Supporting Your Child’s Career Planning

Nancey Hoare, Career CounsellorQUT Your Future Careers Team

• Overview of Career Development• Thinking back• Wearing different parent hats• Self-assessment (influences on career decision-making)• High school: Pathway plans, SET plans, QCE, QCIA, OP, Non-

OP, VET, SATs, University • Post-school career options: Gap Year, Vocational Education

& Training (TAFE, Apprenticeships & Traineeships, Group Training), University, Employment

• Job Seeking Skills• Useful resources

• Research suggests that parents occupy a unique and critical place in the transition networks of young people that is often unrecognised by both parents and policy makers.

Brotherhood of St Laurence Research revealed that:

• 100% of parents think it’s important to be involved with their child’s transition

• 80% of young people would like help from parents with making decisions

• 20% of parents feel they have enough knowledge about options & pathways

• How old were you when you left school?

• What did you do next?

• Who influenced you?

• Did you go onto further study or work?

• Are things different for young people now? If so, in what way?

• What two things would be helpful for you to learn about in these workshops?

Career: the sum total of paid and unpaid work, learning and

life roles we undertake throughout our life.

Career Field: a broad group of occupations and industries.

Occupation: a group of similar jobs found in different

industries or organisations.

Job: a position in which we perform tasks for payment.

For more info see: www.myfuture.edu.au Go to > Getting Started>What is a Career?

• No longer a job for life – young people leaving school expected to have an average of 17 different jobs over their lifetimes

• Managing your own career – www.blueprint.gov.au

Systems Theory FrameworkBy Wendy Patton & Mary McMahon

Career Influences

Much more

than just

interests

• Encouraging hat: Building confidence • Listening hat: Seeking understanding• Teaching hat: Building knowledge and skills for an

independent life • Protective hat: Caring, protecting, and reassuring

them when they’re vulnerable• Supportive hat: Providing support and/or

assistance when needed • Firm Parent hat: Setting limits/boundaries for

safety and appropriate behaviour • Playful/fun hat: Making time together enjoyable.

Challenge – knowing which hat the situation calls for.

As a parent, we are often caught between….• A rock: Making decisions for our child (we want to

protect them)• A hard place: Letting our child make his/her own

decisions (we want them to become independent)

• Sam is in Year 10 and he needs to create his SET Plan (Senior Education & Training Plan), which includes having some idea about what he wants to do after he leaves school and picking subjects for Years 11 and 12. However, Sam has decided that he wants to leave school after Year 10 and do an apprenticeship as an electrician.

• How do you think you would support Sam using each of the 7 hats?

• To find satisfying careers young people need to know their own interests, abilities and values.

• As parents we can assist them to identify who they are, so possible career directions can be explored.

• Clues may be found in their • Hobbies • Collections • Favourite TV Shows/ internet downloads • What money is saved for and spent on • Sporting interests • Friendships • Present requests • Favourite school subjects • Interests over a lifetime

• Practical or Mechanical • Nature or Recreation• Analytical or Scientific • Artistic and Creative • Helping or Advising • Persuading or Service • Organising or Clerical

P.16 of Handbook

• Realistic

• Investigative• Artistic• Social• Enterprising• Conventional

• Data Skills – Logical intelligence: think, observe, analyse, evaluate, understand,

problem solve, organise work, perform complex operations, make logical decisions

– Intuitive Intelligence: imagine, perceive, compare, innovate, be creative, show global vision, make instinctive decisions

– Verbal Ability: read, comprehend, write, research, listen, document, discuss, Instruct, communicate, explain

– Numerical Ability: figure, calculate, estimate, assess, track, record, budget, analyse numbers

– Detail: follow directions, examine, standardise, proofread, audit, measure, edit, adjust, balance, regulate

– Multidimensional Ability: interpret graphics, perceive depth, visualise and understand relationships between spaces, discriminate between colour and shade

