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<br>The following abstracts are provided by the presenters for the workshops and the Research strand to the AACC08 Conference in Tasmania. The abstracts for both programs are in order of presentation.<BR><BR>
<TABLE borderColor=white cellSpacing=0 cellPadding=2 bgColor=white border=1>
<TR>
<TD><STRONG><EM>WORKSHOPS</EM></STRONG></TD>
<TD vAlign=top><STRONG><EM>RESEARCH STRAND</EM> </STRONG></TD></TR>
<TR>
<TD><FONT color=#004000>
<P><FONT size=2><STRONG>REFLECTIVE PRACTICE WORKSHOP: WHAT DOES GLOBALISATION MEAN FOR PRACTICE?<BR></STRONG>Vivienne Brown<BR><FONT size=2><FONT color=#000000>During this workshop Vivienne will develop the issues raised in the keynote presentation and ask participants to consider their own guidance delivery in the context of their own change situation. This will involve completing short pre-prepared questionnaire to ascertain current practice and inviting participants to shape up new different ways of delivering through consideration of pre-prepared case studies. This will involve small working groups and volunteer facilitators to help with the process. Notes for facilitators will be provided along-with the questionnaires and case studies. Participants will then be asked to share their findings and this will be captured in a series of learning points for participants to use in future as a means of continuous improvement.</FONT><BR></FONT><BR><STRONG>CLIMB EVERY MOUTAIN: FACILITATING CLIENTS TO FIND THEIR DREAM<BR>Dr Sharon Crozier</STRONG><SUP>1</SUP>, M Huston</FONT></FONT><FONT size=2><SUP><FONT color=#004000> 2</FONT><BR></SUP><SUP>1</SUP> Counselling Centre, University Of Calgary, Calgary, Canada, <SUP>2</SUP> Student Counselling Centre, Mount Royal College, Calgary, Canada<BR>Facilitating clients to master the career landscape (climbing every mountain, fording every stream as Julie Andrews sang to us in the Sound of Music) until they discover their dream or passion will result in great insight and learning as well as amazing career fulfillment. Choosing a passion-based career path is a complex, lifelong process, but practitioners can play an important role in assisting clients to gather information and attend to clues about their own career passion. This interactive workshop provides an overview of recent models of effective career decision-making, focusing on right-brain or intuition-based strategies for finding meaningful career possibilities. It will cover specific models and strategies professionals can use to support clients in discovering their own passion-based career paths. </FONT></P>
<P><FONT size=2><FONT color=#004000><B style="mso-bidi-font-weight: normal">USING THE STUDENT E-PORTFOLIO AS A LEARNING TOOL TO ASSIST IN THE TRANSITION TO EMPLOYMENT<BR></B>Col McCowan OAM, and Dr Fran Finn<BR>School of Management, Queensland University of Technology</FONT> <BR>In 2004, the Queensland University of Technology (QUT) developed a multi-purpose Student e-Portfolio (Se-P) which is now used by 27,000 students in 27 different programs ranging from self-initiated use to being fully embedded into the curriculum. Although one of its major purposes is as a dynamic learning tool, it also has as its primary focus a set of employability skills or competencies and scaffolding which enables students to build, reflect on, and evidence their skills in preparation for a successful transition to relevant employment. Employers and employer bodies have strongly endorsed the QUT SeP and its processes and the contribution it is making to positive graduate outcomes. Two specific examples of its use are outlined. One is its usefulness in preparing students to implement a high quality career development system into their role as future human resource professionals working as consultants or in large organisations upon graduation. The second is the significant role it plays in preparing for accrediting nurse practitioner professionals through their relevant nursing council and in assisting these students comprehend how their complex curriculum prepares them for this journey.</FONT></P>
<P><FONT size=2><FONT color=#004080><FONT color=#004000><B style="mso-bidi-font-weight: normal">GUARANTEEING FUTURES: TODAYS STUDENTS - MANAGERS OF THEIR OWN LIFE LEARNING AND WORK<BR></B>Stuart Harvey, Vivienne Ride</FONT><BR></FONT>Managers of their own life, learning and work – that is what those who entering independent young adulthood will need to be if they are to thrive and prosper in this, the twenty-first century.<BR>The Tasmanian Government strategy for the post compulsory years of schooling, articulated in <B style="mso-bidi-font-weight: normal"><I style="mso-bidi-font-style: normal">Tasmania</I></B><B style="mso-bidi-font-weight: normal"><I style="mso-bidi-font-style: normal">, A State of Learning</I></B> (2003) aims to assist young people to develop the capacity to proactively engage in and shape their own career journey. <BR>Beginning in Grade 8 and continuing throughout their high school years, all students in Tasmanian Government schools work individually or in small groups with the pathway planning officer in the school to develop an individual pathway plan. Students explore who they are; they investigate interests, capabilities and barriers. They identify those who can offer them support and advice as they consider what the future offers and they take an active role in the decision making process as they move on from compulsory education. </FONT></P>
<P><FONT size=2>Young people engage in work exploration through continued interaction with pathway planning officers; through curriculum offerings in their schools and through participation in vocational learning opportunities in a range of environments outside the classroom.</FONT></P>
<P><FONT size=2>This interactive workshop will showcase the empowering process in which our young people engage over three years in high school. Participants will explore the comprehensive resources that have been developed to support and enhance the pathway planning process. They will have the opportunity to engage in a hands-on way in tasks and activities that are designed to involve students in a cycle of inquiry with a pathway focus. <BR></FONT></P>
<P><FONT color=#004000><FONT size=2><STRONG>CAREER CONVERSATIONS<BR></STRONG>DEEWR<BR></FONT><FONT color=#000000><FONT color=#0000ff><FONT size=2><FONT color=#000000>An opportunity to talk informally with the Department of<STRONG> </STRONG>Education, Employment and Workplace Relations about Australian Government career development initiatives and support.</FONT> <BR><BR></FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN><FONT size=2><FONT color=#000000><FONT color=#004000><STRONG>HOW TO HELP YOUR CLIENTS WRITE RESUMES THAT GRAB THE EMPLOYER'S INTEREST <BR></STRONG>Rupert French, The Job Winners</FONT><BR></FONT><FONT color=#000000>A good résumé can open the door to a great new career but so often applicants waste their opportunities with puffed-up, boring documents simply bec<?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" /><st1:PersonName w:st="on">au</st1:PersonName>se they don’t understand what makes an effective application.<SPAN style="mso-spacerun: yes"> </SPAN>And then they are surprised and disappointed when they don’t get an interview.<U><?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p></o:p></U></FONT></FONT></SPAN></P>
