the career-learning network to help you to… compare pros-and-cons of stories; identify useful...
TRANSCRIPT
The Career-learning NETWORK
www.hihohiho.com
to help you to…
compare pros-and-cons of stories; identify useful features of story-telling; appreciate how graphic methods help; use distinctive ideas – such as ‘sequence’,
‘point-of-view’ and ‘turning point’; plan for narrative in your programme; work out what new programme settings are
needed.
DVT
8Forward
uploaded 01/06/07
which way is forward?
CAREER-LEARNING NARRATIVES
telling, showing, mapping
these ideas developed in ‘career-learning narratives’
free at www.hihohiho.com
‘the magazine’ (making it work)
with basic thinking in‘fewer lists, more
stories’ at the same url in ‘the
underpinning’
this PowerPoint alsoin ‘the magazine’
(in touch)_________
handouts:print in fine colourcopy in grey-scale
notes for a life - 1can we help Phil?...
Loving family in a ‘low-rent’ postcode and in daily touch with extended family. Mostly drivers – bus, taxi and train. Lively arguments about sport and celebrities - ‘I love it!’.
Few friends. All in-and-out of work as retail and service staff. Hang together on street and in clubs. Talk about sport, look for girls, have a laugh. Family and friends puzzled by Phil’s liking for jazz, tv documentaries and heavy newspapers – ‘it’s what Phil does, instead of enjoying himself’. One friend, Barry, sticks up for him - ‘not his fault, he can’t help being who he is!’.
Phil recently qualifies to a good-grade school-leaving standard. Looking for work in retail or transport management. Might become an uncle’s or friend’s boss! But no resentment of that.
more…
Phil’s life will be test of how story-telling helps - but you can better test them on somebody you know well.
notes for a life - 2
A new lover – Julia – from speed-dating. Single and with parents – in a ‘posh’ post-code. They share interests. Good sex. Getting serious.
Her parents curious about Phil. Talk about careers plans. Suggest going for a degree leading to work in something like journalism – which he’s never even considered. Julia’s own plans for IT-professional work impress Phil.
Visits to her home bring a different kind of conversation – different experiences and surprising points-of-view. Family friends become his friends.
After more than a year Julia finds someone new - ends it with Phil. Phil stays in touch with her family and friends. But it’s hard meeting-up with Julia.
more…
notes for a life - 3
One friend in particular - Martin – a high-flying lawyer. They share interests in music. Martin’s not about having a laugh – he’s about interesting questions, serious-issues, and close attention. Phil loves it.
Martin says Phil should aim higher than trainee manager – but neither of them can say what. He’s found only short-lived routine service-sector jobs - for more than a year now.
On his own patch, Phil spots his former tutor – ‘I don’t want to talk to him!’. The tutor spots Phil - ‘what are your plans now?’. Phil can hold back the tear – but he stumbles and locks-up in trying to answer the question.
in network development: where are the contacts where the likes-of-Phil can...
...find it okay to bring up things like these?
...so that they get included in talk of career management?
...and your network can offer help where help is most needed?
frameworks for thinking
> facts:informationobservation
narratives
...point-of-view...
lists
> factors:skillssectors
> trends:economic recruitment
...other people...
...sequence...
...turning-point...
in scheme development: how much of our learning range can be realised in your programme...
...episodic – remembering what is important?
...procedural – ‘how-to-do’ processes?
...emotional – approach-avoidance motivation?
...semantic – assembling data into categories?
facts:informationobservation
...point-of-view...
factors:interestssectors
trends:economic recruitment
...other people...
...sequence...
...turning-point...
thinking about help
qualification
fluent
enjoys company
in demand
flexible progression
suit service sector
Julia - here-and-gone
weeping on street
new people with different ways
…Martin’s high expectations
the way we see help - calling up:
in team development: what careers-work people do we most need - to be able to help more about any of this?
> surprise - what we don’t expect;> comfort - what we expect;
> curiosity - what we know might be there, but isn’t.
setting stories down
> showing: setting down
graphics, story boards or
cartoons;
> mapping: locating and
sorting on an area map, cross
section or mind-map.
> telling:writing, speaking role-playing
performing;
lyricdiarybiog
day in the life
blog
in network development: what position are any careers workers in here - to come up with, and to work with, these narrative methods...
...advisers?
...career-specialist teachers?
...other teachers?