• P. 18

• People Skills – Leadership Ability: manage, supervise, organise, lead, entertain, train,

evaluate, encourage, negotiate, cooperate, solve problems – Motivational Ability: motivate, energise, persuade, inspire, sell, teach,

interpret, exchange, influence – Interpersonal Ability: connect people, understanding, caring, show

empathy, advise –

• Practical Skills – Manual Agility: make, repair, fabricate, process, test, manufacture,

assemble and operate various products/machines/tools – Physical Ability: handle, carry, lift, move, balance, coordinate, support,

drive, transport, load, run, play

• MyFuture: www.myfuture.edu.au Sign up (free) and click on My Profile to complete various self-assessment activities and then explore career options related to your profile

• The Job Outlook website: www.joboutlook.gov.au Click on the Career Quiz

• Alife: www.alife.net.au Click on ‘Need Direction?’ for a quick, free quiz that leads to career videos.

• Job Guide www.jobguide.thegoodguides.com.au Click on Search the Job Guide to explore lots of different occupations

• Job Guide www.jobguide.thegoodguides.com.au

• My Future• www.myfuture.edu.au

• Wrap up• Next session

QUESTIONS?

• Year 10: Students will complete a Senior Education and Training (SET) Plan which will assist them to make choices about their future education and/or training pathways and plan their personal and learning goals for the future.

• Students can use their SET Plan to build on their own strengths and to work towards the Queensland Certificate of Education (QCE), Queensland Certificate of Individual Achievement (QCIA), Senior Statement or Certificate III or Certificate IV vocational qualification and/or a viable work option.

• http://www.qcaa.qld.edu.au/27033.html

• Queensland Certificate of Education QCE • The QCE is Queensland's senior school qualification, which is

awarded to eligible students usually at the end of Year 12. The QCE recognises broad learning options and offers flexibility in what, where and when learning occurs

• Queensland Certificate of Individual Achievement – QCIA • This certificate recognises the achievements of students who

undertake individualised learning programs. To be eligible, students must have impairments or difficulties in learning that are not primarily due to socioeconomic, cultural or linguistic factors.

• Students can seek tertiary entrance by obtaining an OP rank. To be eligible, they must study 20 semester units of *Authority subjects, including at least three subjects for four semesters each, and sit the QCS Test (see also OPs and FPs for more information).

• Students must also choose courses that meet the subject prerequisites for their tertiary preferences. Students who satisfy the prerequisites are then selected for particular courses based on their OP.

• Students with the best OPs are offered places first. In some cases institutions need to differentiate between students with the same OP by using FPs.

• *Authority subjects http://www.qcaa.qld.edu.au/670.html

• In cases where it has not been possible to separate applicants for the same course by using the OP followed by the FPs as the primary means of selection, QTAC will use the Australian Tertiary Admission Rank as a final discriminator.

• In Queensland, all students who complete Year 12, not just those eligible for Overall Positions (OPs) are considered tertiary-eligible.

• In other states, only students who get the equivalent of an OP are considered tertiary-eligible and receive an ATAR. Therefore only OP-eligible students in Queensland get a nationally recognised ATAR.

• http://www.qcaa.qld.edu.au/27044.html

Qualifications Framework

[Source: Australian Qualifications Framework Council (2013). Australian Qualifications Framework (2nd Ed.). Retrieved from www.aqf.edu.au]

Bachelor degree 3- 4 yrsHonours 1-2 yrsGraduate certificate 6 mos-1 yrGraduate diploma 1 yrMaster's degree (research) 1-2 yrsMaster's degree (coursework) 1-2 yrsMaster’s degree (extended) 3- 4 yrsDoctoral Degree 3- 4 yrs Note: Time frames estimates relate to full-time study

Certificate I 6-12 mos

Certificate II 6-12 mos

Certificate III 1-2 yrs

Certificate IV 6 mos-2 yrs

Diploma 1-2 yrs

Advanced diploma 1.5-2 yrs

Associate degree 2 yrs Note: Time frames estimates relate to full-time study

• VET = Vocational Education and Training • VET is provided by Registered Training Organisations

(RTOs), which Technical and Further Education (TAFE) institutes, Adult and Community Education (ACE) providers, agricultural colleges, private providers, community organisations, industry skill centres, commercial and enterprise training providers and some universities.

