Yesterday I participated in the Annual Planning Meeting for The Canadian Education and Research Institute for Counselling (CERIC). And during some brief down time I shared a quotes/concepts from Alain de Botton’s The Pleasures and Sorrows of Work with on of my mentors, Marilyn Van Norman.
“All societies widely have had work at their centre; ours is the first to suggest that it could be something more than a punishment or penance. Ours is the first to imply that we should seek to work even in the absence of a financial imperative. Our choice of occupation is held to define our identity to the extent that the most insistent question we ask of new acquaintances is not where they come from or who their parents were but what they do, the assumption being that the route to a meaningful existence must invariably pass through the gate of remunerative employment.” (page 106)
“Among all other, better-established businesses catering to a elements far down our hierarchy of needs – businesses offering assistance with gardening and cleaning, accountancy and computers – here, finally, was an enterprise devoted to the interpretation of the critical, yet troublingly indistinct, radio-transmission of the psyche.” (page 116)
Clearly, career practitioners are the most important professionals in the world. And there I sat amongst talented, intelligent and charismatic people who have dedicated their careers to the theory and practical application of work. It’s what we spend most of our lives doing. And yet, our group of professors, counsellors, directors, coaches, advisers, managers, and educators would probably agree that our profession(s) and field is/are generally undervalued by, well, everyone.
Kids today might not be able to name more than five or six different professions (most of ’em will get Doctor, Nurse, Lawyer, Police Officer, Firefighter, and – maybe – pirate). University and college students* don’t do much better – many of our clients in the world of post-secondary education want to be “consultants.” Of what? Well, that will sort itself out after the first 100K is in the bank, because, as we know, consultants make a lot of cash.
Finally, the most interesting thing in all of this is the lightspeed evolution of the world of work. Students will enter university today and graduate into a job that doesn’t currently exist. West Virginia will have exploded all of its mountains by 2020 and, suddenly, coal miners in that region will be thrust – perhaps unwillingly – into the North American knowledge economy. And a recent study by McKinsey & Co found that the African consumer economy will reach $1 trillion per year over the next decade. Amazing trends. And the vast majority of people involved in this from-local-to-global transformation of work will not go anywhere near a career practitioner to, as Neitzche said, become who they are. Oh, and all of this is happening while over 75% of people on the planet range from being somewhat-to-totally dissatisfied with their job.
And in 2020 – possibly with me in the Presidential Chair – the members of CERIC will be sitting around our solar-powered boardroom engaged in meaningful dialogue about how to make our organization – and the field of career development – sexier and more relevant. Because, when you get right down to it, experts on humanity’s relationship to the world of work should be sought after and approached by their communities all the time. Right?
– JCH
*this is not true of students in the MM-ECM program at UBC’s Sauder School of Business, who understand the myriad range of career opportunities with incredibly profound insight.
Your argument might have been more convincing if you actually explained what you and your esteemed group actually do. At any rate, why would we need you now that we know that we can make a living playing Starcraft?
Seriously, though, it’s not just post-secondary students who need career counseling. I bet a lot of faculty would have a hard time listing even 5 or 6 professions for which a university degree prepares students (university professor, government scientist and, uh, what was the question?). I realise that learning for learning’s sake is great and all that, but I think we could do with a bit more knowledge of what people are going to need in the workplace, and we should work that into the curriculum.
“Among all other, better-established businesses catering to a elements far down our hierarchy of needs – businesses offering assistance with gardening and cleaning, accountancy and computers – here, finally, was an enterprise devoted to the interpretation of the critical, yet troublingly indistinct, radio-transmission of the psyche.” (page 116)
That doesn’t tell you what we do, eh? Well, fair enough. Mr. de Botton is a philosopher, after all.
Generally speaking, we strive to understand the world of work, what passion and talent are required for certain roles in certain fields/industries/professions, and then we advise/counsel/coach/facilitate/manage peoples’ moves/transitions/journeys/springboards into those areas.
Specifically, I define my job as providing my students with a professional toolkit that will make them eternally relevant in the world of work, particularly for the jobs that haven’t been invented to address the challenges that we don’t even know about. How that’s done begins with exploring oneself and then exploring different careers. After that, it’s about focusing talent and passion into a laser beam of awesomeness that directly connects to an entry point into the world of work. The precise details depend on the client/learner/person.
As always, I thank you for your comments because you’re a guy who ‘gets it’.
“Specifically, I define my job as providing my students with a professional toolkit that will make them eternally relevant in the world of work, particularly for the jobs that haven’t been invented to address the challenges that we don’t even know about.”
I can definitely see a role for people who can help to identify people’s strengths and passions, and point them in the general direction of a suitable career path. However, shouldn’t “providing a toolkit” be the job of their instructors throughout the X years of their degree? It really doesn’t seem like this an explicit part of undergraduate education, at least in the sciences. Do you provide counseling services on curriculum design?