Friday, 10 April 2015

What are the ingredients of career motivation?


Last week I attended "Career Management at the cutting edge" a fascinating day of insights and ideas for practice arranged by the CDI (Career Development Institute) and NICEC (National Institute for Career Education and Counselling).

Julia Yates from the University of East London led an interesting session on career optimism, hope and motivation. Julia explored why intrinsic motivators are more powerful than extrinsic ones. Ryan and Desi's (2000) work on Self-determination theory suggested the explanation lies in three strong human needs:

We strive for autonomy and control over our lives, decisions and behaviours.
We strive for competence because we like the idea of being good at something, being successful and skilled.
We are driven by a need to connect with other people.
Julia went on to talk more about Stajkovic (2006) and the four constructs he identified which lead people to be more confident and motivated to turn ideas into action.

Resilience - the ability to bounce back if things don't go as anticipated.
Optimism - an outlook that the world is benign and that things generally will go well for you.
Self-efficacy - a confidence in your own ability to make good decisions, to find work or achieve your ambitions.
Hope - having a goal and seeing a pathway to achieve it.
So if you want to be truly motivated what are the ingredients these theoreticians and academics believe you need?

You will need:

A clear goal
To know what steps you need to take to reach your goal
Belief that you can reach your goal
Some level of enjoyment in the tasks and steps along the way
To feel in control of some of the decisions you take along the way
To feel connected with others - not being alone or isolated in the journey
To feel positive
All good so far.... but what about those clients or customers who are less positive and whose aspirations seem to them to be nigh impossible or extremely remote?

Julia suggested several useful and practical tools which can be helpful. One of the most interesting was from the field of positive psychology. "Three Good Things" struck me as an interesting and non-threatening tool which many advisers and counselors could easily use with their customers and clients.

The approach can have a positive impact on people who follow it, and the reason according to researchers is that being grateful for our experiences has a positive impact on our psychological and social health. Many people focus first on things that go wrong - identifying the problems they encounter in minute detail. By taking the time to reflect on the good things we experience, the encounters that made us smile, we actually notice and can get more from these positive things.

So what is the process?

Nightly before bed, think back over your day and remember three good things that happened. Make a note of why they happened and why they made you feel good. Write these down in a diary or notebook. If you don't like the idea of a notebook by your bed, you could even take to your favourite social network and record your three good things of the day in a status update. Keep this up for a week, then review and see whether there are any recurring themes.

Perhaps reading this and hearing the idea of "three good things" might be one of your own three good things today! If so there are only two to go to meet your daily quota.

If you want to read more about the "three good things" approach check out the Action for Happiness website

Image credit: Susu Jabbeh https://www.flickr.com/photos/26906633@N03/


What might Labour's 21st century careers service look like?

Yesterday Labour Party leader, Ed Miliband launched his Education manifesto. And at the heart of it a commitment to offer independent, impartial, face to face careers advice for young people from age 11 (year 7).

Central features which have been outlined include recruitment by the National Careers Service of up to 1,000 careers advisers. Each adviser might work with a cluster of 2-3 schools. They'd be professionally qualified although whether that would actually be qualified to level 6 isn't confirmed. Many advisers currently working in schools won't hold this level of qualification. It also isn't clear if advisers would need to be on the UK register of career development professionals.

While the Conservative Party responded that funding of the proposals had not been made clear, the Labour Party argues it has earmarked £50m of the £700m currently available for universities to promote wider access to higher education. The National Union of Students and the Association of Colleges both welcomed this announcement, although some other bodies such as the Association of School and College Lecturers called for funding to be devolved to schools.

There are many unanswered questions about exactly what such a careers service might like look like.

Ed Miliband described current provision as "badly, badly failing" and called for a "personalised integrated independent advice which brings together all the options open to every young person”.

Schools and colleges are to contribute by embedding careers (advice) in the curriculum. Does this mean a return to having a careers education curriculum? Perhaps not, since in the same speech Labour talked of not tinkering with the curriculum because schools need stability not constant change. But at the same time it was made clear institutions should not be stopping their activity around work experience, raising awareness of options, participating in skills shows etc.