• Most high schools also provide VET so students don’t need to wait until they finish high school to commence tertiary study

• VET in schools allows students to complete a vocational certificate whilst also completing their Year 12 Certificate.

• At the end of the Year 12 students will receive their Year 12 certificate and may receive an ATAR score, as well as a vocational certificate, usually at certificate II level (providing they have met all the work requirements of the certificate).

• VET is available in a wide range of vocations, and each school offers a variety of VET courses to its students.

• In most states, students are informed in year 10 of the VET subjects available for completion during Year 11 & 12.

• VET courses provide the student with practical learning both on and off the job, an additional qualification at the end of their Year 12, as well as possibly contributing towards the ATAR.

• SATs = School-Based Apprenticeships and Traineeships• Available to all Year 10, 11 and 12 high school students in

QLD. • Allow students to commence an apprenticeship or complete a

traineeship while at school. • Combines paid work, training and school; as well an industry

recognised national qualification you will gain credit towards the QCE.

• Employers must provide a minimum of 50 days full-time paid employment for each year of the school-based apprenticeship or traineeship.

• Work and training may take place: – one to two days per week, attending school on the

remaining days – for blocks of time in the workplace – on weekends, school holidays or after school.

• Training organisations deliver off-the-job training and oversee the on-the-job training provided by the employer.

• The training organisation may be a TAFE institute or private training organisation.

www.apprenticeshipsinfo.qld.gov.au/school-based/index.html www.apprenticeshipsinfo.qld.gov.au http://www.aatinfo.com.au/Career-Resources/Job-Pathway-Charts-Link/Job-Pathways-Charts-PDF

• TAFE = Training and Further Education • E.g, Cert III, Cert IV, Diploma, Advanced Diploma• Duration : can range from 8 wks – 3 yrs• Classes: Day or evening• Mode: part-time, full-time, oncampus, online• Courses in many areas, including training for

apprenticeships. • TAFE courses can be used as a ‘pathway’ into university

(‘articulation’) and may earn credits towards degree

www.tafe.qld.gov.au; www.skillstech.tafe.qld.gov.au

• OP- the usual pathway for Year 12 students to gain tertiary entrance• Non-OP eligible students can apply to QTAC for a selection rank

based on "schedules”• QTAC uses schedules used to assess students who have International

Baccalaureate, AQF Certificate III, Certificate IV, Diploma, Advanced Diploma, music, dance, and speech and drama.

• Queensland Core Skills (QCS) Test results can be included in QTAC schedules, so non-OP students encourages to sit QCS

• QTAC also administers the Special Tertiary Admissions Test (STAT) - a two-hour aptitude test that assists applicants to demonstrate their potential for tertiary study and helps tertiary institutions make their selection decisions.

CRICOS No. 00213J a university for the real worldR

Making

Applications

• Resume Writing

• Cover Letter Writing

• Interview Preparation

CRICOS No. 00213Ja university for the real worldR

Job Categories

• Survival Jobs

• Positional Jobs

• Entry-Level Career Jobs

• Transition Jobs

• Dream Jobs

CRICOS No. 00213J a university for the real worldR

The Stages of Job

Hunting

• Locating job vacancies• Researching the job• Preparing your application documents• Attending an interview

CRICOS No. 00213J a university for the real worldR

Sources of Job Hunting

• Employers• Friends and relatives • Newspapers• Centrelink • Career advice services • Employment agencies• Notices • Internet

CRICOS No. 00213J a university for the real worldR

Researching a Job

Relevant contactsThe company – what do they do?The position – tasks and dutiesThe position skill and ability

requirements

http://www.myfuture.edu.au/occupations

CRICOS No. 00213J a university for the real worldR

Writing a Cover

Letter

A covering letter is to ensure that the reader will be interested enough to read your

resume

CRICOS No. 00213J a university for the real worldR

Cover Letter

Structure

• Use The Person’s Name

• Tell Them Why You’re Writing • Tell Them Why You’re Interested in them

• Tell Them Why You’re Suited – your skills

CRICOS No. 00213Ja university for the real worldR

Preparing a Resume/CV

• Contact Details Only (check your email!)• Education and Training• Employability Skills• Work History• Activities and Interests• Referees

CRICOS No. 00213J a university for the real worldR

Where to start?

