1. Moments of choice Using our research to support young people’s career journeys
Tristram Hooley

2. Our research

4. Overview Moments of choice The example of university choice
Integrating this into practice

5. Overview Moments of choice The example of university choice
Integrating this into practice

8. cognitive burden

9. Young people talk… (1)
"I decided I wanted to [work in childcare] because I’ve always been told how great I am with my little sister and brother… people always tell me I want to be a nursery worker. I’ve just got into it, I want to be it." Ellie, Year 9 What do you think about this decision? What would you say/do?

10. Young people talk… (2)
"This year’s been a lot about options, and what I’m going to take next year. It has had a massive impact because you’ve got to sit there and think, ‘What am I going to take?’ It’s made a massive impact because it makes you think, ‘This is what I want to do when I’m older’." Steve, Year 9 What do you think about this decision? What would you say/do?

11. Young people talk…(3)
"After [school], after college, university, I would like to take on the career of becoming a dentist, it’s something I’ve always wanted to do, it’s the only career choice I’ve ever wanted to do.” Jacob, 15 What do you think about this decision? What would you say/do?

13. Type 1 and type 2 thinking
Which is the right approach for making career decisions?

14. Rational decision making

15. Think about when to use this
Behavioural models
Feed this system
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
Think about when to use this

16. Overview Moments of choice The example of university choice
Integrating this into practice

17. Unistats

18. LEO: More university earnings data!

19. What are the rules of thumb?
Graduate earnings go up and down with the economy.
Some subjects pay more than others. So subject choice matters.
But there is also a big difference within subjects which may reflect institutional choice, degree classification and individual differences. So subject choice isn’t everything.
Core STEM subjects including Maths, and Engineering & Technology have been squeezed less than other subjects and so may be safer choices.
Some subjects have better short-term outcomes while others are better long term bets (e.g. economics and maths).

20. Overview Moments of choice The example of university choice
Integrating this into practice

21. Dealing with ‘choice overload’
Increasing engagement
‘Moments of inspiration’
Provide opportunities for career learning
Experience counts
Reducing cognitive load
Less is more
Improve navigation
Enhance personalisation
Provide support

22. Information should… Work with young people’s intuition
Encourage reflection
Be trustworthy.
Be personalised to the individual
Give young people agency
Break down big decisions into smaller ones
Be ‘just in time’
Helps influencers (teachers, parents or carers, careers advisers)
Signpost actions

23. In summary
Young people find career decision making difficult. But there is lots that we can do to help them. Information is important… but it is only part of the picture.

24. References
Department for Education. (2016). Graduate outcomes: longitudinal education outcomes (LEO) data. Available from [Accessed 8th April 2017]. Kahneman, D. (2011). Thinking, Fast and Slow. London: Penguin. The Behavioural Insights Team. (2016). Moments of Choice. London: The Behavioural Insights Team. The Careers & Enterprise Company. (2016). Moments of Choice. London: The Careers & Enterprise Company. The Careers & Enterprise Company. (2016). Response to Moments of Choice. London: The Careers & Enterprise Company.

25. Contact details
Tristram Hooley Director of Research The Careers & Enterprise Company Also at