<P class=NormalRFtreb style="MARGIN: 10pt 0in 6pt; LINE-HEIGHT: normal"><SPAN lang=EN-AU style="FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><FONT color=#000000>A résumé should be a dynamic document, something that grabs the employers interest with its first line and then keeps it all the way through to the end.<SPAN style="mso-spacerun: yes"> </SPAN>A résumé is not so much about the applicants themselves as it is about the job and how well they will do it.<o:p></o:p></FONT></SPAN></P>
<P class=NormalRFtreb style="MARGIN: 10pt 0in 6pt; LINE-HEIGHT: normal"><SPAN lang=EN-AU style="FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><FONT color=#000000>But how do you help your clients write such a résumé?<SPAN style="mso-spacerun: yes"> </SPAN>This practical, interactive workshop will take you step-by-step through the whole process.<SPAN style="mso-spacerun: yes"> </SPAN>It will cover layout, design and order, the principles of readability; chronological and functional résumés, which to use and the advantages of each; suggested section headings; and, very importantly, how to describe knowledge and skills effectively without sounding boastful.<o:p></o:p></FONT></SPAN></P>
<P class=NormalRFtreb style="MARGIN: 10pt 0in 6pt; LINE-HEIGHT: normal"><SPAN lang=EN-AU style="FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><FONT color=#000000>After this workshop, you will never again hesitate to help someone develop a good job application.<SPAN style="mso-spacerun: yes"> </SPAN>And it will certainly help you to help your clients make a successful start towards their new career.<o:p></o:p></FONT></SPAN></P></FONT></FONT></FONT>
<P><FONT color=#004000><FONT size=2><STRONG>RESPONDING TO CAREER CLIMATE CHANGE<BR></STRONG>Carole Brown<SUP> 1</SUP>, Jenni Proctor </FONT></FONT><FONT size=2><FONT color=#004000><SUP>2<BR></SUP><SUP>1</SUP> Australian National University, <SUP>2</SUP> Career Clarity<BR></FONT>The “climate” of career development has changed dramatically over the last few years. This workshop will commence with input about changes that impact on the work of career practitioners. Carole Brown will discuss the way that the career profession has evolved, and will reflect on the impact of societal changes on career development requirements. National and international changes in career development, government policies, and the current work situation in Australia will all be considered. <BR><BR>Following this stimulus, workshop participants will break into groups to discuss ways that we as private practitioners are currently trying to ensure that our businesses respond to the career development needs within Australia, and that our profession retains its relevance in this changing climate. Workshop attendees will then be guided as they work through a creative group process. They will be challenged to consider how they can adapt their businesses to respond to the needs of the career climate change in new and interesting ways. Initially all brainstormed ideas will be noted, then groups will be encouraged to concentrate and further develop one or two ideas that they believe are worthy of sharing with the whole group.<BR><BR>Time will be available to share the ideas at the end of the workshop, and if participants are willing the more developed ideas will be collated and shared by email after the conference.<BR><BR></FONT><FONT size=2><FONT color=#004000><B>INDIGENOUS STUDENTS AND INDUSTRY: FINDING PATHWAYS THAT WORK <BR></B>Coralie Boyd and J Mostran<BR>Local Community Partnerships<BR></FONT>The presentation will address the demographics and landscape and major issues in the remote area ,being Central Australia that our program covers, being: from the South Australian Border up to the Barkly region in the North across from the Western Australian Boarder and Queensland Border. We will provide practical example of the pathways that are being pursued such as:</FONT></P>
<UL style="MARGIN-TOP: 0mm" type=disc>
<LI class=MsoNormal style="MARGIN: 0mm 0mm 0pt; tab-stops: list 36.0pt; mso-list: l1 level1 lfo2"><FONT size=2>The transition program from CDEP into main stream employment</FONT></LI>
<LI class=MsoNormal style="MARGIN: 0mm 0mm 0pt; tab-stops: list 36.0pt; mso-list: l1 level1 lfo2"><FONT size=2>The Gap Year Employment program for students attending University Interstate</FONT></LI>
<LI class=MsoNormal style="MARGIN: 0mm 0mm 0pt; tab-stops: list 36.0pt; mso-list: l1 level1 lfo2"><FONT size=2>Collaborations between organisations that benefit career outcomes for students.</FONT></LI>
<LI class=MsoNormal style="MARGIN: 0mm 0mm 0pt; tab-stops: list 36.0pt; mso-list: l1 level1 lfo2"><FONT size=2>Real Career Options for students on Remote Indigenous Communities.</FONT></LI></UL>
<P><FONT size=2><FONT color=#004000><STRONG>STUDENT/CLIENT RESISTANCE TO CAREER PLANNING: COMMON PROBLEM - SHARED SOLUTIONS <BR></STRONG><EM>Frederick Stokes-Thompson<BR></EM></FONT></FONT><EM><FONT color=#004000 size=2>Careers Adviser, Flexible Learning Centre, University of South Australia<BR></FONT></EM><FONT size=2>The adjectives ‘creative’ and ‘innovative’ are increasingly appearing in job ads. today. However, to be an achiever (as the adjectives imply) “involves hard work, painful encounters and personal development” (Scanlon, 2005) as neither are a personal characteristics. While the ability to be creative or innovative is important attributes for successful career planning and development, a number of students/clients seldom have the inclination, let alone the opportunity, to be either. The workshop will explore the bases for this lack, or low motivation, to be creative or innovative, and hence for effective career planning. Participants will be encouraged to share and/or develop strategies and practical solutions to overcome this resistance.<BR></FONT></P><FONT color=#004000>
<P><FONT color=#004000 size=2><STRONG>PROMOTING A CAREER DEVELOPMENT CULTURE IN SCHOOL</STRONG></FONT><FONT color=#000000 size=2><STRONG> <BR></STRONG></FONT><FONT color=#004000 size=2>Bruno Pileggi, AGQTP Career Development Programme Department of Education and Training<BR></FONT><FONT color=#000000 size=2>This workshop will illustrate how benchmark frameworks such as the <I style="mso-bidi-font-style: normal">Australian Blueprint for Career Development</I> and the <I style="mso-bidi-font-style: normal">Western Australian Guidelines for Career Development and Transition Support Services</I> have been used as vehicle to provide a professional development opportunity for teachers and administrators in Western Australian schools. <BR><BR>The professional development opportunity entitled “Promoting a Career Development Culture in Schools” grew out of a series of district trials that took place during 2005. The trials highlighted the need to support schools with a current understanding of career development along with resources to support the development of a whole school approach to career development. The professional development has provided opportunities for teachers to improve their pedagogical practices and make a positive impact on students in the classroom. Teachers have expressed confidence in their ability to support students with the implementation of learning pathway plans as a result of their participation in the workshop coupled with the resource file we developed that participants receive.</FONT></P>
<P><FONT color=#000000 size=2>This workshop will provide participants with an opportunity to experience a snapshot of the professional development opportunity along with a brief showcase of the learning journey of a few schools who previously engaged with the professional development.</FONT></P>
