WEBVTT - Family Matters: How to future-proof your kids

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<v Speaker 1>Join the conversation. This is Kate Talk. The conversation turns

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<v Speaker 1>to family matters, and today we're going to reflect on

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<v Speaker 1>the concept of future proofing our kids. We all want

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<v Speaker 1>to set our youngsters up for future success, but the

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<v Speaker 1>difficulty in the current environment is knowing what that actually

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<v Speaker 1>even looks like. How do you help prepare them for

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<v Speaker 1>jobs that in some cases don't even exist yet, or

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<v Speaker 1>for workplaces which are so entirely different to the kind

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<v Speaker 1>of workplace that you and I have inhabited through our

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<v Speaker 1>working life. It could be a very difficult path to

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<v Speaker 1>help them navigate. And in fact, the answer lies not

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<v Speaker 1>so much in getting fixed on what are you going

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<v Speaker 1>to be what specific career are we preparing you for,

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<v Speaker 1>but rather looking to the question of what skills are

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<v Speaker 1>going to be highly valued in future, what personal attributes

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<v Speaker 1>are going to be sought after, regardless of the environment

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<v Speaker 1>you might be heading into, And to help us reflect

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<v Speaker 1>on this, I'm delighted to recruit via Zoom Bryce Decker,

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<v Speaker 1>who is a Durban based organizational psychology just an educational

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<v Speaker 1>planner who's really passionate about helping young people in particular

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<v Speaker 1>to plan their pathway their study choices their next steps

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<v Speaker 1>towards a professional career to plan it from a perspective

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<v Speaker 1>of building a bouquet of skills that will take you

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<v Speaker 1>forward regardless of which industry you end up in. And Bryce,

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<v Speaker 1>it's lovely to have you joining us on the show today.

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<v Speaker 1>Welcome to Cape Talk.

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<v Speaker 2>Yeah, thanks so much for having me in prepared such

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<v Speaker 2>a producib with you and everywhere this oftenoon.

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<v Speaker 1>Thanks for your time. Perhaps as a jumping off point,

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<v Speaker 1>we can take a quick look at the latest Future

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<v Speaker 1>of Jobs Report, Bryce, because this is a very good

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<v Speaker 1>sort of way of indexing what the industries aren't there

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<v Speaker 1>are saying about what they're looking for and what they

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<v Speaker 1>think they're going to need and value. For those who

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<v Speaker 1>are not familiar with this report, it's an annual report

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<v Speaker 1>that taps into labor markets and employers all over the

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<v Speaker 1>world and gives insight into things like which jobs are

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<v Speaker 1>fading away, which jobs are growing in demand, which skills

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<v Speaker 1>are most in demand, what our employers look looking for

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<v Speaker 1>when they're recruiting. Right. I mean, it's very interesting to

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<v Speaker 1>look at some of the big trends and influencing factors

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<v Speaker 1>in this year's report about what the job market of

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<v Speaker 1>the future might look like.

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<v Speaker 2>Yeah, absolutely, I mean I think that at a high level, though,

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<v Speaker 2>the greatest thing that kind of caught me was that

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<v Speaker 2>fact if you look at the jobs that are going

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<v Speaker 2>to be created versus those that are going to be displaced,

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<v Speaker 2>there was overall the seven percent gain globally that's expected,

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<v Speaker 2>which quite reassuring for all of us. I think you

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<v Speaker 2>know that there jobs are going to be created. I

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<v Speaker 2>think careers are going to certainly evolve quite dramatically over

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<v Speaker 2>the next role. But I mean, certainly the big trends

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<v Speaker 2>that kind of front of mind, digital access, I think

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<v Speaker 2>that's obviously very topical for many of us. I think

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<v Speaker 2>climate change mitigation is a big kind of focal point.

