PRESENTATION TO DECISIONS AT 18 CONFERENCE, SHEFFIELD
I JUST DON’T KNOW WHAT TO DO WITH MYSELF
Why young people find it difficult to make career decisions and access help
with their careers
Tristram Hooley, Professor of Career Education, University of Derby
Think about your own decision to go to
university?
• What were you deciding between?
• How did you make the decision?
• Who was important in the decision?
• How far were you going along with what you were always
expected to do?
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Problems young people have with career
decision-making
• not realising that they are making a career choice
• not knowing where to start
• only having limited experiences to draw on from their
family and friends
• having no personal experience of work or the workplace
• having very limited awareness of the range of courses,
occupations and careers that are available
• not being able to find the information that they would find
helpful in making career choices
• not having anyone to talk their career choice over with.
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Systemic challenges in the England
• High levels of inequality
• Shifting and highly marketised education system
• Low levels of youth employment (most choices are
basically more school)
• Career guidance provision limited and in transition
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Does the internet offer the solution?
• The internet increases access to
information and resources that
support career decision making.
• It also increases access to
networks and helpers.
• However it requires decision
making skill to make the most of
this.
• Furthermore there is a lot of BAD
information out there!
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Examining 4 decision making models
• Rational decision making
• Behavioural
• Opportunity structure
• Careership
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Behavioural models
2+2=?
4
System 1 – ‘going with your gut’
Fast, intuitive, powerful decision making
24X14=?
336
System 2 – ‘thinking it through’
Slow, clunky decision making for dealing
with unusual problems
Feed this system
Think about
when to use this
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The opportunity structure
Careership
• Horizons for action
• Pragmatic decision making which combines type 1 and
type 2 systems
• The longitudinal perspective. Routines and turning points.
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Who can help?
Career
informants
Career
development
professionals
Career
supporters
Paraprofessionals
Congruent
professionals
Implications for practice
• Career education and work-related learning can feed
system 1 thinking.
• Recognise both the horizon and the individual.
• Help people to use their networks to find supporters.
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References
• Hodkinson, P. (2008). Understanding Career Decision-Making and
Progression: Careership Revised. John Killeen Memorial Lecture,
Woburn House, London 16th October 2008.
• Hooley, T., Bright, J. and Winter, D. (2016). You’re Hired! Job Hunting
Online: The Complete Guide. Bath: Trotman.
• Hooley, T., Johnson, C. and Neary, S. (2016). Professionalism in
Careers. Careers England and the Career Development Institute.
• Kahnemann, D. (2012). Thinking, Fast and Slow. London: Penguin
• Roberts, K. (1975). The Developmental Theory of Occupational
Choice: A Critique and an Alternative. In Esland, G., Salaman, G. and
Speakman, M. (Eds.) People and Work. Edinburgh: Holmes
McDougall with Open University Press.
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Conclusions
• Career decisions are not necessarily rational.
• Some of the tools of rational career decision making may
actually lead to bad decision making.
• Career decisions are not made by individuals alone.
• It is necessary to recognise the limitations to young
people’s horizons (both structural and perceptual) if we
are going to help them.
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Tristram Hooley
Professor of Career Education
International Centre for Guidance Studies
University of Derby
http://www.derby.ac.uk/icegs
[email protected]
@pigironjoe
Blog at
http://adventuresincareerdevelopment.wordpress.com
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