• Employment / work experience, part time jobs or casual work

• Volunteer Experiences (holiday work, community work)

• School Life (Projects at school, Student Group involvement)

• Licences / Training /Certificates• Achievements/Awards• Extra Curricular Activities (Sport, Associations,

Societies)• Leisure (Interests and Hobbies, member of a

team)

CRICOS No. 00213J a university for the real worldR

Prepare examples of your

experience

Help the employer by giving examplesof your skills and abilities:

USE THE S.T.A.R PRINCIPLE • The Situation/Task• The Action you took• The Result achieved

CRICOS No. 00213Ja university for the real worldR

Templates & Guides

• Microsoft Office• My Career Resume Advice• Job Guide Resume Builder• Career One• Youth Central (VIC)• Education Queensland • Resume Guide – Myfuture

CRICOS No. 00213J a university for the real worldR

Occupational

information

http://www.myfuture.edu.au/Occupations

• For careers and labour market research information got to Job

Outlook - a site to help you decide on your future career

http://joboutlook.gov.au/pages/alpha.aspx

• Job Guide – for details of jobs

http://www.jobguide.thegoodguides.com.au/occupation/search

CRICOS No. 00213J a university for the real worldR

The Job

Interview

CRICOS No. 00213Ja university for the real worldR

Types of Job Interviews

• At different stages

• Via many means of communication

• Different places and situations

• Different number of people involved

CRICOS No. 00213J a university for the real worldR

Interview Preparation

• Research the company

• Practise answering interview questions

• Prepare some questions for the interviewer

• Consider your appearance

• Plan your journey

• Organise a portfolio/ folder to take

CRICOS No. 00213Ja university for the real worldR

Types of Interview Questions

• Traditional

• Resume

• Behavioural

• Situational

• Case

• Presentation Approach

• Off-the-wall What

CRICOS No. 00213J a university for the real worldR

Common Interview Questions

• So tell me about yourself?

• Why do you want to work here/in this job? What are your goals?

• What are your skills?/Subjects you enjoy?

• Give an example of a mistake and how you corrected it?

Weaknesses?

• Why should we hire you? What can you do that other candidates

can’t?

• What three positives would your teacher/boss give about you?

• What pay are you seeking?

• Anything else you’d like to tell me?

Social Media – How this can help or hurt – Do’s:

• Google search yourself• Set social media to ‘private’• Ditch the party pics• Use LinkedIn• Follow/connect with Mentors• Proofread everything public

*1 in 4 employers will search the internet* - Don’ts:• Post politics/religion/drama• Post offensive material• Post login details• Post unprofessional pics• Abandon social media accounts

Agencies and Services that assist with job searching• Centrelink• Job Services Australia JSA’s• Training Supplement• Transition to Independent Living Allowance• Employment Pathway Fund• Disability Employment Services (DES)• Private Career Practitioners

Career and Transition Programs

• Youth Connections• Partnerships Brokers • The New Enterprise Incentive Scheme (NEIS)• Australian Apprenticeship Access Program • Green Corp• The Language, Literacy & Numeracy Program• Personal Support Program (PSP)

First Job – What every Young Worker Should Know• Awards and Conditions• The Fair Work Ombudsman• Superannuation• Unions• Workplace Bullying/Workplace Violence• Workplace Discrimination• Young Workers Advisory Service (YWAS)

CRICOS No. 00213Ja university for the real world

R

QUESTIONS?

CRICOS No. 00213Ja university for the real worldR

s

Your Future Careers TeamQUT CabooltureBuilding J Tel: 07 5316 7666Email: yourfuture@qut.edu.au www.bridgetostudy.com.au