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Exploring career pathwaysA toolkit to support conversations with young people and how VET can help.

For parents and carers

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Powered ByThe New Work Order and VET series is a partnership between the Foundation for Young Australians (FYA) and the Federal Department of Education and Training.

The Foundation for Young Australians (FYA) FYA is a national independent non-profit organisation dedicated to all young people in Australia. We believe young people are not a problem to be helped or solved. They are ambitious, creative and capable of rethinking the world and solving tomorrow’s problems today. Delivering a range of initiatives (co)designed with young people, FYA aims to develop the skills, networks and ideas of young Australians so they can create a better future.

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FYA would like to acknowledge the owners of the land throughout Australia on whose unceded countries we conduct our business. We pay our respects to their elders past, present and emerging, for they hold the memories, the traditions, the culture and hopes of Indigenous Australia.

We acknowledge that Aboriginal and/or Torres Strait Islander people continue to live in spiritual and sacred relationships with this country.

Copyright and Disclaimer Copyright in this report is vested in The Foundation for Young Australians pursuant to the Australian Copyright Act 1968.Unless otherwise stated, no part may be reproduced by any process, unless permitted by the Australian Copyright Act 1968, or used for any commercial purposes without the written permission of The Foundation for Young Australians.

The materials presented in this report are for information purposes only. The information is provided solely on the basis that readers will be responsible for making their own assessments of the matters discussed. Readers are advised to verify all relevant representations, statements and information and to obtain independent advice before acting on any information contained in or in connection with this report. While every effort has been made to ensure that the information is accurate, the Foundation for Young Australians does not accept liability for any loss or damages that may be incurred by any person acting in reliance upon the information.

Copyright © 2019 the Foundation for Young Australians. All rights reserved.

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Contents

Section 1: Introduction

Deciding “what to be” beyond high school and the new world of work

Why a toolkit for parents?

Using the toolkit

Glossary

FAQs

Section 2: Learning & activities

Thinking about careers differently

The skills you take with you everywhere

Finding your cluster

How VET can help you transition the cluster model Discussion 1 ‘What is a good job?’

Discussion 2 ‘So I heard VET is just for trades’

Discussion 3 ‘So I heard VET is a thing of the past’

Appendix A: Useful links and resources

Appendix B: Worksheets and handouts

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Section 1:

INTRODUCTION

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Deciding “what to be” beyond high school and the new world of workAs a parent, supporting your child to decide what to do in life can be stressful and overwhelming. The world of work you grew up in is different to the one young people experience today. However, as some things evolve, your vital role in guiding and supporting remains unchanged. A tough part of the secondary school transition is knowing how to help your young person figure out their career pathway.

We’ve created this toolkit to give you information and tools to have these conversations and support your young person. The toolkit is based on FYA’s New Work Order (NWO) report series. The reports show that:

• we’re facing the biggest disruption to the world of work since the industrial revolution

• this disruption brings opportunity for young people

• we must invest to ensure they have the skills to overcome the challenges of change.

The New Work Mindset analysed 2.7 million job advertisements to reveal 7 new job clusters or areas of work. These clusters are shown below in figure 1. This research also shows that required skills are related and more portable than previously thought. This report shows that we need to shift our focus from preparing the skills for one job, to instead prepare a portfolio of skills for the future of work.

By understanding the skills and capabilities that will be portable and in demand, young people can work to equip themselves for the future of work more effectively. Our mindset needs to shift to reflect a more dynamic future of work. One where linear careers will be far less common. Young people will need a portfolio of skills and capabilities to navigate the more complex world of work.

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Why a toolkit for parents?Having discussions with young people about ‘what they want to be when they grow up’ can be tricky to navigate. Especially when your young person has no idea what they want to do - which is pretty common!

Careers are changing. Previously it was pretty common to have one or two careers in a lifetime. FYA’s research estimates that a 15 year old today will have 17 jobs across 5 different careers1. So instead of training for one occupation for life, a young person needs to prepare a portfolio of skills for a range of opportunities.

This might seem overwhelming - to you and them!

This toolkit is designed to provide parents and carers with an easy to use and quick guide to support young people have those sometimes hard conversations. It will help them to figure out what to do after secondary school and beyond, and how Vocational Education and Training (VET) can support that.

This toolkit can help guide decisions regarding subject selection and work experience, as well as further study beyond school (with a resource directory in Appendix A).

