SLIDE 1
Beyond the routine: developing
careers transformational learning experiences
Our Value, Our Voice. CDANZ National Symposium. 3-4 October 2016 Karen Vaughan, New Zealand Council for Educational Research
Why bother? The Knowing Practice project GP medicine Carpentry - - PowerPoint PPT Presentation
Why bother? The Knowing Practice project GP medicine Carpentry - - PowerPoint PPT Presentation
Beyond the routine: developing careers transformational learning experiences Our Value, Our Voice. CDANZ National Symposium. 3-4 October 2016 Karen Vaughan, New Zealand Council for Educational Research Why bother? The Knowing Practice project
SLIDE 2
SLIDE 3
The Knowing Practice project
GP medicine Carpentry Engineering
Arrangements RNZCGP’s GP Education
Programme
Fellowship, vocational reg.
BCITO’s managed apprenticeships
NC Carpentry, L4
Cadetships through IPENZ’s Futureintech
ND Engineering (civil), L6 Interviews Learner- practitioners
14 registrars 15 apprentices 12 cadets
Workplace mentors
GP teachers Medical educators Trainers (employers) Training advisors Mentors Tech/team leaders
Observations Support sessions
Teaching sessions (wkly) * Learning groups (wkly for 1st year; 6-wkly for 2nd & 3rd year) * Clinician seminars (weekly & for 1st year only) Training advisor visits and assessment team meetings (minimum quarterly) Team meetings (as required) Mentoring meetings (usually monthly) Team meetings (as required) *ITP classes (offsite)
* offsite provision
SLIDE 4
Vocational threshold process
SLIDE 5
Vocational thresholds for GPs
Relationship-centred medicine Managing anxieties Expertise through uncertainty
SLIDE 6
Vocational thresholds for carpenters
Pride in craft Values and judgement Industry belongingness
SLIDE 7
Vocational thresholds for engineering technicians
A vital cog in a larger wheel Possibilities and impact A social activity
SLIDE 8
Teachers and mentors in a practice landscape
Collegiality Responsibility Mindset Co-constructors of competence
SLIDE 9
Dispositions: crucial for capability
SLIDE 10
Crossing vocational thresholds
- Knowing, doing, being
- Field-specific dispositions
- Meta-dispositions - attentive, proactive, wise, agile
- Understanding the purposes of your work/learning
- Workplace as “dispositional mileux” (Carr, et al. 2010)
- Workplace teachers/mentors inhabit practice landscape
SLIDE 11
10 principles for careers practitioners’ work
Take an approach that:
- 1. Is lifelong
- 2. Is lifewide
- 3. Uses career information
- 4. Respects diversity of individuals
- 5. Integrates into other support
- 6. Is based on professional training
- 7. Involves employers and workplace experience
- 8. Instigates multiple, combined interventions
- 9. Fosters career management competencies
10.Contributes to quality assurance and evaluation
(adapted from Hooley’s 2014 report for ELGPN on elements of career guidance)
SLIDE 12
Careers practitioners working with vocational thresholds
Lifelong Lifewide Career info Diversity Integrated Professional Employers Interventions Foster CMCs Get evidence