<P><FONT size=2><STRONG>EFFECTIVE CAREER SERVICES FOR ALL CLIENTS: PRACTICAL TOOLS AND TECHNIQUES FOR CAREER PRACTITIONERS<BR></STRONG>Janet Lenz<BR>Program Director-Career Advising, Counselling and Programming, Career Centre, Florida State University USA<BR></FONT></FONT><FONT size=2>In today’s global economy, accessing career services and making career decisions is often a lifelong process for many individuals. Regardless of where individuals live, they may face work transitions and changing ways of working. Proponents of a social justice perspective on careers argue that we need to make career services more accessible and suggest that not everyone will have the range of options implied in some career choice models. The goal of this workshop is to demonstrate a successful, theory-based approach, highlighting career interventions, tools, and service delivery methods that can be implemented by practitioners in varied settings, serving diverse client populations.<BR><BR></FONT><FONT size=2><FONT color=#004000><B style="mso-bidi-font-weight: normal">CAREER COUNSELLING AND CAREER COACHING PRACTICE UNDER THE MICROSCOPE OF PRACTITIONER STANDARDS AND CONTINUAL IMPROVEMENT<BR></B>Judy Denham<BR>Edith Cowan University And Career Solutions<BR></FONT>Participants will view video excerpts of real client sessions under the dual lens of Professional Standards for Australian Career Development Practitioners and career counselling and coaching microskills. Participants will be provided with checklists of relevant Practitioner Standards competencies and counselling and coaching microskills. Working in small groups participants will be encouraged to identify, analyse, critique and discuss the competencies and microskills observed in the video excerpts. Participants will also be encouraged to identify practical ways to evaluate their practitioner competencies and microskills when working in their work context.<BR><BR></FONT><FONT size=2><FONT color=#004000><B style="mso-bidi-font-weight: normal">FROM HERE TO THERE - GAINING CAREERS EXPERIENCE BEFORE LEAVING SCHOOL<BR></B>Vija Hughes<SUP>1</SUP>, M Binns<SUP> 2</SUP>, J Wells<SUP> 3</SUP>, J Merrett<SUP> 4</SUP>, J Crosswell</FONT></FONT><FONT size=2><FONT color=#004000><SUP> 5<BR></SUP><SUP>1</SUP>Scope - Southern Tasmania, <SUP>2</SUP> Launceston Workplace Learning, <SUP>3</SUP> NE Education And Training Centre, <SUP>4</SUP> MST, <SUP>5</SUP> Central North Local Community Partnership</FONT></FONT><FONT size=2><B style="mso-bidi-font-weight: normal"> <BR></B>This presentation will provide an overview of <B>Careers Advice Australia</B> (CAA) range of programs, specifically the objectives and the role of <B>Local Community Partnerships</B> (LCPs) with other career advice programs. <BR>CAA is an Australian Government initiative designed to facilitate successful transition from compulsory education to further education work or training for young people aged 13-19 years. LCPs facilitate interaction between members of the local community – schools, teachers, young people, industry, careers developers, parents and counsellors. (15minutes)</FONT></P>
<P><FONT size=2>Within the LCP guidelines there are three programs, namely Structured Workplace Learning (SWL), Career and Transition Support(CTS), and Adopt a School Programs (ASP). </FONT></P>
<P><FONT size=2>The five LCPs in Tasmania will each present an example of how they work in their local community, expanding on one of the projects they have facilitated and how this has contributed to career pathways knowledge for young people. (approx 7-10 minutes each)</FONT></P>
<P><FONT size=2><FONT color=#004000><B>A BEGINNERS GUIDE TO PROVIDING E-CAREER GUIDANCE</B> <BR>Russell Booth<SUP>1 </SUP>, Tannis Goddard</FONT></FONT><FONT size=2><FONT color=#004000><SUP>2<BR></SUP><SUP>1</SUP>Career Change Ltd, <SUP>2</SUP>Training Innovations Inc</FONT><BR>With the explosion of the Internet and the emergence of new communication tools and techniques the delivery of career services has the opportunity to move away from the traditional face-to-face mode. Many clients are now demanding such services and actively seek them out and may now be electing to visit a career advisor only when it is practicable (location and time) and where they see the visit as adding value. By not accommodating the needs of these clients we are seen to be determining the intervention method, possibly to the detriment of the client. <BR>To assist clients to effectively use new communication technologies in the decision-making process, the challenge for career practitioners is to adopt more innovative ways to deliver career services using the channels available. As a profession we need to start extending our own actions, ideas and thoughts around embracing technology. <BR><BR>This workshop will give an introductory overview of using such technology and will cover<BR> - What is e-guidance?<BR> - When would you use it and who with?<BR> - What does an online career system look like and how does it work?<BR> - Which clients would benefit and why?<BR> - What this might mean for you if you undertake it<BR> - Things to keep in mind<BR><BR></FONT></P>
<P><FONT face=Arial size=2><STRONG><FONT color=#004000><FONT face=V>FLY ON THE WALL...</FONT><BR></FONT></STRONG></FONT><SPAN><FONT face=Arial color=#004000 size=2>DEEWR</FONT><FONT face=Verdana><BR><FONT size=2>Watch a live (and uncensored!) careers interview showcasing the range of <U>free</U> employment programmes and resources available to your clients now from the Department of Education, Employment and Workplace Relations.</FONT><FONT size=2> </FONT><BR></FONT></P>
<P><FONT size=2><B style="mso-bidi-font-weight: normal"><FONT color=#004000>THE OTHER SIDE OF 55: EXPANDING THE CAREER LANDSCAPTE FOR MATURE WORKERS <BR></FONT></B><FONT color=#004000>Martha Russell, Russell Career Services, Washington USA</FONT> <BR></FONT><FONT size=2>Whatever the setting, the workforce has changed. Discussions of future trends in career development, management practices and career/education connections has to include the challenges of those who are classified as “mature workers” or those getting ready for the transition to “retirement”. Individually, mature workers around the world are being faced with multiple personal and professional change issues. How do we as career counselors help them sort out the multiple decisions they are faced with? Decisions that impact who they are, what they do, where they live and how they spend the years ahead? <BR><BR></FONT><FONT size=2>While the process can be engaging and disengaging, exciting and frustrating, expanding and restricting, it is never stagnant. The process begs for creative solutions. As career professionals we must challenge current and mainstream models of career development and workforce practices. We must expand our work so that we reach those who have made lifestyle choices that take them out of the major cities and traditional workplace settings. We must develop creative strategies that can be embraced in this newly expanded landscape. </FONT></P>