It is recommended to start having conversations as early as possible to discover your young person’s interests, and how you can support them to further develop in that direction. This toolkit is best placed for young people aged between 14-20. It’s intended to spark initial thinking around careers, but is also useful for young adults as a guide for identifying options for further training, career plans and skill development.

Discover the possibilities of the future alongside your young person, as they explore their skills and interests and how they can use these to find an area of work that best suits them!

Figure 1, the seven job clusters from FYA’s New Work Mindset Report, 2016

The Generators

The Coordinators The Designers The Technologists

The Artisans The Carers The Informers

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1 The New Work Mindset, FYA, 2017 (pg 11)

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Using the toolkit

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GlossaryWhat are enterprise skills?

Enterprise skills are transferable skills. They enable us to navigate the job market as it changes along with the tasks we need to perform. They have been found to be a powerful predictor of long-term job success. The terms used to describe these skills vary across different contexts: sometimes called generic, soft, or 21st century skills. Enterprise skills include: communication; project management; financial literacy; digital literacy; team work; presentation skills; enthusiasm for ongoing learning; critical thinking; and creativity.

What are technical skills?

Technical skills are specific to a particular job or task, such as surgical skills if you are a veterinarian or JavaScript if you are a computer programmer. Online job advertisements reveal that many technical skills appear across multiple occupations in a job cluster and are not just specific to a single job. A specific job will often still require a specific technical skill or subject matter expertise, but picking up many of the core technical skills in a job cluster or area of work will enable young people to move across the job cluster and shift into the currently unknown jobs of the future.

What are clusters?

‘Clusters’ are areas of work in the Australian economy, based on skills demanded by employers. These job clusters each currently comprise a variety of occupations, ranging from 10 to up to 140 occupations depending on the particular cluster2.

Videos

The videos have been designed as conversation starters for the activities in Section 2. The videos are the primary source of information, with activities and discussion points centred around each video. To ensure your young person truly engages with all the activities and information, we recommend watching either just before or during the activities.

Information

The toolkit has been designed to be flexible so that

• you can make sure the activities suit the conversation you’re having with your young person and,

• you can tailor the activities to your dynamics and preferred style of engagement.

Each activity has an estimated duration for reference, however they can be extended as long as you wish for deeper conversations.

2 The New Work Mindset, FYA, 2017 (pg 15)

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Job clusterIndustries closely linked to this cluster

Occupations currently in this cluster

Tourism, Retail & Wholesale Trade, Accommodation & Food Services, and Arts & Recreation Services

Sales representatives, retail supervisors, cafe managers, hotel managers, bank managers, entertainers, interpreters and airline ground crew

Construction, Agriculture, Mining, Manufacturing, Utilities and Logistics

Machinery operators, landscape garden-ers, electricians, crop & livestock farm workers, plumbers, and carpenters

Health Care & Social Assistance

GPs, social workers, childcare workers, fitness instructors, surgeons, counsellors and beauty therapists

Administrative Services and Logistics

Bookkeepers, printers, fast food cooks, bus drivers, furniture removalists, law clerks, receptionists and car park atten-dants

Architectural, Engineering & Technical Services.

Architects, electrical engineers, clothing pattern makers, food technologists, build-ing inspectors, product testers, industrial engineers, geologists and draftspersons

Professional, Scientific & Technical services and Education & Training

Primary and secondary school teachers, economists, intelligence officers, accoun-tants, policy analysts, solicitors, organisation-al psychologists, museum curators, and HR advisers

Computer System Design & Related Services and Information Media & Telecommunication Services

Programmers, software engineers, data-base administrators, web designers and ICT business analysts

The Generators

The Coordinators

The Designers

The Technologists

The Artisans

The Carers

The Informers

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The seven clusters and their relative industries and occupations are listed in the table below:

These are the jobs and clusters we have identified now, but new clusters may develop or be redefined as the work landscape continues to shift in the future.

See Appendix B source 1 for more details.

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FAQsShould we watch the videos in any particular order?

The videos can be viewed in any order. We suggest that you work through them chronologically for the best results, as the information at the end of the toolkit draws upon content at the start.

What evidence is this toolkit based on?

The entire toolkit is based on FYA’s New Work Order report series, which is designed to develop students’ skills and mindset to prepare them for today’s workforce and the workforce of the future.

Does my young person have to read the New Work Order research before they participate in the activities?