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<v Speaker 2>And then I think the cost of living and the

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<v Speaker 2>fact that I suppose you've got to show a little

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<v Speaker 2>bit more return of investment, certainly from an educational perspective,

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<v Speaker 2>is a big thing. And then quite topical Auto moments. Obviously,

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<v Speaker 2>Generation Z kind of entering the labor market and their

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<v Speaker 2>perspectives to work and finding purpose around work. I think

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<v Speaker 2>all have a big driving factor going forward and driving force.

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<v Speaker 1>Yeah, no surprises in the list of jobs that are

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<v Speaker 1>on the decline, those that are seeing the steepest fall

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<v Speaker 1>off are the likes of bank tellers, postal workers, data

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<v Speaker 1>entry clerks. A lot of those sort of admin roles

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<v Speaker 1>are being absorbed by computers and AI, and we know

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<v Speaker 1>that that is the way it's going. But what does

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<v Speaker 1>make for very interesting reading is the list of the

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<v Speaker 1>fastest growing jobs and BRYCE, as you've mentioned, the ability

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<v Speaker 1>to interact with the big data, the AI. So many

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<v Speaker 1>people are scared of AI replacing jobs, but what this

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<v Speaker 1>list is telling me is that a human ability to

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<v Speaker 1>engage with AI and to analyze the information that is

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<v Speaker 1>being produced and to massage it and repurpose it is

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<v Speaker 1>still going to be absolutely crucial. So cyber security specialists,

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<v Speaker 1>big data experts, robotics engineers. I mean, these are quite

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<v Speaker 1>scary concepts for a parent who doesn't really even understand

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<v Speaker 1>what some of those mean. BRYCE. To then have to

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<v Speaker 1>try and advise a child you might be taking on

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<v Speaker 1>a role like that one day can be quite daunting,

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<v Speaker 1>can't it.

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<v Speaker 2>Yeah, I mean I think it's daunting for the parents.

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<v Speaker 2>It's certainly very daunting from my experience for the kids involved,

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<v Speaker 2>you know, and I think often the advice to them

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<v Speaker 2>is to control what they can and often you know

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<v Speaker 2>they've got a lot of advice coming to them from

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<v Speaker 2>all the fen angles and I suppose, like any kind

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<v Speaker 2>of good mentor would tell them, it's just controlling the

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<v Speaker 2>controllables and what they can control. So I think when

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<v Speaker 2>you look at that report closely, they define the top

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<v Speaker 2>skills that are required by twenty thirty, and when you

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<v Speaker 2>break it down at a skill micro level, I think

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<v Speaker 2>it's a lot more easier to grapple with, and kind

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<v Speaker 2>of the skills that they talk about is Sydney analytical

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<v Speaker 2>thinking and developing some resilience and having a little bit

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<v Speaker 2>of agility in terms of the way that you look

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<v Speaker 2>at your future path, leadership, social influence and from my experience,

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<v Speaker 2>I mean when you look at those skills being developed

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<v Speaker 2>and you look at the ecosystem at Mania of our

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<v Speaker 2>children of privileged to be educated with a lot of

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<v Speaker 2>those opportunities exist within a schooling and ecosystem. So I

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<v Speaker 2>think sometimes to make it less daunting is to focus

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<v Speaker 2>on building the skills required for those long term choices,

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<v Speaker 2>often easier way of approaching it.

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<v Speaker 1>How do you build those skills because it's not necessarily

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<v Speaker 1>a pathway straight into university to go and do a

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<v Speaker 1>degree in AI and a machine learning. That's certainly not

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<v Speaker 1>the only way to get there. Bryson. You've you've spoke about,

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<v Speaker 1>you know, building up what you can in terms of

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<v Speaker 1>acquiring skills. How do you start? Where do you go

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<v Speaker 1>about doing that?

