has started
college or university
• A feeling of uneasiness related to career choice or career
planning risks to invade the mind
• This is a normal and easily explained feeling
Additional Qualifications – Summer 2009
2. Academic Transitions
2.2 Signs of Discomfort
Solution:
Feeling that a choice was not well
thought out. A last minute decision that
Avoid making
did not factor in personal aptitudes and impulsive decisions
economic conditions.
that can be brought on
Disappointment in the program chosen. by the fear of the
Expectations are not met and the reality
of post-secondary education is harder unknown and
than expected.
difficulty adapting to a
During the exam period, doubt sets in. new context.
Motivation diminishes and the individual
starts to consider leaving university for good
or changing programs.
Additional Qualifications – Summer 2009
2. Academic Transitions
2.2 Signs of Discomfort
Solution:
Fear of not making the right It is sometimes difficult for the
individual to take responsibility for
career choice.
their career choices. Individuals
fell that by choosing one path, they
are rejecting the others. No career
Goals are not precise and the goal can bring absolute certainty.
professional objectives are The thought of feeling comfortable
in the same profession for the rest
vague.
of your life is totally unrealistic. A
professional career is full of
Having difficulty perceiving uncertainty.
themselves as being part of the
workforce.
Additional Qualifications – Summer 2009
2. Academic Transitions
2.2 Signs of Discomfort
Doubt that university program selection
is based on a long thought process.
Solution:
Impression that the family or social context
have played a large role. Important to give some time to
develop tolerance towards
incertitude. This is the only way
Feeling of being different than their to be able to make room for
peers. Do not share the same tastes, same reflection.
values or same objectives. Sense of Important to identify what
solitude and isolation. caused this doubt and
questioning.
Important to open up to a
Conflict arises with peers and/or professional or someone they
professors, lowered quality of life and trust to see another point of view.
higher stress levels.
Additional Qualifications – Summer 2009
2. Academic Transitions
Additional Qualifications – Summer 2009
2. Academic Transitions
2.3 Discomfort Statistics
Academic transition is an important step in everyone's
life…
For the last 8 years, 10 - 14% of students have dropped
out of university after their first year…
Since 2003, the year of the double cohort, 18% of
students have left the University of Ottawa after their
first year...
38% of students who have dropped out of university say
they did so in order to figure out their career path…
Research preformed with students from the University of
Ottawa by Jean-Luc Daoust, Specialist in academic
perseverance
Additional Qualifications – Summer 2009
2. Academic Transitions
2.4 Interventions
2.4.1 Setting Goals
A team of researchers at Harvard did a
study with university graduates, 10 years
after obtaining their diploma:
The results showed that people who have
precise goals, obtained salaries that were
3x higher after 10 years
People who have written these goals down
on paper, obtained salaries that were 10x
higher after 10 years
Planning for Career Success: Those Who
Plan Do Better, Kate Wendleton
Additional Qualifications – Summer 2009
2. Academic Transitions
2.4 Interventions
Volunteering Networking Mentoring
• Why? • It is important to establish • Mentoring is a partnership
between the Alumni Association
• To acquire contacts. This will and SASS Career Services
facilitate your entry into
competencies the workforce. • Mentoring helps to:
• Develop professional
• To improve your CV • According to the Wall relationships
Street Journal, 94% of • The individual has the chance to
observe a professional in their
people obtained a job
• To widen your through one of their
daily routine
network • Which can in turn help the
contacts individual make a career choice
• To learn about the • What is a network? • Some famous mentoring
partnerships:
workforce Anyone can be part of • Mel Gibson was Heath Ledger’s
your network: family, mentor
friends, professionals, • Madonna was Gwyneth
• To specify your profs, etc... Paltrow’s mentor
abilities • www.carrieres.uottawa.ca
Additional Qualifications – Summer 2009
3. Social and Economic Insertion
3.1 Transition Period
The individual’s first full-time job thrusts them into majority
status:
They acquire autonomy with respect to their family
They acquire independence as individuals
They develop new social roles
The social integration process in the workplace is a complex
phenomenon that can suffer, due to:
Socioeconomic activity
Technological changes, globalization
Workplace rules
Certification of knowledge, regulation of
professional practice
Personal factors
Personal control, academic training, personal
abilities
Additional Qualifications – Summer 2009
3. Social and Economic Insertion
3.2 Length of Academic/Professional Transitions
According to Statistics Canada (2000)
students study longer:
• 1984: 30% of students 15 to 24 years of age stayed in
school, while 37% joined the workforce
• 1992: 36% of students 15 to 24 years of age stayed in
school, while 29% joined the workforce
• 1998: 40% of students 15 to 24 years of age stayed in
school, while 28% joined the workforce
Additional Qualifications – Summer 2009
3. Social and Economic Insertion
3.2 Length of Academic/Professional Transitions
Less and less students 15 to 24 years
of age have completed their initial
transition from school to the workplace
In 1985, socioprofessional insertion
started at 16 years of age and finished
around the age of 21. In 1998, the
academic/professional transition
started around 16 and finished around
23 years.
Additional Qualifications – Summer 2009
3. Social and Economic Insertion
3.3 Graduate Students and the Workplace
Education is a factor that measures socioprofessional success
Workplace
Education
vs. the
Working conditions are better for individuals who have obtained a
university diploma, than for individuals who did not pursue their post-
secondary studies or who did not complete their elementary or secondary
school education
In 1998, the unemployment rate for individuals 15 to 29 who had not
obtained their high school diploma was 23.3%. The rate was 5.2% for
people who had a masters of doctorate level diploma
Students 15 to 24 years of age (Statistics Canada, 2005)
• 42.1% of people who had not completed their secondary school education were working
• 70.4% of people who had completed their secondary school education were working
• 73.1% of people had completed their university education were working
Additional Qualifications – Summer 2009
3. Social and Economic Insertion
3.3 Graduate Students and the Workplace
53% of people who had workplace experience found a job
within 30 days of obtaining their bachelors degree
Work Experience 2 years 5 years
Full-time work 85% 94%
Part-time work 15% 6%
www.jobfutures.ca
Additional Qualifications – Summer 2009
4. Career Counselling and Globalization
4.1 21st Century Work Ethic
According to Savickas (1993) career counselling will
no longer simply aim to promote career development
Career counsellors will have to encourage the
development of self-affirmation, the exploration of
career values and decision making skills
In other words, self-development will become more
import than career development
The role of work will lose its importance compared to
other functions. Today’s workplace is considered less of
a place to invest yourself and more of a place to invest
in yourself.
Savickas, M.L.(1993). Career Counseling in the
Postmodern Era. Journal of Cogntive Psychotherrapy:
An international Quarterly,(7) 3, 201-215.
Additional Qualifications – Summer 2009
4. Career Counselling and Globalization
4.2 A Post-Modern Approach
The post-modern approach indicates the end of a
normative system that can be universally applied.
This new era involves the disappearance of norms.
Each individual must establish their own career
model.
The career counsellor must play a key role in this
new culture:
Their role is no longer to insure that the client
meets social norms
They must help their clients elaborate their
own career projects based on their individual
realities
The clients then become managers of their
own career development
Additional Qualifications – Summer 2009
4. Career Counselling and Globalization
4.2 A Post-Modern Approach
Additional Qualifications – Summer 2009
4. Career Counselling and Globalization
Websites to Consult
www.canadausemployment.com
www.workopolis.com
www.jobboom.com
www.mazemaster.on.ca
www.on.workinfonet.ca
Additional Qualifications – Summer 2009