No. Reading the latest reports may be helpful but they are not necessary for the completion of the toolkit.

Where do I go for more information about the New Work Order research?

Content for this toolkit is derived from a collection of FYA research in the New Work Order series which you can access via https://www.fya.org.au/our-research/

Where can I find more information about training opportunities for my young person to consider?

There are many ways to upskill and reskill for the changing world of work, including short courses online, internal peer-to-peer training, mentoring or external training opportunities through Vocational Education and Training (VET). One of the benefits of VET is that it provides a high level of flexibility which is relevant for workers wanting to stay up to date on current skill needs. For more information visit myskills.gov.au

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Section 2:

LEARNING & TRAINING MODULES

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Approach 1 - Structured This activity is designed for a high level of engagement and participation. An ideal setting would take place at the dining table, or somewhere you and your young person can sit, write and discuss freely.

Time:

Approx 45-60 mins

Materials:

• Pens/markers and paper to write on

• Countdown timer

• Appendix B, Source 2 - Ikigai Image, printed or on computer/phone screen

Activity:

Step one - Answering four questions

Looking at the Ikigai image of the four circles, ask your young person to answer the questions inside each circle from 1 - 4.

1. What are important issues in the world?

2. What are you interested in? Eg. politics, science, sports, music

3. What do you enjoy doing? Eg. Favourite subjects, playing sport or music, reading, being outdoors

4. What would you like to be paid for?

Allow 1 minute per question, allowing them to write down as many answers as they can within that time. No need to think too deeply about the answers, the aim is to get out as much as comes to mind. No answer is a wrong answer, the goal is quantity.

Ice-breaker activity Ice breaker activities are short “conversation starters” or activities to get participants in the frame of mind to get stuck into what’s next.

Thinking about careers differently This activity is about looking at some different elements that might make up an ideal career path for your young person. There is an excellent Japanese concept that we have adapted here called Ikigai which guides you to find your ‘reason for being’ or purpose.

This activity can be completed in both a casual or more formalised setting. We have two suggested ways, but feel free to further tailor the discussion/activity to your preferred dynamics and personalities.

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Step two - Debriefing their responses

It’s time to debrief on their responses. This can be done after each question, or after all questions have been answered.

Ask your young person questions like;

• Was that hard or easy to do?

• Which question(s) did you find easier to answer? Why do you think that is?

• What stands out to you most from your answers?

• Why do you think these answers came to mind?

Feel free to open up discussions about your own responses and see how they may line up with your career/passions/studies.

Step three - Applying Ikigai

Looking at the four overlapping sections of the Ikigai image, debrief their responses to the questions and how they may be able to cross over.

The four sections are;

• Passion

• Mission

• Vocation

• Profession

Do you see some patterns about the sort of field they may enjoy exploring further? Is it a field of study, a cause they care about, or perhaps a skill they wish to master?

Discuss if there are any surprises in their findings, and how this exercise may have made your young person feel.

Hold on to these responses, they will be used for activities later on.

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Approach 2 - Conversational, staggered approach Time:

Approx 30-45 mins

Materials:

• Appendix B, Source 2 - Ikigai Image, printed or on computer/phone screen

Activity:

This activity is designed for a lower level of engagement and participation. It is conversational, and employs a staggered approach so you can take the steps slowly over a few days or a week. This is best suited to dynamics where you’d like to discuss careers with your young person but these conversations may have been difficult in the past.

Step one - Prompting questions

This first step can be done while driving, or perhaps walking.

Guide the conversation based on the four questions of the Ikigai image, without having to use it directly.

Ask questions like;

• What do you think are some important issues in the world?

• Why is that important to you, and do you think there could be change to these issues?

• What do you think you would do with your life if time was boundless and money was no worry? What are some of your passions?

• What do you think you’re good at? What talents or skills do you have? (If you haven’t already discussed this in previous question)

• What do you think you could be paid for?

If they’re struggling to think of ideas, prompt them to assemble their previous answers into a vision of doing something that they care about and are good at - even if that job doesn’t exist...yet.

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Step two - Applying Ikigai

This step can be done at a different time to Step 1, perhaps a day or two after, where you may be seated with your young person and are also able to reflect on the Ikigai image.

Have on hand the Ikigai image [Appendix B, Source 2] You can have it on your phone, printed out, or on a computer. You can also give your young person a print out of the image or send it to them separately and allow them to do this reflection in their own time to take some of the pressure off.

