1. Why work? Skills to understand career beliefs in multicultural settings Career Education Association of Victoria Biennial Conference Workshop presented by: Gideon Arulmani

2. Harnessing diversity Social cognitive environments Work occurs within a social context: a context characterised by patterns of beliefs and ways of thinking. Mind-sets engendered by social frames of reference give a particular colouring and interpretation to the meaning and purpose of work. Prevailing ideologies and community experiences cohere into a social-cognitive environment. Values – positive, neutral or negative – could be attributed to work in general and to specific occupational clusters.

3. Harnessing diversity Career Beliefs A conglomerate of attitudes, opinions, convictions that seem to cohere together to create mind-sets that underlie people’s orientation to the idea of a career. Can be so deeply ingrained that they may not be identified by their holders as beliefs, but held as unquestioned, self-evident truths. Whether accurate or not, career beliefs exert a facilitative or inhibitive influence on individuals’ orientations to career goals (Krumboltz 1979; 1994).

4. Career Beliefs Types of career beliefs Examination of ‘types of career beliefs’ have pointed us toward common elements that could bind diverse groups together. Our analysis has consistently thrown up three kinds of career beliefs that seem to interlock with career development: - Proficiency Beliefs - Control and Self-direction Beliefs - Persistence Beliefs

5. Proficiency beliefs Beliefs about the importance of acquiring qualifications and skills that enhance personal proficiency for an occupation. Indian situation: - Wide variability in the manner in which social- cognitive environments actually nurture this belief - Close link to socio-economic status

6. Proficiency beliefs: Differences between groups Type of groupPossible impact on career development Socio-economically vulnerable groups: Low emphasis on acquiring work skills proficiencies Could be at risk to enter the world of work as unskilled labourer Middle class groups: Extraordinarily high emphasis on acquiring qualifications Willing to commit time and resource for acquiring proficiency; BUT could show a confusion between preparing for the world of work and acquiring qualifications

7. Control and Self-Direction Beliefs: Beliefs about personal control over life situations and the orientation to directing one’s life Type of groupPossible impact on career development Socio-economically vulnerable groups: Weak orientation to exercising self- direction over life trajectory; helplessness in the face of barriers Could view the future in terms of the deprivations experienced in their present situation; unable to grasp real opportunities, and take control of their lives Middle class groups: Stronger orientation to exercising self direction and creating opportunities; high motivation to engage with career development tasks Are likely to value and seek counselling and guidance services for career planning

8. Persistence Beliefs: Beliefs that support persistence toward career goals despite difficulties and barriers that emerge during career preparation Type of groupPossible impact on career development Socio-economically vulnerable groups: Persistence toward career goals is lower and less consistent; sacrifice long term goals to meet immediate needs in the here and now Career planning may not be perceived as relevant in a context where survival is still the foremost expectation from employment Middle class groups: Persistence toward career goals is higher and more consistent; planfulness and skills for goal setting are high Could be more willing to making long term career plans and face difficulties and barriers to the achievement of career objectives; have the necessary support to persevere toward career goals

9. Discussion Point (Group 1) Proficiency beliefs Beliefs about the importance of acquiring qualifications and skills that enhance personal proficiency for an occupation Proficiency beliefsPossible impact on career development

10. Discussion Point (Group 2) Control and Self-Direction Beliefs Beliefs about personal control over life situations and the orientation to directing one’s life Control and Self-Direction beliefsPossible impact on career development

11. Discussion Point (Group 3) Persistence Beliefs Beliefs that support persistence toward career goals despite difficulties and barriers that emerge during career preparation Type of group: Socio-economically vulnerable groups Persistence beliefsPossible impact on career development

12. The multicultural context Career beliefs are not artefacts that only embellish the exotic east The notion of social-cognitive environments and career beliefs need not be restricted to geographical locations and cultural contexts Beliefs pertaining to career choice are present in all families and communities – eastern or western. The young person’s orientation to work could be influenced by these social cognitions.

13. The multicultural context Higher likelihood of counsellor and counselee coming from differing social-cognitive environments Individualism – collectivism: Career decision-making could reflect strong community orientations with a preference for co-operative decision-making A ‘respectable’ career: The attitudes of prestige, social status can be carried over from ‘home’ Transmission of attitudes: Career beliefs could be passed on from one generation to another

14. Discussion Point (Group 1) Higher likelihood of counsellor and counselee coming from differing social- cognitive environments List the counsellor’s career beliefs that could be at variance from those of the counselee

15. Discussion Point (Group 2) Individualism – collectivism: Career decision-making could reflect strong community orientations with a preference for co-operative decision-making List the career beliefs that could emerge from an individualistic social- cognitive environment List the career beliefs that could emerge from a collectivistic social-cognitive environment

16. Discussion Point (Group 3) A ‘respectable’ career: The attitudes of prestige, social status can be carried over from ‘home’ List career beliefs that could be ‘carried over from home’

17. Working with career beliefs: The vignette technique Vignettes are verbal descriptions that simulate or re-create real events and situations Verbal pictures, designed to identify attitudes and elicit opinions Useful particularly in situations where the re-creation of real life events is difficult and cumbersome Effective way to learn about the thoughts, perceptions and unexpressed feeling Vignettes place abstract ideas within a familiar context and thereby help the person understand or identify with the idea more easily

18. Developing vignettes for career beliefs Listen to commonly used statements Look for patterns in these statements Look for ‘threads’ - commonalities You could use the career belief pattern frame we have just discussed Embed the content of these statements into vignettes.

19. Career Beliefs in the Maldives “It is the government's responsibility.” Young Maldivians were saying NO rather than YES to personal engagement with work and career development “My father will do it for me.” “It’s too hard for me.” “I would rather be unemployed.” “This job is beneath my dignity.” “This job is against my religion.” “I cannot leave my island.”

21. Discussion Point (Group 1) Develop a vignette that would tap into Proficiency Beliefs

22. Discussion Point (Group 2) Develop a vignette that would tap into Control and Self-Direction Beliefs

23. Discussion Point (Group 3) Develop a vignette that would tap into Persistence Beliefs

24. Thank You!