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<v Speaker 2>I mean, I think, for you know, I suppose a

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<v Speaker 2>big folk for a child is just finding out, you know,

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<v Speaker 2>what they're good at and what they enjoy. If you

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<v Speaker 2>can find the combination of those two, specifically academically and

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<v Speaker 2>those subjects as an example that they're enjoying and they're

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<v Speaker 2>getting good reward for, that should be a good indication

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<v Speaker 2>of where their strengths lie. And if you can endeavor

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<v Speaker 2>to find what is my unique little skill set that

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<v Speaker 2>I'm offering to the world. In doing so, I think

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<v Speaker 2>they'll build confidence in themselves with that, and once building

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<v Speaker 2>some confidence, hopefully you kind of whatever they wherever they go,

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<v Speaker 2>whatever they do after school, You're wanting your kids just

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<v Speaker 2>to build a level of confidence in their own ability.

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<v Speaker 2>And often once they start developing that confidence and the

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<v Speaker 2>skills that emerge to them. So again probably it's a

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<v Speaker 2>little bit of a wish you wash it on. So,

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<v Speaker 2>but I think just kind of go gain for the student,

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<v Speaker 2>go back to the basics. Find it is what your

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<v Speaker 2>unique mark is on the world, and you can take

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<v Speaker 2>even your subjects. You know, thirteen grade ten advising a

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<v Speaker 2>lot of my pupils going forward into the fet component

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<v Speaker 2>of the high school experience. You're wanting them to find

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<v Speaker 2>subjects that they that they enjoy, that they're getting good

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<v Speaker 2>reward for, and almost don't get too formulate with that

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<v Speaker 2>kind of just just put your kind of one foot

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<v Speaker 2>in front of another and just try and focus in

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<v Speaker 2>on what subjects are I enjoying? You know, what subjects

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<v Speaker 2>when I go to the class the time fliers buy

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<v Speaker 2>and by the time I've looked up, the class is

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<v Speaker 2>finished and I'm receiving pretty good reward for it. And

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<v Speaker 2>that should be a good indication of where your academic

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<v Speaker 2>skills line. Once you can find that, you know, you

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<v Speaker 2>don't have to be as direct and linear with developing

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<v Speaker 2>those skills. An example like drama for example, at school,

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<v Speaker 2>if a child loves you know, kind of that as

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<v Speaker 2>a subject, you know they're getting good reward for it.

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<v Speaker 2>The skills that you can get from a subject like

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<v Speaker 2>that might not be as obvious to the are, but

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<v Speaker 2>you can by doing that, you're going to develop so

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<v Speaker 2>much like great confidence with other people, you develop your

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<v Speaker 2>leadership skills. So it's not always as directors what we think.

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<v Speaker 2>But again I think just the big message is find

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<v Speaker 2>what your strengths are, push into those, and through that

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<v Speaker 2>journey and your skills will emerge.

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<v Speaker 1>And that journey isn't a fixed point from point A

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<v Speaker 1>to point B along a linear path either. That's one

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<v Speaker 1>of the very interesting things in this report, and it

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<v Speaker 1>echoes what's been said by so many professionals that the

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<v Speaker 1>workplace of the future and the career of the future

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<v Speaker 1>BRYCE is not necessarily I'm going to be profession X

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<v Speaker 1>and that's what I'll do for the rest of my life.

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<v Speaker 1>One of the key things that comes out of this

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<v Speaker 1>report is the importance of being nimble, being flexible, being adaptable,

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<v Speaker 1>being agile in your approach to work. That you might

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<v Speaker 1>start out doing one thing, but being able to pivot

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<v Speaker 1>into another aligned role and then find your way into

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<v Speaker 1>an entirely new sector because of the skills you acquired

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<v Speaker 1>in the previous job, that that is going to become

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<v Speaker 1>sought after. It's not I'm thinking now in my parents' day,

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<v Speaker 1>somebody with a CV that had jumped from one job

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<v Speaker 1>to another to another and done all kinds of different

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<v Speaker 1>things might have been viewed in a negative light as saying,

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<v Speaker 1>this person's flighty, they can't commit to anything. We take

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<v Speaker 1>a quite different view of it, CD like that today,

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<v Speaker 1>wouldn't we bryce?