• Looking at the Ikigai image, discuss how the conversation you’ve had may fit into the four large circles, and how their responses may overlap like the circles do. Eg. Could what they enjoy doing also be something they could be paid for, ie. Profession? Do they have interests that cross over with any world issues, ie. Mission?

• Do you see some patterns about the sort of field they may enjoy exploring further? Is it a field of study, a cause they care about, or perhaps a skill they wish to master?

In the following days, you can debrief further by asking questions like;

• What did you learn from this activity? Were there any surprises?

• Has it changed the way you think about your career? Why / why not?

• Has it changed the way you think about the training you might need or want?

• What will you do with this new information?

Hold on to these responses, they will be used for activities later on.

This activity will hopefully have allowed your young person to get a better idea of what their purpose may be in terms of their career. Your sense of purpose changes over time, so it can be worthwhile to do this thinking every year or two to make sure you’re on the right track.

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Enterprise skills audit activity Time:

Approx 45-60 mins

Materials:

• Print out of Enterprise skill sheet see Appendix B, Source 3• Pen/marker

• Writing paper if you need more writing space

Activity:

1. Work with your young person through the questions in the right hand columns of the worksheet, guiding them to reflect on their achievements and identify areas they are yet to gain experience in.

2. Identify which areas they need to improve and create a list of short term goals

3. Come up with ways to develop in those areas, some examples could be to organise work experience, develop the skill with parent assistance or through extracurricular activities.

The skills you take with you everywhere You’ll hear a lot about enterprise skills and technical skills throughout this toolkit. For reference, enterprise skills are the skills which you take everywhere, these are skills like creativity, time management, critical thinking or team work, to name a few. Technical skills, whilst often still transferable, are usually much more specific to the task and usually require training or further qualifications, like writing code, handling machinery or calligraphy [see in Glossary further examples].

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Finding your cluster Recap:

• Enterprise skills are in high demand by employers

• Workers are transitioning far more than ever before

• We now require a new mindset to approach these factors

What is the new mindset? It’s about framing careers through clusters or areas of work which are connected by similar enterprise and technical skills.

Many future workers will be transitioning from job to job more frequently than in the past, so it’s helpful to identify which cluster your young person is leaning towards. Sometimes people fall neatly into one cluster while others present potential for multiple clusters. These clusters are relevant in 2019 but we expect new clusters to develop or to be redefined as the work landscape continues to shift.

Finally, it’s important to remember that young people between 15-20 years of age are rapidly developing, exploring interests and learning about the world and themselves. So it’s helpful to remind your young person that this is a guide to frame career pathways, rather than prophecy. It’s ok to change their mind later as their interests change.

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Cluster matching activity Time:

Approx 20 mins

Materials:

• Appendix B, Source 1 - [Print or on screen]

• Responses from Ikigai activity

• Appendix B, Source 3 - definitions from Enterprise Audit tool

Activity:

Step one

1. Using the responses from the Ikigai activity and the list of enterprise skills, read through the descriptions of each cluster and discuss which one your young person identifies with most.

2. Still not sure which cluster they’re best suited to? We created this little quiz to get them thinking.

Step two

1. Thinking about the sorts of jobs that may fit into this cluster, what might be a good way to get some experience to test if this is an area they are good at and enjoy?

2. Brainstorm work experience suggestions based on clusters or check out My Skills to see if they can complete a nationally recognised qualification doing something they enjoy.

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How VET can help you transition the cluster model The next section will have activities using FYA’s latest video series, ‘So I Heard...’. The videos debunk myths about VET, through interviews with educators. Each episode is centred on a theme, which each activity will explore in greater depth.

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Discussion 1: ‘What is a good job?’Time:

Approx 20 mins

Materials:

• Episode 1 ‘So I heard VET Can’t Get You A Good Job’

• Blank piece of paper

• Pen

Steps to follow

1. Watch ‘So I heard…. VET Can’t Get You a Good Job’

2. On a blank piece of paper, have your young person draw a small circle in the middle with their name inside it.

3. Ask your young person to write as many answers as possible to the following questions:

a. What activities do you enjoy?

b. What are your favourite subjects?

c. What fascinates you in the world?

d. What can you spend endless amounts of time learning? If it’s not a subject, is it a sport or an instrument you love to play? *Take a moment to reflect on the skills cultivated from these activities.

e. What are your favourite environments to work in? Indoors, outdoors, collaborative teams, autonomously etc.