Miliband described his vision of a "21st century world class careers service" with three important drivers:

1. Delivering social justice: Helping connect young people with opportunities where currently parental support, access to mentors or strong social networks are major determinants of whether an individual can access them.

2. Meeting the needs of tomorrow's economy: Providing up-to-date knowledge of pathways to high level technical and vocational skills.

3. Providing independent advice: ensuring every young person is advised on every option open to them, not just those that an institution might deem most appropriate.

Of course all this is academic unless Labour is part of the next administration. But a Labour government or Labour-led coalition would certainly see fundamental change to careers advice and guidance. All the same, the manifesto raises important issues and questions which may influence future provision for the better.

Even though there is strong emphasis on "face to face" provision, this should not be taken to preclude the use of technology. There is an emphasis in this policy on expertise and on networks and connections (Note no X in the spelling) so while an adviser working with 3 schools in 1 cluster might be a generalist, their links to the NCS might give them access to employers and careers professionals with sector expertise or specialism able to offer personalised advice, or deliver very focused webinars on different industries or occupations. It was suggested by Labour that advisers will need links with Local Enterprise Partnerships so that they fully understand local skills needs. Careers advice will need to be informed by labour market intelligence.

The involvement of the National Careers Service could well extend beyond one of simply hiring individual advisers or sub-contracting to freelancers or careers companies. The current role of NCS in brokering greater contact between education and employers could be further strengthened. Labour's ambitions to improve uptake of STEM careers (and particularly by girls) could also influence future service design.

The policy document makes interesting reading, but the devil is of course in the detail. It's also worth mentioning that much of the newly refreshed coalition statutory guidance to schools on careers work would seem likely to survive and support what Tristram Hunt and Ed Miliband hope to achieve with their policy on careers work. There remains a strong place for employers and industry to work alongside careers professionals and teachers to ensure young people gain an understanding of business and enterprise. The difference with the Labour policy is the assertion that independent and impartial professional careers advice is necessary alongside continuing employer engagement.

Download the education manifesto here.

Lynda.com acquisition will make you LinkedIn to skills development

In a highly significant move LinkedIn has bought online education service Lynda.com - this subscription based site allows users to access video tutorials and courses for professional and wider skills development. This $1.5 billion acquisition is LinkedIn's largest to date, but it makes perfect sense.

It is easy to see the link between skills identified within LinkedIn profiles and skills development needed for career development or job applications. Currently in LinkedIn members can list their skills and are endorsed by others in their network for holding those skills.

As you search for job opportunities within LinkedIn imagine being matched with skills development opportunities which would enhance your match and improve your employability.

There is now a potential further monetization through subscription content although it remains to be seen whether LinkedIn decides to make some level of Lynda.com access free of charge. This could be a really smart move.

Lynda.com boasts nearly 4,000 video tutorials and claims to offer courses for all levels covering technical skills, creative techniques, business strategies, and more. This acquisition seems likely to see a massive expansion in interest in providing content for Lynda.com - expect 400,000 videos by the end of the year and huge growth in course partners and content authors.

Lynda.com invites experts to become authors of content within its platform.
Again LinkedIn provides a ready made audience of those who profess skills and expertise, and no doubt some who might be interested to author content. Lynda.com has been around for 20 years but this deal places it in an exciting position in relation to the sharing economy - to date dominated by the likes of uber.com and airbnb. Perhaps we are on the cusp of seeing skills development take its rightful place within the sharing economy ecosystem.

Media reports suggested Lynda.com shares a royalty pool with its authors based on number of views. But making some content free could be a bold and powerful move- especially following the lowering of the age limit to 13 for LinkedIn accounts.

If you are still in school or not actually job hunting, there needs to be more on offer to bring you back into LinkedIn. Free skills development - even if only tasters could be an interesting carrot. And the reverse of the coin is that if you are developing your skills, you might be interested in hearing about job opportunities that require exactly those skills. Expect more targeted LinkedIn advertising as you study online!

There could clearly be a link for all users to develop or enhance their skills through the platform. Overall an exciting development and it will be interesting to see how Lynda.com moves forward and becomes optimized for LinkedIn.

Image source: https://www.flickr.com/photos/epublicist/8615571487/ https://creativecommons.org/licenses/by-nd/2.0/