<P><FONT size=2> <I style="mso-bidi-font-style: normal">Join us in an interactive session that will focus on the current literature and trends from the national as well as international fronts. Building on the foundation of demographic research, participants will discuss choices individuals make when faced with the challenges of active aging. Practical techniques, current literature and up to date information will be offered so that participants can successfully meet the needs of their adult clients and their changing organizations.</I></FONT><FONT color=#004000><B style="mso-bidi-font-weight: normal"><BR><BR><FONT size=2>ONLINE CAREER COUNSELLING - A NEW APPROACH FOR CONSTRUCTING INDIVIDUAL CAREER STORIES IN A GLOBAL ENVIRONMENT<BR></FONT></B><FONT size=2>Tannis Goddard<BR>Training Innovations Inc, Burnaby BC Canada</FONT></FONT><BR><FONT size=2>As the career landscape continues to shift from a person-environment fit perspective to a life span approach, with career being a personal and individual experience requiring the construction and reconstruction of career meaning throughout a person’s lifetime, career practitioners are being called on to develop and integrate new approaches for assisting individuals as they seek to understand and author their career identities.<BR><BR>Facilitated online career services, when well designed and delivered, can be a very effective medium for establishing a positive and collaborative working alliance utilizing narrative and dialogic processes to support clients in their own career authoring and meaning making.<BR><BR>By exploring the relationship between theory and practice, session participants will gain a strong understanding of the theories impacting online career counselling and will also have an opportunity to interact with live, practical examples from online career programs currently operating in Canada. Participants will gain an advanced understanding about this emerging practice and will leave with a greater understanding about the relationship between design and delivery, the ethical considerations present in this model, and the communication / practitioning.<BR><BR></FONT><FONT size=2><FONT color=#004000><B style="mso-bidi-font-weight: normal">CAREER COUNSELLING: STORYTELLING AND IDENTITY<BR></B>Dr Mary McMahon<BR>The University Of Queensland</FONT><BR>Everyone has a story to tell and in our work as career counsellors we are privileged to hear the stories of many clients. This workshop will focus on the role of career counsellors as they engage with the storytellers who come to them for assistance. It will consider the production of new identities as a goal and product of career counselling and examine how career counsellors may elicit clients’ stories and work with them in ways that are meaningful. Using a combination of experiential activities and didactic input, this workshop focuses on career counselling as a meeting of multiple “career landscapes” in which career stories are embedded and from which career stories may be constructed. It outlines the use of storytelling to assist clients to construct identities and life career stories that are appreciative of the complex “career landscape”. Practical suggestions and strategies for elaborating and co-constructing career stories with clients will be provided.<BR><BR></FONT><FONT color=#004000><B style="mso-bidi-font-weight: normal"><FONT size=2>THE CAREER LANDSCAPE: FROM ISLAND TO GLOBAL<BR>WORK TRANSITIONS - THE CAREER LIFESPAN <BR></FONT></B><FONT size=2>Kate Castine, Australian Principal Associations Professional Development Council, </FONT></FONT><FONT color=#004000 size=2>Jayne Shortt, Kildare College SA, Robin Strickland, Vermont Primary School Vic, Lynne Rushton and Deborah Beswick, Elizabeth College Tas<BR></FONT><FONT size=2><B style="mso-bidi-font-weight: normal">The formative years <BR></B>Schools across Australia, rural, regional and urban, work with young people in the formative years for career decision-making. In schools across Australia career counsellors, principals and other champions lead career development through well planned improvement strategies resulting in sustainable programs. Such leaders have gained ideas from others, approached the issues strategically, convinced others of their responsibility and retained persistence in the face of opposition about the importance of career development. <BR><BR>The Career Education Lighthouse Schools Project has supported such leaders in career development. During the last 3 years a total of over 200 schools from every system, State, and level of schooling have implemented a sustainable project demonstrating good practice in career education. Good practice principles from the project highlight the importance of leadership as well as other vital elements, which will be described.<BR><BR>The people who have grappled with the issues in schools in implementing projects will describe their programs, the strategies they found successful and the outcomes. Hear how they began the journey and how they convinced their communities of the need for improvement. Gain transferable ideas for other schools or student populations or programs and ask questions about specifics. Hear Jayne Shortt from Kildare College, South Australia, Robin Strickland from Vermont Primary School, Victoria, and Lynne Rushton and Deborah Beswick from Elizabeth College, Tasmania tell the career education story from their schools. Learn about meeting the needs of a non-mainstream group of students, integrating career education into curriculum and improving on current programs.<BR><BR></FONT><FONT size=2><FONT color=#004000><STRONG>ETHICS IN THE CONTEMPORARY WORKPLACE</STRONG><BR>Jeff Malpas<BR>University of Tasmania</FONT> <BR>What is ethics and why does it matter in the workplace of today? This workshop will introduce participants to the key ideas that underpin ethical practice. It will advance an account of ethics as central to successful management and employment practice that is grounded in our everyday engagement with others and the commitments that necessarily <BR>flow from that. Far from being merely a matter of individual conscience or collective conventionality ethics will be shown to be at the heart of successful career, business and personal development.<BR></FONT><BR><FONT size=2><FONT color=#004000><B style="mso-bidi-font-weight: normal">REINVENTING NOT RETIRING<BR></B>Marilyn Hill <BR>Career Portfolio</FONT></FONT><FONT size=2><B style="mso-bidi-font-weight: normal"> <BR></B>Life is a rich journey and today as we live longer and desire more fulfilling work and play options there is a new stage Life 2 to be purposefully planned for and navigated.<BR><BR>The career lifespan concept moves beyond the traditional career counselling target groups of students and workers to the emerging needs the 45 plus age group who are experiencing work life transitions.<BR><BR>Reinventing not Retiring objectives are to;<BR>1] understand ‘Boomers plus’ difference and desires,<BR>2] recognise the importance of transition between Life 1 and Life 2,<BR>3] share workshop and one-on-one ‘Boomer plus’ client experiences,<BR>4] discuss the application of appropriate transition, career life planning principles. <BR></FONT><FONT size=2><STRONG>1. Baby Boomers Difference <BR></STRONG>Baby Boomers and the 45 plus age group are different in that they are not interested in retiring after Life 1. Reinventing for a healthy, wealthy and meaningful Life 2 is their desire.<BR><STRONG>2. Transition Uncertainties</STRONG><BR>Between Life 1 and Life 2 there is a period of transition of emerging uncertainties requiring the expertise of the career professional eg<BR> - issues of identity beyond the job or home role,<BR> - what are the available work/activity options,<BR> - desire for significance rather than success<BR><STRONG>3. Program Experiences</STRONG><BR>Peppered with the experiences of clients who have attended either <BR>‘Navigating with Purpose’ and ‘Reinventing not Retiring’ workshops and / or coaching sessions.<BR><STRONG>4. Principles <BR></STRONG>Discussing the application of self awareness, career life planning and transition, tools, techniques and principles to this mature age group needs and desires eg; past, present, future vision and values.<BR><BR></FONT></P>