...community-based mentors?
family memories
mentoring conversations
experience-of-work encounters
‘soap' narratives - and the gossip ‘reality-tv’ observations – and more gossip
narrative curriculum – such as ‘lit’, ‘hist’ & ‘re’
information and impressions – what’s
going on
encounters – feedback and models
attachment – support
allegiances - expectation
inner life – what sense can I make of it
whose stories?
recalledmy own
foundother people’s
in scheme development: where in your programme are people able to engage students and clients in...
...knowing when they can trust ‘insider-information’ from other people’s stories?
...working out how other people’s stories might give them a clue to their own?
...working out how, in their own story, one thing leads to another?
rounding out the story
> people: you and me - and them;
> place: scenes, locations - and roles;
> talk: conversation and soliloquy;
in scheme development: where in your programme is there space, time and setting to work with rounded stories...
> events: episodes – with turning points;
> meaning: theme or purpose – a point;
…so that students and clients can grasp what it means to deal with life-roles?
…but with turning points that can change everything? …with other people - who have other points-of-view, and might put pressure on them?
people - me, you, them… and versions of self
julia’s parents
martin
tutor
new friends
juliaPhil - as ‘I’
friends family
Phil - as ‘me’
in team development: who in your team has the understanding and opportunity to work with...
stories speaking - in the:
> as subject and as predicate.> both singular and plural;> first, second and third person;
…as both a subjective ‘I’, and a mindful self, examining a predicated ‘me’?
…enabling students and client to take account of long-standing and new relationships?…with individuals and groups... trusted and doubted... pressuring and pressurised?
jazz
places - scenes, locations… and roles
places and their dynamic:
in team development: what do helpers need to appreciate, to ensure that students and clients can examine how places shape lives?
> with whom? - ‘parents’, ‘friends’, ‘colleagues’, ‘tutor’;
different places influencing what people do, say… and feel:
> where things go down? – home, club, street, work;
> in what roles? – ‘son/daughter’, ‘lover’, ‘guest’, ‘student’.
jazz
me too!
so is that the end of that?...
or what?
you can do better, Phil
what now?
not sure I believe this! ?
Phil’s career?
Goodbye Phil
but it’s who he is!
pride!wow!
it’s what Phil does instead of having fun
jazz?
talk talk, questions questions,
issues, issues
talk - conversation… and soliloquytalk:
in team development: what knowledge-and-skill is needed to enable these levels of recounting, disclosure and reflection.
> thinking aloud - tentatively seeking feedback on thoughts.> soliloquy - mindfully watching and questioning;> gossip - excitedly recounting and hunching;> communication - clearly reporting and and explaining;
achievement welcome loss friend question
jazz
me too!
so is that the end of that?...
or what?
you can do better, Phil
what now?
not sure I believe this! ?
Phil’s career?
Goodbye Phil
but it’s who he is!
pride!wow!
it’s what Phil does instead of having fun
jazz?
talk talk, questions questions,
issues, issues
events - episodes… and turning points
certificate
events and their dynamic:
> sequence - in achievement, luck or surprise;> turning point - when the event has impact;> provoking re-examination - and possible change-of-mind.
in team development: what knowledge and skill can we develop to enable this kind of probing - and the possibility of change-of-mind.
why did that tutor make me weep!
meaning - theme, purpose… the story’s point
impact: someone accepting, finding out, being shaken, or realising something - learning giving the story a meaning:
in scheme development: where in your programme is there space, time and setting to work on all these elements...
...in face-to-face work?
...in economic well being curriculum?
...in other parts of a full careers work programme?
achievement welcome loss friend question
jazz
me too!
so is that the end of that?...
or what?
you can do better, Phil
what now?
not sure I believe this! ?
Phil’s career?
Goodbye Phil
but it’s who he is!
pride!wow!
it’s what Phil does instead of having fun
jazz?
talk talk, questions questions,
issues, issues
certificate
finding turning-points
…mystery …insight
pressure
…a discovery
…romance
support
…empathy…feeling
…rebirth …realisation…a new start
…adventure …motivation
loyalty
…a task
…tragedy …understanding
surprise
…an explanation
…soap …curiosity
new group
…strands
a rounded story - supporting more than one way of settling on meaning:
in scheme development: where in your programme is there space, time and setting to probe plot-lines......trying out students’ or clients’ own ‘trial realties ‘- scene by scene?...comparing two accounts of a shared event, set alongside each other?...asking what plot-line students or clients see in their own stories - and want to see?
for… with a plotline of… relying on…
get organised
for trainee retail
management
go for HE
stay the same
back to speed-dating
look for higher-grade
management training
what now?
?
talk talk, questions questions, issues,
issues
it’s what Phil does
instead of
having fun
jazz?