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<v Speaker 2>Yeah, absolutely, and I and I think you know, some

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<v Speaker 2>of us are lucky enough to converge on a career

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<v Speaker 2>at a very early age. But if that's domina, doesn't

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<v Speaker 2>you know vice majority of us. Actually, if we start

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<v Speaker 2>to think back to ourselves at sixteen years old, we

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<v Speaker 2>had no idea, many of us exactly what we wanted

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<v Speaker 2>to do. And I think like to take the pressure

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<v Speaker 2>off the fact that you know, going forward, careers don't

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<v Speaker 2>have to be that linear and you don't have to

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<v Speaker 2>have it all figured out to school. In fact, often

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<v Speaker 2>my advice to students is you're kind of bolded from

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<v Speaker 2>the ground up. So instead of converging on a career

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<v Speaker 2>from sixteen years old, just focus on what you can control,

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<v Speaker 2>do the best you can in the subject you enjoy,

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<v Speaker 2>and in finding those subjects that they're enjoying they're getting

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<v Speaker 2>good reward for, you'll probably find that you'll dictate the

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<v Speaker 2>Terstie journey that will again play to your unique experients

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<v Speaker 2>and talents, and in that you're once we get the

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<v Speaker 2>journey right, the hypothesis is always is that the career

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<v Speaker 2>will look after itself, but very often it's not a

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<v Speaker 2>linear pathway. And again I think it just comes back

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<v Speaker 2>to controlling the controllables and control that grade ten year

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<v Speaker 2>for example, when you're choosing subjects, and if you get

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<v Speaker 2>the pathway right, generally the outcomes look after themselves. You know.

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<v Speaker 2>Often people also say to my students, like protecting grade

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<v Speaker 2>like sixteen year olds, it's kind of hold your grade

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<v Speaker 2>ten year as touch as you can with your hands,

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<v Speaker 2>hold your career option very loosely in your hand, because

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<v Speaker 2>I find sometimes the danger in choosing a career too

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<v Speaker 2>early is that kids grapple onto it, and you know,

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<v Speaker 2>for example, let's say I want to be a VET,

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<v Speaker 2>but I don't even know yet whether I like you know,

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<v Speaker 2>physical science and biology, you know, and it's too early

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<v Speaker 2>often and there's too much pressure in the student. So

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<v Speaker 2>generally that advice is to hold those career options, don't

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<v Speaker 2>not explore, but hold them loosely in your hand, but

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<v Speaker 2>hold your academic performance certain grade ten in it even

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<v Speaker 2>as touch as you can.

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<v Speaker 1>Just for the sake of anybody who's come into this

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<v Speaker 1>interview midway, my guest joining us via zoom from Durbin

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<v Speaker 1>is Bryce Decker, who is an organizational psychologist and educational

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<v Speaker 1>planner works with a number of schools in KSN and beyond,

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<v Speaker 1>and also with young people already further down the path

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<v Speaker 1>of tertiary study who are looking for guidance on the

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<v Speaker 1>next steps into a professional future. Talking about the concept

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<v Speaker 1>of future proofing our kids and helping them map out

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<v Speaker 1>pathways to success in the future that don't necessarily have

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<v Speaker 1>to be hung to the concept of I am going

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<v Speaker 1>to be a profession x, Y or z and making

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<v Speaker 1>that decision at fourteen and being expected to stick with

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<v Speaker 1>it for the rest of your high school career and beyond. Now,

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<v Speaker 1>our listener, Amanda just emailing me saying, please, won't we

0:11:44.720 --> 0:11:47.640
<v Speaker 1>repeat what that Future of Jobs reports said, We're going

0:11:47.679 --> 0:11:52.240
<v Speaker 1>to be the most in demand skills in the future. Briefly, Amanda,

0:11:52.600 --> 0:11:56.079
<v Speaker 1>Analytical thinking and problem solving top the list, AI and

0:11:56.160 --> 0:12:01.280
<v Speaker 1>big data literacy, cybersecurity, digital literacy. See. But then come

