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 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

Inte

rvie

ws

Learner-practitioners

14 registrars 15 apprentices 12 cadets

Workplace mentors

GP teachers Medical educators

Trainers (employers) Training advisors

Mentors Tech/team leaders

Ob

serv

atio

ns

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

Vocational threshold process

Vocational thresholds for GPs

Relationship-centred medicine Managing anxieties Expertise through uncertainty

Vocational thresholds for carpenters Pride in craft Values and judgement

Industry belongingness

Vocational thresholds for engineering technicians

A vital cog in a larger wheel Possibilities and impact A social activity

Teachers and mentors in a practice landscape

Collegiality Responsibility Mindset Co-constructors of competence

Dispositions: crucial for capability

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

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)

Careers practitioners working with vocational thresholds

Lifelong Lifewide Career info Diversity Integrated

Professional Employers Interventions Foster CMCs Get evidence