The energy for creating new opportunities comes from the tension we feel between an inspired vision for the future and our current reality. When we feel stuck or unclear about our careers, often it’s because we are either compromising our vision or denying reality–sometimes it’s a little of both.
Michele Martin
This week in our Career Clarity Camp we’re exploring what we need to help us thrive.
We’re considering some 30 day trials, side projects, stretch assignments, courses, volunteering options etc. After a long week of ‘slog’ to overcome my procrastination I’m finally free to give this some attention.
As usual we’re inspired by some practical thinking (rituals in our lives) and great posts from Michele ( dreams ).
Interestingly (and perhaps thankfully) I had already begun down the enrichment/ visioning/ project path but I’m also inspired to trial a couple of other things that have been lingering in the back of my mind for some time. So here are my ideas for projects and experiments:
I’m already finding time each day to draw. This has become an evening ritual to relax after a busy day. Uploading to FlickR (something each day) is a driver but not an onerous one – if I don’t make it, I don’t!
I’ve applied for a small community-based contract – I if I get it, I know I’ll love working outside the regimes of formal education. I can see opportunities for REAL outcomes and opportunities for creativity within it.
I’m instigating a blog for creative kids activities – I’ll need input to make it sustainable
I’m going to have a go at creating a multimodal e-book publication and will use the next month to research production options. The new Apple releases are very timely, and
I’m going to test the water to host a monthly conversational gathering for people I know think and/or work on the boundaries of or outside the mainstream. I see it as an opportunity to affirm non-conventional thinking, generate and share new ideas etc. Now for a name ….
Despite all good intentions I’m dawdling with this weeks activities for our Career Clarity Camp. I HAVE been reflecting but I wanted to also write. So a bit of a catchup here…
We’re meeting online for 90 minutes each week. It’s an interesting mix of people from around the world and I enjoyed the diversity very much. We’re using a visualisation tool called The Image Centre – a service by VisualsSpeak . As a visual person I loved the platform but would have liked to be able to text chat to the group as they described their ideas. It provides a canvas on which participants can select and display images to describe their response to different trigger questions. Our last task was to select images in response to the question – If success was completely guaranteed, who could I become? We had about 50 images to choose from and about 3 minutes to complete the task. Here’s my response:
Then to the analysis.
I see myself as the fish in the top left (happily) swimming against the flow. My thoughts were around creativity, pathways, resilience, tenacity and choice.
We’ve been asked to seek input from others who know us well so I’d love to hear your comments.
I’ve revisited my post from a year ago untapped & unrecognised and realised that if self-employed, management of my skills and talents is entirely up to me! I AM able to combine them into the directions I take as well as drawing on the strengths of others to complement. The challenge is to think laterally about what’s possible and perhaps to create new possibilities, and to market those as worthwhile without falling into the trap Michele describes in her Dreams for sale post – making career decisions based only on what the market will bear. The questions posed in Michele’s post (from Peter Block & Michele) to help us step back from an ‘economic monoculture’ view of ourselves are useful I think -
* What does it mean when we lose contact or faith in our ideals, or our dreams and desires?
* Why would we give up the pursuit of our desires, of what matters to us, if the right offer doesn’t come along?
* Why have we placed our desires up for auction?
* When did we decide that we could live without what was important to us or postpone our desires until we have implemented an exit strategy?
* What would my career look like if I wasn’t worried about selling to the highest bidder?
* What really matters to me, regardles of how much someone else is willing to pay for it?
In the past month two women I know employed by different universities in Sydney and who I know are passionate about students, learning and quality teaching practice have resigned.
I’ve blogged about the death of universities as centres of learning and teaching before but it seems to me rather than being addressed, the situation continues to worsen. It’s now two and a half years since Gerry Nolan’s post in the Australian; does no-one listen?