0:12:01.800 --> 0:12:03.800
<v Speaker 1>what some would perceive as the softer skills. But it's

0:12:03.840 --> 0:12:09.400
<v Speaker 1>really fascinating to me that they are still on this list. Creativity, innovation, flexibility,

0:12:09.760 --> 0:12:15.800
<v Speaker 1>social influence and leadership, environmental stewardship, emotional intelligence and empathy,

0:12:16.080 --> 0:12:18.720
<v Speaker 1>and then programming and coding as well. Bryce that that

0:12:19.280 --> 0:12:22.720
<v Speaker 1>fascinating to me. Emotional intelligence and empathy in a world

0:12:22.800 --> 0:12:25.400
<v Speaker 1>where so much of the focus is on the digital

0:12:25.440 --> 0:12:27.840
<v Speaker 1>being able to work with the computers, you might think

0:12:27.880 --> 0:12:30.800
<v Speaker 1>that that would fall almost off the list of in

0:12:30.880 --> 0:12:33.120
<v Speaker 1>demand skills. But do you want to comment on the

0:12:33.120 --> 0:12:36.680
<v Speaker 1>fact that emotional intelligence and empathy is still appearing on

0:12:36.720 --> 0:12:38.559
<v Speaker 1>that list of absolutely crucial skills.

0:12:39.200 --> 0:12:41.680
<v Speaker 2>Yeah, I mean, I think that's one of those skill

0:12:41.720 --> 0:12:45.040
<v Speaker 2>sets that you know takes time to dep I think

0:12:45.080 --> 0:12:47.640
<v Speaker 2>it's opposite. It's one of those skill sets that you know.

0:12:47.640 --> 0:12:50.640
<v Speaker 2>It isn't always an earlier example I gave you earlier

0:12:50.679 --> 0:12:53.640
<v Speaker 2>around the skills that you did in an indirect way.

0:12:54.360 --> 0:12:56.800
<v Speaker 2>You know, for example, like a subject where there's a

0:12:56.840 --> 0:12:59.520
<v Speaker 2>bit of a creative endeavor, whether it be drama or

0:12:59.760 --> 0:13:01.800
<v Speaker 2>with there's a bit of group work involved with it,

0:13:02.080 --> 0:13:05.400
<v Speaker 2>or consumer studies where there's an element of group engagement.

0:13:06.240 --> 0:13:08.920
<v Speaker 2>Kind of those types of subjects. On magic to develop

0:13:08.960 --> 0:13:11.560
<v Speaker 2>a little bit of an emotional intelligence component to you

0:13:11.640 --> 0:13:15.080
<v Speaker 2>and your profile, and you are Sertney working in the workplace,

0:13:15.240 --> 0:13:18.360
<v Speaker 2>you can never kind of escape those skills, so it's

0:13:18.400 --> 0:13:20.800
<v Speaker 2>so important. You know, it's often you can be the

0:13:20.800 --> 0:13:23.080
<v Speaker 2>cleverest person in the world, but it's how you convey

0:13:23.160 --> 0:13:26.040
<v Speaker 2>that message to others and how you read people and

0:13:26.080 --> 0:13:29.040
<v Speaker 2>how you influence them in a positive way that's such

0:13:29.080 --> 0:13:32.960
<v Speaker 2>a powerful impact on not any your own career directory,

0:13:33.000 --> 0:13:35.720
<v Speaker 2>but the people around you. And you can yes the

0:13:35.840 --> 0:13:38.520
<v Speaker 2>legs that you can gain from developing that skill, So

0:13:38.640 --> 0:13:40.559
<v Speaker 2>it's massively important for whatever you're going.