<P><FONT size=2><FONT color=#004000><STRONG>SHIFT HAPPENS</STRONG><BR>Jim Bright and Robert Pryor<BR>ACU National</FONT><BR>Career landscapes are changing, work and the meaning of work is changing. We are all changing, in fact change is inevitable except from a vending machine. <BR><BR>Uncertainty and insecurity historically have always been a part of work for most workers, yet in the 20<SUP>th</SUP> century we became attached to the goals of predictability and stability in work and career. For the 21<SUP>st</SUP> century we need to re-embrace the realities of change, recognizing that stability and change are both integral parts of work and careers. We need to understand and capitalize on the fact that shift happens.</FONT><BR><BR><B><FONT color=#004000 size=2>THE NUTCRACKER SUITE - <EM>SKILLS AND CONCEPTS FOR USE IN ALL ASPECTS OF LIFE <BR></EM></FONT></B><FONT size=2><FONT color=#004000>Maggie Bolton<BR>Barebones Career & Management Consulting<BR></FONT>Positive Psychology is currently being embraced worldwide. In 1965 William Glasser M.D. wrote Reality Therapy - A New Approach to Psychiatry. This book was a best seller and was hailed as a landmark in psychotherapy because Reality Therapy outlined a new and positive psychology approach to helping the emotionally distressed. Dr Glasser attacked the whole concept of “mental illness” and his work has continually focused on mental health, teaching that unhappiness and poor relationships are the symptoms experienced when External Control Psychology is used in any relationship. Glasser contends that using the Reality Therapy counselling technique underpinned by a good understanding of Choice Theory, a theory of personal responsibility, that people can be taught to understand how and why they behave the way they do and can learn to take more control of their lives. Choice Theory and Reality Therapy embody all that current positive psychology espouses. The underlying belief of positive psychology is that people want to lead happy, meaningful and fulfilling lives by cultivating the best within themselves thus enhancing their daily experiences in work, play and most importantly of all their relationships. </FONT></P>
<P><FONT size=2>This interactive workshop introduces participants to Choice Theory and Reality Therapy as a positive psychology modality that can be used effectively with all types of client as it is positively framed, future–oriented, respectful of client diversity, contextual differences and focuses on mental well-being. Participants will learn in a nutshell through practical application a simple framework to help all clients help themselves manage with less stress, the environment within which they work, the changing ways of work and any transitions they make throughout their life.</FONT> <BR></P>
<P><FONT size=2><FONT color=#004000><STRONG>TOWARDS A METHODOLOGY OF CALLING IN CAREERS PRACTICE<BR></STRONG>Jenny Bean and Jane Hercoe<BR>Career Services Rapuara<BR></FONT>Everyone has a sense of spirituality. Everyone wants to search for a sense of belonging, to find meaning in why we exist, to belong to a greater whole and to have a purpose greater than the self and the here and now. Belonging to a sports team, a gang or even the Lion’s Club is part of that sense of spirituality, giving a shared purpose to existence. <BR></FONT><BR><FONT size=2>This workshop goes beyond looking at spirituality, beyond looking at purpose – it’s about <B style="mso-bidi-font-weight: normal">Calling</B> – the sense of being called to unique roles that are assigned by God to serve one’s community and contribute to the common good. </FONT><FONT size=2>Current career literature and practice focuses on psychological and global marketplace planning. The focus is on the development of the self and its relationship with a largely success oriented and materialistic world. <BR><BR>From the facilitators’ experiences as Career Practitioners, they have come to realise that this focus is limiting for clients and does not encompass the deep connections and the sense of meaning they truly long for. </FONT><FONT size=2>There are three goals of the 75 minute session: <BR></FONT><FONT size=2> 1. To define calling. <BR> 2. </FONT><FONT size=2>To review participants’ experience of calling. <BR> 3. T</FONT><FONT size=2>o help participant’s assist clients consider calling in their career decision making. <BR><BR>Since starting the thinking, conversations, research and investigation into <B style="mso-bidi-font-weight: normal"><I style="mso-bidi-font-style: normal">Calling</I></B>, Jane Hercoe and Jenny Bean have found the missing connection in the work they do as Career Practitioners. Not only has it given them a new found enthusiasm for their work but it has given them a greater understanding of purpose, of their spirituality and connection with God and an approach that so very clearly links all of us as human beings and as individuals who each have a unique and special role in our communities.</FONT></P>
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<P><B style="mso-bidi-font-weight: normal"><FONT color=#004000 size=2>CAREER STAGES AND TRANSITIONS : THE EXTENT OF CULTURAL INFLUENCE<BR></FONT></B><FONT color=#004000 size=2>Dr Nithya Tharmaseelan<BR></FONT><FONT size=2><FONT color=#004000>University of Auckland, New Zealand<BR></FONT>Individual career being widely regarded as a lifespan process and various experts have developed theories illustrated with stages and transitions. Despite these facts, the influence of cultural norms in such transitions remains under-researched. The purpose of this paper is to examine five case studies on the effects of cultural norms on adult career development and transitions to career stages. In particular, the present paper reports on the career aspirations and development of adults which begins from their childhood and the impact of cultural norms. The five cases are developed from the personal discussions with particular individuals. Super’s (1957) career stages were used to analyse the participants’ career development stages and transitions. Their developmental transitions were compared with theoretically suggested patterns and critically evaluated the applicability of such patterns in the context of cultural differences. Each case is analysed in terms of the person’s background, the key cultural issues and norms surrounded by his/her life and the demonstrable impact on educational and vocational development. These selected cases highlight the cultural impact on career development and transitions. This paper reports the findings from these cases and how these changing patterns can be applied to migrants’ career transitions will be considered. <BR><BR></FONT><B style="mso-bidi-font-weight: normal"><FONT color=#004000 size=2>OCCUPATIONAL ASPIRATIONS AND GENDER STEREOTYPES OF RURAL XHOSA-SPEAKING SOUTH AFRICAN CHILDREN<BR></FONT></B><FONT color=#004000><FONT size=2>Professor Mark Watson<SUP> 1</SUP>, Dr Mary McMahon<SUP> 2</SUP> and Paul Longe</FONT><SUP><FONT size=2> 3<BR></FONT></SUP></FONT><FONT size=2><FONT color=#004000><SUP>1</SUP> Nelson