If universities are no longer places of learning then let’s be upfront about it. Give course funding to those who care, or (heaven forbid) the learners, and allow them to do it well. Use universities as research centres instead, pure and simple. If we’re serious about being a knowledge nation it’s time we focused on supporting REALLY good learning and teaching, and insisting that those paid to facilitate this are fully trained, equipped, supported and acknowledged for doing so.
In the post she describes a period of creative reinvention – a ‘rich and a valuable time, productive and exciting, if challenging and complex’ ; one in which she shut off from her networks for personal reflection.
She says:
‘The creative process is wonderful – at the end. In the middle I found it complex and contradictory. My online networks felt too public a place to expose such fragile thinking. Do online spaces in their ephemeral nature provide pressure to present finished thought? Is it really ok to be fragmented and indecisive?’
Perhaps with the exception of Twitter (which still can be archived and curated), I don’t think online spaces ARE ephemeral. That’s the problem. These are not fleeting remarks; they are there for good. They can expose mistakes, foolishness, naivety and raw emotions.
The public transparent nature of contributing online, which ever media it might be, scares most people. There’s a big difference between scribbling in a journal and posting to a blog. There’s a big difference in confiding semi-formulated ideas with a person you trust, or with yourself, and sharing them with the world or even an extended network. Gauging what to share online, when and with who is in itself a digital literacy skill I think. It will vary from person to person according to the issue, thickness of skin, and personal space needs but I’d certainly respect anyone’s right to withdraw at a time when intense personal reflection and introspection is needed.
Perhaps what we can share is metacognitive. Not the details as such, but an understanding of the strategies and processes. We DO need to encourage wacky creative thoughts, lateral thinking, risk-taking, and change. The final product often fails to illustrate the rich, turbulent and harried nature of the creative process but it is often after the process is complete and a result is evident that the significant moments along the way become evident. We do not, for example, see the working sketches of great artists before the final work is published.
From a personal perspective, whether I’m formulating creative projects or pondering life directions, I do most of it in private. When the change or project is substantial it will become all consuming. Shutting down to enable focused attention is a coping strategy and one to be acknowledged.
Best wishes with your new directions Harriet. I look forward to seeing the outcomes of your deliberations when and if you are ready to share them
Michele is kicking off our month long Career Clarity Camp with some personal reflection time and we’ve been asked to consider all or some of the following:
What questions are you asking yourself right now? What’s the stuff that wakes you up at night or intrudes during the day?
Where do you feel clear?
Where do you feel muddy or confused?
How do you currently see yourself at work?
How do you spend your days?
What do you want more of at work?
What do you want less of at work?
Who are your colleagues? How do you feel about them? Are there people who are particularly inspiring? Particularly challenging?
How does your career seem to fit with the rest of your life? How does it not fit?
What are your overall feelings about your career?
How long have you been having these feelings?
What steps have you already taken to find some career clarity?
What steps are you considering right now?
A year ago I resigned from a well paid job to work for myself again. Looking back now at my last 2 employee positions I realise the importance of skilled leadership and talent management when supervising and supporting staff strengths. I experienced neither. It was soul destroying.
I love working for myself. Michele sums up the benefits here – 7 reasons most professionals should work for themselves
But it’s not easy! There are two things I battle with most and which keep me awake at night – uncertainty and focus.
That fortnightly deposit that magically arrives in your bank account regardless of effort, outcomes or even attendance is seductive.
How do I find a niche, or should I spread myself widely?
And of course there are archaic systems to stymie opportunity. Do you work with them or treat them as road blocks and head another direction?
Often acceptance brings with it an unnecessary waste of time and money. Probably the biggest road block for me at present remains the Certificate 4 in Training & Education but more about that later.
Right now I know I need to take time to promote myself better, to focus in on particular strengths as niche areas, and to find some detours around those road blocks.
I know my sanity depends on remaining artistically active, so I need to find the mental and physical spaces to enable that. I know my health depends on more exercise, and I need to allocate time and energy towards that. And when it all feels too hard I need the reassurance and support of a loving partner, and I’m blessed with that.