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4. Debrief with the following questions:

a. What did you learn?

b. What stood out?

c. Are there connections you can make to what sort of area of work or cluster you’re strongly interested in?

5. Do some further research on training options at myskills.gov.au/your-career and enjoy where it takes you and your young person!

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Discussion 2: ‘So I heard VET is just for trades’ Time:

Approx 10-15 mins

Materials:

• Prepare episode 2 ‘So I Heard… VET Is Just For Trades’

• Computer for further research

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Steps to follow

1. Watch ‘So I heard…. VET is Just for Trades’

2. Debrief with the following questions:

a. What information stood out to you from the video?

b. Is any of that information a surprise to you? Why/why not?

c. Think of a group assignment or project you’ve been working on recently. What sort of skills do you bring to the group/project?

3. Remind them that understanding your strengths is an important part of succeeding in work but it’s also important to reflect on areas which you don’t really like, but may want to challenge yourself to get better at.

4. Now ask the following questions related to experiences for improvement:

a. Can you think of times when you think you could have done a better job, contributed more or felt like this was an area of improvement?’ ‘

b. What skills might be lacking here?

c. Can you identify which of these are technical skills or enterprise skills?’

5. Highlight up to 3 key skills your young person wishes to develop - either technical or enterprise.

6. Support them to identify opportunities to further develop these areas.

NOTE: Keep in mind that for the enterprise skills listed, you can find opportunities to work on them almost anywhere, anytime. For example, if the problem was communicating with team members about deadlines, expectations or tasks, a way to start improving this is to focus on your communication at home, or with friends, or teachers/mentors. For the technical skills, you can usually learn these through studying and practising, via YouTube tutorials, online learning platforms, or training organisations which you can find at myskills.gov.au

Words of encouragement

Remind your young person that when they’re looking for work, employers want to know what sort of experience and skills a candidate has that are relevant to the job. School is a great place to start thinking about the sorts of skills they have and where their strengths and weaknesses may lie. Never forgetting that just because they’re not as good in one area than in others - doesn’t mean it’s like that forever. Practising skills and being open to trying and failing is all part of the process of improvement!

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Discussion 3: ‘So I heard VET is a thing of the past’Time:

Approx 15-20 mins

Materials:

• Prepare episode 3 ‘So I Heard… VET Is A Thing Of The Past’

Steps to follow

1. Watch ‘So I heard…. VET is a thing of the past’

2. Debrief with the following questions:

a. From the video, what stood out most to you? Why?

b. What do you think could be a job of the future that doesn’t exist yet (TIP - Feel free to search for videos online about the topic, or look up websites with information to explore areas your young person is interested in)

3. You can use this opportunity to discover things you also find interesting and can share with your young person

4. Share some experiences and ideas of your own with your young person:

a. Discuss what ways you (as someone with experience of the workforce) have experienced change because of automation?

b. What have been the benefits?

c. The pitfalls?

d. In what ways do you expect your industry to be impacted by automation?

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5. If you have identified relevant clusters, take a look at some of the expected transformations taking place in that industry and discuss with each other. Some clusters, like the artisans and the coordinators are more vulnerable the impacts of automation, how is your cluster expected to fare?

a. In what areas can you develop skills or experience to aid you in this transformation?

b. For information about ways to upskill, visit myskills.gov.au/starting-your-career

By now you will have had some robust discussions about your young person’s thoughts of what their future may hold. You may have had some ‘ah ha’ moments or perhaps have deepened each others understanding of the ways work is changing in the 21 century.

This is an ongoing discussion and their current ideas will continue to develop, for which the early brainstorming activities will still be relevant. Below you will find helpful links and resources to continue this discovery with your young person, especially if they’re considering which post-school qualifications to pursue.

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Appendix A: Useful links and resources

• My Skills is the national directory of vocational education and training (VET) organisations and courses.

• Australian Apprenticeships Pathways lets you explore Australian Apprenticeship career opportunities.

• Australian Apprenticeships Support Network has all the support services for apprentices and employers.

• VET financial assistance schemes including VET student loans, Apprenticeships & Traineeships & subsidies.

• Industry Perspectives on VET (video) is a video that explores the value of VET from an industry perspective.

• How I Got The Job Series is a video series highlight the real stories behind young Australians navigating the world of work, especially those taking up VET pathways. The series shows just some of the many different options out there.