Mandela Metropolitan University, <SUP>2</SUP> The University of Queensland<BR></FONT>There is a lack of career research that could guide career education in South African primary schools, particularly in terms of the career development of rural children. The present study explores the career development of disadvantaged rural South African children within the unique sociopolitical context that impacts on such development. Specifically, the present paper explores and describes the occupational aspirations and occupational gender stereotyping of rural Xhosa-speaking senior primary school children in grades 6 and 7. Data was collected by means of the Revised Career Awareness Survey, and Holland’s RIASEC occupational and status level typology was used to analyse the participants’ occupational aspirations. The results indicate that rural Xhosa-speaking children<B style="mso-bidi-font-weight: normal"> </B>aspire to high status level occupations of a Social and Investigative typology. They also limit the range of their occupational aspirations as a consequence of gender stereotypical beliefs. Occupations from a wider range of typologies and status levels are regarded as being suitable for males, while occupations from a more limited range of typologies and status levels are regarded as suitable for females. The paper explores the implications of these findings for career education in primary schools as well as for future research.</FONT></P>
<P><B style="mso-bidi-font-weight: normal"><FONT color=#004000 size=2>URBAN VERSUS RURAL PERCEPTIONS AND PERSPECTIVES ON CAREERS<BR></FONT></B><FONT color=#004000 size=2>University Of Iceland<BR></FONT><FONT size=2><FONT color=#004000>Associate Professor G Vilhjalmsdottir <BR></FONT>The presentation will focus on urban/rural differences in perceiving occupations and in occupational preferences. The presentation is based on two cross-sectional studies in Iceland. Data was gathered in rural and urban areas in the age group of 15 to 16 in 1996 (n = 911) and similar data was gathered in an older age group (19-22 years old, n = 476) in 2006. Both studies show similar patterns in urban/rural differences with manual and “male” occupations having a higher prestige, more social utility and higher income with rural adolescents and young adults. Accordingly, young people in rural areas plan to work in trades and manual occupations to a larger extent than do young people in the city. This comparison also reveals that young people in urban areas hold occupations like psychologist and social worker in higher esteem than do young people in rural areas. Career constructivist theories and sociological theories, especially Bourdieu’s habitus theory, will be used to analyse how place of living can have an influence on how people perceive occupations and choose future occupations.<BR><BR></FONT><STRONG><FONT color=#004000 size=2>INFLUENCE, CONTROL AND PREDICTABILITY: AM I ASKING TOO MUCH?! A CHAOTIC ANSWER <BR></FONT></STRONG><FONT color=#004000 size=2>Professor Robert Pryor, Professor Jim Bright, Eva Chan and Jeni Rijanto <BR></FONT><FONT size=2><FONT color=#004000>School Of Education, Australian Catholic University<BR></FONT>Two experimental studies investigating the role of chance events in careers will be presented. In the first study participants were presented with scenarios that varied along dimensions of influence and personal control. Results indicate that influence and control are two independent dimensions of chance events. Highly influential chance events that are beyond one’s control are more likely to be remembered than any other types of chance events. This may help explain why clients are reluctant to use strategies that capitalise on chance.<BR><BR>The second study investigated the influence on career choices of multiple chance events which were either concatenated (linked to each other) or independent. Results indicate that multiple chance events play a significant role in individuals’ career decisions. Multiple concatenated positive chance events had greater influence on individuals’ careers than single or multiple independent positive events reflecting upward spiral effects in career development. Locus of control was not influential in perceptions of chance events. Both studies are interpreted within the Chaos Theory of Careers (Pryor & Bright 2003).<BR><BR></FONT><B style="mso-bidi-font-weight: normal"><FONT color=#004000 size=2>CAREER DECISION STATUS AND IMPORTANT WORK OUTCOMES: FIVE YEARS ON…<BR></FONT></B><FONT color=#004000 size=2>Dr Joanne Earl<BR></FONT><FONT size=2><FONT color=#004000>UNSW<BR></FONT>Career decision status and important work outcomes: Five years on….<BR>An earlier paper presented at the 2004 13<SUP>th</SUP> Conference of the Australian Association of Career Counsellors reported a longitudinal study exploring the relationship between career decision status (i.e. being decided about and comfortable with career decisions) and important work outcomes including job satisfaction, organizational committment and performance. It was concluded that while being decided was still relevant in a contemporary work environment, that comfort with career decisions had the potential for far greater impact. The study has been extended since the original paper was presented. This paper presents the results of a longitudinal study conducted over five years to determine whether some of the relationships earlier identified still exist and explores the relationship to a new work outcome – tenure. It seeks to provide answers to the question “Does being decided about a career as a graduate make a difference?” Are decided graduates more committed, more satisfied, better performers and likely to stay longer? The findings have important implications for career counseling across the career lifecycle.<BR><BR></FONT><FONT size=2><FONT color=#004000><STRONG>DECISION-MAKING STYLES, CAREER COMPETENCIES AND BARRIEERS TO PROGRESSION<BR></STRONG>Sally-Anne Barnes and Jenny Bimrose <BR>Institute for Employment Research, University of Warwick<BR></FONT>This paper reports on findings from the fourth year of a longitudinal study following-up 50 clients who had used career guidance services in England. In addition to evaluating the effectiveness of the guidance received by each individual client, the research is tracking the career progress of participants; recording their future career and life plans; identifying the barriers to their progression and documenting the career competencies that have supported career development. This paper will examine the inter-relationship of these groups of factors. In particular, it will focus on the particular barriers that clients report impede their career progression and how these impact on the development and implementation of career management competencies. It will also examine how both these sets of factors relate to career decision-making approaches that are being used by clients as they make their way in the world. Systems theory will be used as an explanatory framework to make sense of why some clients make progress with their career plans and others do not.<BR><BR></FONT><FONT size=2><FONT color=#004000><B style="mso-bidi-font-weight: normal">CAREER ETHICS: CORPORATE RESPONSIBILITY AND SUSTAINABILITY IN CAREER DECISION-MAKING<BR></B>Rosemary Sainty<BR>Careers And Employer Relations, Faculty Of Economics And Business<BR></FONT>Traditionally the study of values relating to career decision-making and vocational guidance has focused on such things as money, job security, work that provides variety or a challenge. </FONT></P>