Mid 2011 those uncertainty fears drove me to begin looking for paid employment once again. What I discovered was a) when times are tight the public service closes its doors and recycles (often) ‘dead wood’ rather than bringing in fresh blood, and b) the private sector wants low paid work horses NOT innovators.
Already, with Michele’s encouragement I’m willing to refocus efforts on making self-employment work. Step #1
Over the next month I’m looking forward to making time for reflection and finding tools and strategies to move forward. Thanks Michele for facilitating this!
Next week we kick of our Career Clarity Camp with Michelle Martin and I’m really looking forward to some dedicated time to reflect and set a fresh path.
In preparation Michelle has asked us to journal some reflections on our current state but before posting on the past year I thought it might be interesting to look back on where I was at 5 + years ago. Towards the end of 2004 I was privileged with an Adult Learners Week NSW Innovation in Learning award. A week before the ceremony our contract positions with the Community Colleges were axed due to Government funding cuts to an already way under-funded sector, so my speech was seriously deliberated over!
Here’s an excerpt…
Its innovation that allows organisations to adapt to the constantly changing conditions. Without innovation, an organisation stands still while ideas, technology and pedagogy move forward around it. It’s about knowing how to make new ideas highly infectious; It’s also about rocking the boat, and stretching the business as usual mentality and it requires passion, persistence and an open mind
However, innovation does not occur in a vacuum – it requires a dynamic healthy environment that is empowering and flexible, that honours new ideas, tolerates risk, identifies and celebrates champions, and encourages fun. Innovation is a catalyst – but only one ingredient in a process that must be sustainable to be of value. In education, the lasting value of any innovation is measured by its uptake by teachers and learners. Teachers really are the key – unless they are given opportunities to critique, reflect, research and learn new skills; to feel encouraged, supported, and positive about their roles and skills, and are shown strong leadership we will not meet the changing needs of our communities.
In a climate of funding cuts it is tempting to slash easy targets such as Professional development and research However…. It is at these times that we need skilled innovative staff most of all. Difficult times are a spur to innovation…. It is the time when organisations must think analytically and creatively
I’m passionate about making that happen – about enabling passionate teachers, about designing innovative solutions. What drives me hasn’t changed and I’m glad.
”Twenty years from now you will be more disappointed by the things you didn’t do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbour. Catch the trade winds in your sails. Explore. Dream. Discover.”
Mark Twain
In a culture overrun with commercialism and gift one-upmanship, its tempting to react by simply not engaging. But was does this mean for kids?
I grew up in a home where creative pursuits were both encouraged and valued. As the last child at home and living out of town I was never bored. When I wasn’t roaming rocks and gullies or inhabiting the secret nooks of our shed, I was creating. Paper craft, painting, sewing, clay, puppets, drawing, sculpture projects were resourced and guided. The best times were when I worked alongside my mother.
My products, however humble, were admired and valued. There was never a suggestion that gift cards would be purchased. ‘Works of art’ were the most valued gifts, given pride of place.
The act of gift giving is a precious thing; an opportunity to thank and an opportunity to share something of ourselves. For children its about reflection and humility; taking time to consider another and give time to create something that is lovingly wrapped and delivered. Its about connection and relationship.
As adults we can encourage this by valuing hand crafted produce above factory produced, by appreciating the efforts of kids as they develop the self-confidence to create that many adults lack, and by providing the time, resources and guidance for kids to stop consuming and take time to put themselves in the shoes of others.
It’s been an unproductive year for me blogging-wise. I’m not really sure what caused my lack of inspiration. Perhaps time needed to rethink my position and direction after a couple of soul-destroying years career-wise. Michele Martin would perhaps tell me that my reflection could have more productive had it been shared so I’ll do my best to summarise my years thoughts in coming posts.