APPENDIX A

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Comprises jobs that... Occupations currently in this job cluster

...require a high level of interpersonal interaction in retail, sales, hospitali-ty and entertainment.

Total: 65 Includes: sales representatives, retail supervisors, cafe man-agers, hotel managers, entertainers, interpreters and airline ground crew Industries closely linked with this job cluster include: tourism, retail & wholesale trade, accommodation & food ser-vices, and arts & recreation services

...require skill in manual tasks related to con-struction, production, maintenance or techni-cal customer service.

Total: 118 Includes: machinery operators, landscape gardeners, electri-cians, crop & livestock farm workers, plumbers, and carpenters Industries closely linked with this job cluster include: construction, agriculture, mining, manucaturing, utilities and logistics

...seek to improve the mental or physical health or well-being of others, including med-ical, care and personal support services.

Total: 131 Includes: GPs, social workers, childcare workers, fitness instruc-tors, surgeons, councellors and beauty therapists Industries closely linked with this job cluster include: health care & social assistance

...involve repetitive administrative and be-hind-the-scenes process or service tasks.

Total: 59 Includes: bookkeepers, printers, fast food cooks, bus drivers, furniture removalists, law clerks, receptionists and car park attendants Industries closely linked with this job cluster include: administrative services and logistics

...involve deploying skills and knowledge of science, mathematics and design to construct or engineer products or buildings.

Total: 70 Includes: architects, electrical engineers, clothing patternmak-ers, food technologists, building inspectors, product testers, industrial engineers, geologists and draftspersons Industries closely linked with this job cluster include: architectural, engineering & technical services

...involve professionals providing information, education or business services.

Total: 142 Includes: primary and secondary school teachers, economists, intelligence officers, accountants, policy analysts, solicitors, organisational psychologists, museum curators, and HR advisers Industries closely linked with this job cluster include: professional, scientific & technical services and education & training

...require skilled understanding and manipulation of digital technology.

Total: 10 Includes: programmers, software engineers, database adminis-trators, web designers and ICT business analysts Industries closely linked with this job cluster include: computer system design & related services and information media & telecommunication services

Appendix B: Worksheets and handoutsSource 1 - Cluster descriptions

APPENDIX B

The Generators

The Coordinators

The Designers

The Technologists

The Artisans

The Carers

The Informers

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APPENDIX B

Source 2 - Thinking About Careers Differently, Ikigai activity print out

2. What are you interested in? eg. politics, travelling, reading

PASSION

PROFESSION VOCATION

MISSION

4. What would you like to be paid for?

1. What are important issues in the world?

3. What do you enjoy doing? Favourite subjects, sports/

hidden talents, skills?

Ikigai

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APPENDIX B

Enterprise skill Skill explanationHow do I use this skill at work, life, hobbies?

Out of 10 how would you rate yourself?

Problem solvingUsing initiative to find and solve problems.

For example in a mathematical problem or sporting field

Critical thinking

Analysing and summing up infor-mation to help make decisions.

For example, identifying a contradiction in somebody’s argument.

Creativity & innovation

Come up with original ideas and put them to use.

For example, using imagination to think of new possibilities in a puzzle or challenge.

Digital literacy

Use and make technology to find information, solve problems or complete tasks.

For example, using video editing software to make a highlights video

CommunicationActively listen to others, share ideas, give feedback and negotiate in a respectful way.

For example, expressing a challenge in a debate that positively stimulates further debate.

Persentation skills

Speak in front of an audience, use different technologies and formats to present information.

For example, delivering an engaging presentation to classmates with insightful visual aids.

Team workWork well in groups, managing conflict, listen and respect the opinions of others.

For example, encouraging members of the group to work to their strengths.

Financial literacyUnderstand the role money plays in business and make informed decisions about money.

For example, using an investment to make a profitable return.

Project manag-ment

Planning and organising informa-tion, people and activities.

For example, using tools to keep an assignment on track to make submission within deadline.

Enthusiasm for ongoing learning

Strong and consistent active interest in new learnings and experiences.

For example, regularly using YouTube tutorials to develop skills for a hobby project.

Source 3 - Enterprise skills self audit tool

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Foundation for Young Australians 21-27 Somerset Place, Melbourne VIC 3000 T: 03 9670 5436 E: info@fya.org.au

Offices in Melbourne, Sydney and Broome.

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