<P><FONT size=2>More recently university careers service practitioners are becoming aware of a broader, more externally focused set of values of importance to a students’career-decision making: those of corporate (or organisational) responsibility which can be broadly defined as marketplace and business conduct, ethical governance, responsible workplace practices, social and environmental impacts.<BR><BR>This research project explores these concepts further with a view to developing appropriate written resources and workshop materials. The project’s aims are to:</FONT></P>
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<LI class=MsoNormal style="MARGIN: 0mm 0mm 0pt; tab-stops: list 36.0pt; mso-list: l0 level1 lfo1"><FONT size=2>Explore a student’s ethical , professional and social understanding regarding corporate responsibility and its stated values and ethics. </FONT></LI>
<LI class=MsoNormal style="MARGIN: 0mm 0mm 0pt; tab-stops: list 36.0pt; mso-list: l0 level1 lfo1"><FONT size=2>Determine the importance of these issues relative to other career values in career decision-making and choice of employer </FONT></LI>
<LI class=MsoNormal style="MARGIN: 0mm 0mm 0pt; tab-stops: list 36.0pt; mso-list: l0 level1 lfo1"><FONT size=2>Understand on what basis students currently judge employers on these issues </FONT></LI>
<LI class=MsoNormal style="MARGIN: 0mm 0mm 0pt; tab-stops: list 36.0pt; mso-list: l0 level1 lfo1"><FONT size=2>Identify gaps in current careers resources with the aim of using this information to develop relevant resources. </FONT></LI></OL>
<P><FONT size=2>In this way Careers Practitioners will embrace an important leadership opportunity. </FONT></P>
<P><FONT size=2><FONT color=#004000><B style="mso-bidi-font-weight: normal">UNDERSTANDING THE PRACTITIONER PERSPECTIVE IN BUILDING CONFIDENCE USING LABOUR MARKET INFORMATION.<BR></B>Lucy Marris and Jenny Bimrose<BR>Institute For Employment Research</FONT><BR>Labour Market Information (LMI) - or more accurately its more accomplished sister Labour Market<I style="mso-bidi-font-style: normal"> Intelligence</I> - is hugely important to careers practitioners. Whilst careers guidance is about much more than linking people to the labour market, any credible attempt at careers work without some reference to LMI is unimaginable. Yet working effectively with LMI remains a significant challenge for many. In an era of constant change, global economies and the explosion of ICT, how is the reflective practitioner to rise to this challenge as part of an ongoing process of continuing professional development (CDP)?<BR><BR>This paper presents results from pilot research into the feasibility of harnessing new interactive technology to demystify LMI. The development of an online LMI module, funded by employers in the UK, involved close collaboration with practitioners. The resulting technology was the outcome of a series of complex social interactions amongst the content developers, the technologists and an evaluation panel of end users. Results from formative and summative evaluations, timed at critical stages of the project, shaped the module. Powerful insights to the practitioner perspective on LMI have emerged from this pilot, as well as how best to employ ICT solutions as part of an on-going process of CPD.</FONT></P>
<P><B style="mso-bidi-font-weight: normal"><FONT color=#004000 size=2>SOCIAL JUSTICE AND CAREER DEVELOPMENT: </FONT></B><FONT color=#004000><FONT size=2><B style="mso-bidi-font-weight: normal">VIEWS OF AUSTRALIAN CAREER DEVELOPMENT PRACTITIONERS <BR></B>Mary McMahon<SUP>1</SUP>, Nancy Arthur<SUP> 2</SUP>, Sandra Collins</FONT></FONT><FONT size=2><SUP> 3<BR></SUP><SUP>1</SUP> The University Of Queensland, <SUP>2</SUP> University of Calgary, <SUP>3</SUP> Athabasca University<BR>Career development practice had its origins in social justice reform over 100 years ago. A social justice perspective requires practitioners to examine the environmental context of their work including the social, economic and political systems that profoundly influence people’s career development. Achieving socially just outcomes for clients may necessitate intervention in these systems of influence. While social justice is receiving a resurgence of interest in the literature, there is little to guide practitioners. In addition, little is known about career development practitioners’ attitudes towards and knowledge of socially just practice. <BR><BR>This paper presents findings from the Australian sample of a comparative cross-national study of career development practitioners in Canada and Australia. The study sought career development practitioners’ views on social justice and how they attempted socially just practice. Data was collected by means of an online survey that included closed questions and a series of open ended items inviting participants to offer case studies of successful social justice intervention and unsuccessful interactions. The perspectives of Australian career development practitioners regarding social justice, their current practices, and perceived barriers for implementing social justice interventions will be discussed. Some of the similarities and differences between Australians and Canadian practitioners will also be highlighted.<BR><BR></FONT><FONT size=2><FONT color=#004000><B style="mso-bidi-font-weight: normal">LOCATING THE RESEARCHER AND PRACTITIONER: AUTOETHNOGRAPHY AS A METHOD FOR REFLEXIVE RESEARCH AND PRACTICE<BR></B>Peter McIlveen<BR>University of Southern Queensland</FONT><BR>This paper will outline the qualitative research method autoethnography and its relevance to research in vocational psychology and practice in career development. Autoethnography is a reflexive means by which the researcher-practitioner consciously embeds him or herself in theory and practice, and by way of intimate autobiography, explicates a phenomenon under investigation. Autoethnography is yet to establish its rightful place in the realm of psychology’s epistemology, method, and rhetoric. Nevertheless, the conditions necessary for autoethnography’s accession to epistemological legitimisation are now in place. As such, autoethnography is presented as a vehicle to operationalise social constructionist research and practice that aims to establish trustworthiness and authenticity. Its implications for qualitative research and practice that is discursively located are discussed, and an example of autoethnographic research is provided as a stimulus for considering the value of the method in vocational psychology and career development. Moreover, the method is presented as a means to operationalise Blustein’s ethical notions of the emancipatory communitarian approach to vocational psychology and reflexive critical consciousness.<BR></FONT><B style="mso-bidi-font-weight: normal"><BR><FONT color=#004000 size=2>SUPERVISORY AND REFLECTIVE PRACTICE: THE ROLE OF E-PORTFOLIOS? <BR></FONT></B><FONT size=2><FONT color=#004000>Jenny Bimrose, Sally-Anne Barnes & Alan Brown <BR>Institute for Employment Research, University of Warwick<BR></FONT>This paper reports on research into the feasibility of using an e-portfolio to support the continuing professional development of a group of career coaches in England. E-portfolios have been a feature of vocational and professional programmes for a number of years. They have been used to: provide a record of progress; collate evidence for assessment of outcomes; and encourage reflection. Typically, they are used within particular learning programmes for assessment. However, they also represent a potentially powerful tool for supporting and developing both the formal and informal learning of career practitioners. In this pilot research project, a group of career practitioners, who offer guidance at a distance (through the use of a telephone helpline), became the co-designers of the e-portfolio, together with their employers. The resulting e-portfolio comprises four elements: a personal learning space; a community forum; a resources section; and a feedback forum. Within these features, the facility to record and discuss case studies from practice was incorporated, together with the potential for practitioners to engage proactively with both peer and ‘educative’ supervision. Key conclusions from this research relate not only to the technical challenges, but organisational and cultural issues implicated in this innovation.</FONT></P>