But first of all I’m biting the bullet and moving any worthwhile content from my wikispace over to this site. I’ve been talking about it for a year but being a long-term wikispace user have been hesitant to actually make the change. Essentially my wiki has been a personal portfolio space and while the wiki format has meant easy editing etc, it has never really been used as a collaborative space for multiple authors so there’s little point in using a wiki platform. Having everything together in one place has its appeal.
So once the move is complete my aim is a post a week (to be realistic). Michele has inspired me to undertake a more structured approach to my personal reflection and I’m looking forward to participating in one of her Career Clarity Camps in January 2012. I can’t think of a better way to kick the new year off.
I wonder how many primary school teachers retire surrounded by their now adult students? 27 year old son #1 traveled for 6 hours today to farewell his primary school teacher along with a number of his peers. Extraordinary really.
Deborah Brown has been teacher/principal of Afterlee School for something like 26 years. We moved into the community there in 1985 and like many others who bought in when the land was still relatively cheap, did so in search of a healthy, sustainable place to raise kids. Like many others we were poor but happy, growing food, kids, and a productive community of like-minded people. Central to the community was Afterlee School which for most of its life has had one teacher. Deborah both lived and worked in the community itself and her son was one of my boys friends.
The kids benefited from Deborah’s creativity and her partner Rodney’s IT skills. They created and learned in a small mixed-age group, working at their own level and from each other. Parents were always present, encouraged to be part of their kids education; sharing their talents with the kids via activity afternoons. I was lucky enough to do a bit of casual teaching there and we had some great times with paper, clips, tape etc exploring science challenges etc.
What I see now are a bunch of confident, sociable, creative, self-reliant and determined young adults. Schooling experiences are not everything but I am quite certain that the years my children spent in Deborah’s care have helped make them what they are today. Their presence at her farewell is testament to their respect and fondness for her, and their positive recollections of their earliest years of learning.
Thank you Deborah. I wish you many relaxing years up to your elbows in creative pursuits, travel and family.
In my last post from the DEHub summit I’ll cover what was a very interesting keynote by Diana Laurillard from the London Knowledge Lab on ‘The critical role of teachers in optimising technologies for open learning’. Lots to cover in this one…
Diana introduced work on a new tool (starter kit) to support collaborative learning design. Strangely enough I had been describing something similar only weeks before but was totally at a loss how the technology would work, so I’m excited to see how the tool might be adapted for our work in VET.
Diana began by presenting some major challenges:
the best people to take forward thinking in L&T are the practitioners themselves however time and funding are lacking and we are NOT going to get this from Governments
lack of teacher training and confidence
lack of senior staff involvement
lack of reward
need for documented case studies of good practice
dislocation between research and practice
top down strategies and policies are not followed through
bottom up activity is plentiful but not improving – market driven by software companies and localised
So what to do about it?
trust the professionals if we give them the right tools
a middle out approach where we focus on supporting teachers as collaborating innovators
a learning design support environment providing tools for design, development and sharing
focus on an iterative loop to support innovation – sharing learning designs → innovating pedagogic patterns → evaluating learning designs → implementing courses → expanding knowledge of teaching and learning
The aim of the design tool was to:
expand knowledge and encourage progression to new methods,
encourage thinking outside the box,
encourage reflection and sharing,
enable teachers to build on the work of peers
import existing ‘pedagogical patterns’ of good teaching – patterns of digital versions of what teachers do now
model pedagogical and logistical benefits and disadvantages
allow play and experimentation, testing in practice
allow redesign and adaptation
To do this the form and content are separated; content is stripped out and the pedagogy/design/form is left – fill in the gaps style. Each teacher, regardless of field of study, takes, adapts, improves and gives back. teachers are able to create a new design or import one. A range of outcome categories are presented and a choice of L&T activities (simulations, discussions etc). All properties are editable and can be dragged/dropped onto a timeline and then resized by emphasis/ % of time. The design data is presented via pie charts on the types of learning (practice,inquiry,production,acquisition,discussion) and the implications on cost (staffing etc).