Phil’s career
?
but it’s who he is!
you can do
better, Phil
Goodbye Phil
probing for meaningelements of narrative transferred to a cross-section, an area-map - or a mind-map like this…
in scheme development: where in your programme is there space, time and setting to probe meaning...
...transferring technique from found stories to recalled stories?
...examining someone else’s story – say from a mentor?
...reflecting on what this person might do – and suggesting help?
talk to friends and family
find a route into HE
find my ‘driver’
get money organised
commit
letting go and moving on
college
Oh my God! – I’m
actually doing it... Martin!
They’re my people - I can’t just let go
I know Dad – what about helping sort
my room
I can get started - but where is it
leading me?
I’m glad you came back Phil
college
bank
I can suggest things – but you’ve got to work this out for yourself
1. do I need entryqualifications?2. can I do something part-time?3. what courses are available?
I’m gonna need a lot of help
I need a steady pt job, a laptop, and a room to work in -
start saving
we’ll stand you a round
Phil
it’ll mean less time, less ‘fun’ and less money
wish I had the nerve
I’d like to help Phil,
but wouldn’t know how
what would happen if…?
in network development: who is in a position to enable learning from this rounded approach to action planning...
a narrative approach to action planning and rehearsal:
...on places – ...‘where do you need to be in order to do this?’;
...on people – ...‘who can help you?’.
...on talk – ...‘what does that mean for what you think, feel and say - to yourself and others?’;…on events – ...‘what what must you make happen?’;...on meaning – asking ‘what are you learning from this?’;
ID Phil - 8 July what will you do and say where & wh by whenfirst
next
next
next
and then
useful learning for thoughtful action
what needs to be done?things to do, places to go, people to talk with, other...
why is this a good idea?for your life, to get help, to help others understand you, other...
who and what do you need to do this?people, time, money, space, stuff, other...
what outfits can help you?school-or-college, employer, bank, other...
your ideas making it work – the story
regular work / save / 6 hrs lectures & 8 in my room - every week / my mates and my Dad see I can do it / and feel good
This is the basis for the plan. Now, what will you do - and in what order?... You can show your plan to people who know and care about you -so that they can better understand you and help you.
working from story to planning format:
in network development: who should be involved - for integrating this work with progress files and personal action plans...
...being clear about the different uses of formative and summative procedures?
...redesigning procedures to engage narrative processes?
talk to college tutortalk to Martintalk to friends & family
want to know what the tutor thinksdon’t want to lose my friendsDad knows I’m ready for a big changeMartin can help – but I don’t know how
steady job (part time)work-table and laptop in my roomfinancial advice
collegebank
enrol at college tutor at college by end of the month
tell my people what I’m mates next weekup to family
get financial advice bank next week
what can I get from it Martin this week
how do I get into HE? at college this week with tutor
this is what I mean to achievewhere will you be, what will you be doing, how will you feel?
what can stories do?...
...and where can they do it?
engage students and clients......experience-based... /...learning from life...
... finding turning points......with student and client as interrogator…
make links......in sequence... / ...causes-to-effects...
...to intuition, luck & point-of-view......to attachment & allegiance…
enable learning......for life’s roles... / ... ...for transfer...for change-of-mind... / ...for action ...
...for life-long use…
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careers centre
face-to-face
reporting, recording & profiling
economic well-being curriculum
civil, spiritual & personal well-beingcurriculum
integrated curriculum
community-linked work
programme settings for narrative methodsfinding space, time, resources and people good for working with narrative:
in network development: who needs to be involved - in school or college, in Connexions, and in the community - to support...
...student and client understanding of how stories help?
...learning to sort out each their own position?
...carrying that learning into life?
...embedding it for life-long use?
any hope here?
> compare pros-and-cons for stories?> identify useful features of stories?> appreciate how graphic methods help?> use distinctive ideas?> plan for narrative in your programme?> work out new programme settings?
helps you to…
if ‘yes’ - glad it’s been usefulif ‘no’ - you could tell Bill why at www.hihohiho.com
more help…get this PowerPoint - and send the url to colleagues - atwww.hihohiho.com/magazine/features/cafstorypract.ppt
get the underpinning narrative thinking - atwww.hihohiho/underpinning/cafbiog.pdf
study the basic thinking on ‘roles’, ‘experience’ and ‘influences’ - atwww.hihohiho/moving%20on/CPITxt&Map/cafcpiprjcttxt.html
send your own challenging career-development stories - [email protected]
yes/noyes/noyes/noyes/noyes/noyes/no