<P><FONT size=2><FONT color=#004000><B style="mso-bidi-font-weight: normal">THE SHAPING OF DISCOURSE POSITIONS IN THE DEVELOPMENT OF SUPPORT AND SUPERVISION FOR PERSONAL ADVISERS IN ENGLAND – IMPLICATIONS BEYOND THE UK<BR></B>Dr Hazel Reid<BR></FONT>A policy of inclusion has focused the ‘gaze’ of the UK government toward the extension of youth services. Within that context, the practice and professional identity of careers advisers (now called personal advisers) has changed. Many are working intensively with so-called ‘harder-to-help’ young people in ‘challenging’ situations where support and supervision appears to be essential. Practitioners are navigating the boundaries between guidance, counselling and social work. For many this has been troubling, whether they are long established in a career guidance role or are new to the service. The presentation will discuss the findings from a qualitative case study, which sought to question the apparent need and perceived purpose of support and supervision. The study explored these perspectives with the aim of foregrounding differences and similarities. It is not suggested that the themes discussed are fixed, however the discourse of practitioners needs to be heard and not silenced by louder definitions about purpose. The presentation will be based on a published paper of the findings (Reid, Feb. 2007: BJGC). The implications, however tentative, may be pertinent for circumstances outside the UK where guidance and counselling are seen as relevant activities for the promotion of social inclusion</FONT></P>
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<P><FONT color=#004000><FONT size=2><STRONG>LEARNING FROM ENTREPRENEURS: CAREER DECISION MAKING<BR></STRONG>Dr Polly Parker<BR></FONT></FONT><FONT color=#004000><FONT size=2>University of Queensland Business School<BR>Queensland 4072<BR><FONT color=#000000>When people talk about their careers today, they are describing a personal crafting </FONT><FONT color=#000000>process (Ibarra, 1993), that increasingly involves coincidence or serendipity (Guidon & Hanna, 2002). Indeed, opportunities for learning that arise from everyday events are highlighted by the social learning theory of career decision making (Krumboltz, 1994). </FONT></FONT><FONT color=#000000><BR><BR><FONT size=2>Adopting this position, career counsellors are encouraged to raise awareness of </FONT></FONT><FONT color=#000000 size=2>possibilities to incorporate unplanned events into the career development of their clients to create satisfying lives in constantly changing environments (Mitchell, Levin, & Krumboltz, 1999). Counsellors now ask their clients to develop new processes in their decision making where careers are linked to developing an ability to cope with “positive uncertainty” and to build the less familiar non-rational and intuitive side of thinking and choosing (Gelatt, 1989). A key research issue that is yet to be fully explored is this link between notions of uncertainty and effective career behaviour. Career actors need some certainty to prepare for the future. However, there is little conceptual understanding of how to engage people with the idea of uncertainty and how this in turn improves career outcomes. This paper addresses the conceptual gap by identifying and exploring the applicability of processes of decision making that “make entrepreneurs” effective (Sarasvathy, 2001a)for decision making in the uncertain environment careers emerge in today.<BR><BR></FONT><FONT size=2><STRONG>CAREER TRANSITIONS: THE EXPERIENCES OF UNEMPLOYED WOMEN MANAGERS<BR></STRONG>Terry Sheridan<BR>Guardian Angel People<BR></FONT></FONT><FONT size=2>This qualitative study, (funded by the Office for Women, Women’s Development Programme 2005) the first of its kind in Australia, found that the experience of unemployment for women managers was far different from what was previously presumed from research largely drawn from male managers or blue-collar workers. Considering the lower percentage of women in management, the loss of women in leadership positions is of utmost concern, particularly as it halted or diverted many in their career pathways. The study found evidence that women managers are being bullied and victimised out of their employment, which creates not only devastating unemployment but also created permanent premature exits from the workforce. Two models of affect (positive and negative) were developed out of the data. However, even those who had a positive affect, and those who were able to find employment reasonably quickly, still described emotional trauma. Jobs that were taken at below the respondent’s level of competence had the most negative outcomes for respondents. This research has repercussions for career counsellors faced with competent mature women searching for re-employment in managerial roles.</FONT></P>
<P><FONT color=#004000><FONT size=2><B>A TRANSITIONAL MODEL TO ASSIST THOSE EXPERIENCING LABOUR MARKET DISADVANTAGE<BR></B>Roslyn Cameron<SUP>1</SUP> and Peter Miller</FONT></FONT><FONT size=2><FONT color=#004000><SUP>2<BR></SUP><SUP>1</SUP>School of Commerce & Management, Southern Cross University, Tweed Gold Coast campus, NSW, <SUP>2</SUP>Graduate College of Management, Southern Cross University, Tweed Gold Coast campus, NSW<BR style="mso-special-character: line-break"></FONT>This paper focuses upon recently completed PhD research that has resulted in the development of a model to assist those disadvantaged in the labour market navigate learning and career transitions. The research is essentially a qualitative exploratory study. A sequential mixed model research design which consists of two phases was utilised. Phase one of the research involves a Learning Survey of approximately 250 labour market program (LMP) participants in which quantitative data analysis techniques were used. Phase two involved the development of the model and its testing in the field. A formative evaluation of the model in the field was undertaken and uses a combination of both qualitative and quantitative data collection and analysis. The field test was undertaken with a LMP for women over 45 years of age wishing to re-enter the workforce. The research has resulted in the development of a conceptual framework that consists of a continuum of models of Recognition of Prior Learning (RPL), a hierarchy of recognition and a model to assist those in career and learning transitions.</FONT></P>
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