Jenn Yeoong LeongEnglish / WorkshopHelping students create dynamic career stories using the SelectiveOptimization with Compensation (SOC) modelAbstractIncreasingly, career counsellors are realizing that the individual is a system operating within thecontext <strong>of</strong> the environment they function in. This constant interaction with the environment allows theindividual to formulate a unique view <strong>of</strong> life and allows him to form his own interpretation <strong>of</strong> events.Hence engaging a client in his or her career developmental process is not just about forecasting whatis the best career pathways but about working with the client in a collaborative manner to create newstories based on the context him or her functions in. <strong>The</strong> SOC model developed by Baltes andcolleagues (Baltes, 1997; Freund & Bates, 1998) provides a working model for career counsellors tohelp clients create these new stories. In essence, career counsellors need to go through the followingthree processes in the creation <strong>of</strong> their careernarratives:• Helping the client create the new or desired story for themselves and how they intend to make thisnew story come alive;• An examination <strong>of</strong> the strategies <strong>of</strong> how to optimize the use <strong>of</strong> the client’s internal and externalassets available to fulfill his or her desired goals and• An examination <strong>of</strong> the compensating strategies when the client encounters barriers or losses instory creation process.Given that the environment the individual is operating in is constantly changing, these stories <strong>of</strong>tenneed to be dynamic and subjected to regular reviews. In the collaborative process, career counsellorswould need to get clients to review their stories to ensure that their clients are in control <strong>of</strong> their lifejourney. This workshop will demonstrate how career counsellors can use this model to help their clientcreate new stories for themselves. <strong>The</strong> experience <strong>of</strong> the writer in using the model to help the clients indeveloping a new career story in a school counseling setting in Singapore will also be shared.About the presenterDesignation:Contact Information:email:Language:Type <strong>of</strong> Presentation:School Counsellor, Pioneer Junior College (till June 2010); Teacher,Assumption Pathway School (June 2010 onwards)Blk 12 Dover Close East #24-208 Singapore 130012, Singapore.leong_jenn_yeoong@moe.edu.sgEnglishWorkshopLeong Jenn Yeoong is at present leading a department in Assumption Pathway School in Singapore where he isresponsible for helping students to develop critical skills and competencies needed to be a 21st Century Worker. Prior to hisappointment, he was a school counsellor at Pioneer Junior College where he was heavily involved in the use <strong>of</strong> careerapproaches to help students make good career decisions. He is also involved in action research and has presented papersand workshops in the Philippines, Hong Kong and Singapore.48IAEVG-Jiva Conference, India, 2010
Jenny Bimrose & Alan BrownEnglish / Scientific PaperMid-career progression and development:<strong>The</strong> role for careers guidance and counselingAbstractMany individuals will experience a number <strong>of</strong> career transitions as a result <strong>of</strong> recent labour marketchanges, moving jobs and/ or employers several times during their working lives. Knowledge andunderstanding <strong>of</strong> these transitions provide powerful insights to the ways in which learning andqualifications can be used to support progression and development across the life-course. Keyfindings from a two year European research study (2008-2010) into forms <strong>of</strong> individual careerprogression will be presented that focus on continuing vocational training (CVT) and the careersguidance support required by mid-career and older workers. <strong>The</strong> research focused on how careers arechanging across Europe. It explored different paths taken to develop the knowledge and skills used inemployment; how and why participants gained qualifications; why they changed jobs; and why theystayed in the same career. <strong>The</strong> first phase <strong>of</strong> the study involved a comprehensive literature review,with the second phase involving both an on-line survey <strong>of</strong> over a thousand participants in tenEuropean countries and some follow-up interviews.Findings suggest how many individuals had continued to develop their skills in the workplace withoutengaging in formal education or training and were confident that they possessed a set <strong>of</strong> skills that hada continuing value in the labour market. In contrast, acquiring mid-career qualifications were importantin the individual development <strong>of</strong> others (particularly those with few qualifications and those individualsundertaking less demanding work). However, the whole relationship between learning, qualificationsand employment was much more nuanced than the dominant European rhetoric <strong>of</strong> ‘lifelong learning’suggests. Indeed, the patterns <strong>of</strong> skill development that emerged across the life-course show howmuch learning and development is episodic, interspersed with ‘quieter’ periods. <strong>The</strong>re are clearimplications for careers guidance from this research. <strong>The</strong>re may be positive value in encouraging midcareerchange where labour markets need increasing numbers <strong>of</strong> older workers to remain engaged inthe labour market. Individuals also need support to develop coherent career narratives <strong>of</strong> where theyhave been; what they are doing now and where they are going, as this can transform how they viewtheir learning, careers and identities.About the presentersContact Information:email:Language:Type <strong>of</strong> Presentation:University <strong>of</strong> Warwick, Institute for Employment Research, Coventry,CV4 7AL, Englandjenny.bimrose@warwick.ac.ukEnglishScientific PaperJenny Bimrose is a Pr<strong>of</strong>essorial Fellow at the Institute for Employment Research at the University <strong>of</strong> Warwick, England. Shehas published extensively, taught, managed and researched in higher education in the area <strong>of</strong> careers guidance for overthirty years. Many <strong>of</strong> her research projects have concentrated on the theory and practice <strong>of</strong> career counselling and guidanceand on gender. Ongoing research interests include: decision-making styles, career progression and the using ICT to supportguidance practice.Alan Brown is also a Pr<strong>of</strong>essorial Fellow at the Institute for Employment Research at the University <strong>of</strong> Warwick, England.His current research, which has a strong international focus, is around changing occupational identities, continuingvocational training, skill formation, <strong>org</strong>anisational performance, networks and supporting online learning. Jenny and Alanhave completed a lot <strong>of</strong> work together on research that highlights the importance <strong>of</strong> careers guidance for people moving intoand through labour markets around the world.49IAEVG-Jiva Conference, India, 2010
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