0:13:40.559 --> 0:13:45.920
<v Speaker 1>To do in absolutely bryce. Let's circle back to the

0:13:45.960 --> 0:13:48.480
<v Speaker 1>parent trying to advise a learner at this point, and

0:13:48.520 --> 0:13:51.080
<v Speaker 1>you've said some very good things about the kind of

0:13:51.120 --> 0:13:54.160
<v Speaker 1>decision making and what is important to hold on to

0:13:54.320 --> 0:13:57.040
<v Speaker 1>and what is important to hold onto more loosely at

0:13:57.040 --> 0:14:00.200
<v Speaker 1>this point when you're making these plans. But outside the

0:14:00.200 --> 0:14:05.640
<v Speaker 1>school environment, are there activities, whether there are social groups

0:14:05.760 --> 0:14:10.720
<v Speaker 1>like scouts, or sporting activities or musical activities, things outside

0:14:10.720 --> 0:14:14.440
<v Speaker 1>of the immediate academic classroom which offer opportunities to start

0:14:14.520 --> 0:14:17.200
<v Speaker 1>developing some of these crucial skills that you think are

0:14:17.240 --> 0:14:20.520
<v Speaker 1>worth encouraging youngsters to stay involved in and not just

0:14:20.600 --> 0:14:22.280
<v Speaker 1>focus on the academics. Do you want to maybe speak

0:14:22.280 --> 0:14:24.200
<v Speaker 1>a little bit about what we learn outside of the

0:14:24.200 --> 0:14:25.760
<v Speaker 1>classroom that's still going to be valuable.

0:14:27.160 --> 0:14:29.000
<v Speaker 2>Yeah, I mean, I think just building on that EQ

0:14:29.200 --> 0:14:31.960
<v Speaker 2>component who referring to earlier, I mean, I think you

0:14:31.960 --> 0:14:34.640
<v Speaker 2>know those things like the President's Award that's after at

0:14:34.640 --> 0:14:37.080
<v Speaker 2>the school after students will say to be priced you

0:14:37.120 --> 0:14:40.440
<v Speaker 2>are you done at the time for that? And you know,

0:14:40.560 --> 0:14:43.720
<v Speaker 2>the skills that you developed back in getting involved with

0:14:43.840 --> 0:14:49.680
<v Speaker 2>non you know, disadvantage communities, things like toastmasters. You know,

0:14:49.720 --> 0:14:53.240
<v Speaker 2>all those skills that you can embark upon to enhance

0:14:53.320 --> 0:14:55.880
<v Speaker 2>yourself and your self worth and confidence or just so

0:14:56.040 --> 0:14:59.960
<v Speaker 2>massively important for life. And I was so interesting though,

0:15:00.120 --> 0:15:02.040
<v Speaker 2>like kind of reading that article. I don't know if

0:15:02.080 --> 0:15:04.840
<v Speaker 2>it struck you a bit. Like also when you talk

0:15:04.880 --> 0:15:08.920
<v Speaker 2>about like, you know, the skills that they develop around

0:15:09.400 --> 0:15:13.240
<v Speaker 2>is some interdisciplinary skills and being able to kind of

0:15:13.480 --> 0:15:16.920
<v Speaker 2>come away from school or tertiary education as a well

0:15:17.040 --> 0:15:21.640
<v Speaker 2>rounded individual. And it's so massively important for whatever you're

0:15:21.640 --> 0:15:24.040
<v Speaker 2>going to do. Enough, and it's particularly you know, when

0:15:24.040 --> 0:15:26.440
<v Speaker 2>you start to look at propose some of those inter

0:15:26.640 --> 0:15:30.800
<v Speaker 2>faculty degree choices that are after the university now, and

0:15:30.840 --> 0:15:35.080
<v Speaker 2>I think that's such a great way of developing transferable

0:15:35.160 --> 0:15:38.360
<v Speaker 2>skills and a bit of agility, you know, kind of

0:15:38.560 --> 0:15:42.320
<v Speaker 2>you know, degrees like your philosophy, politics, economics, with an

0:15:42.320 --> 0:15:46.840
<v Speaker 2>eclectic mix of different subjects from different faculties so important

0:15:46.920 --> 0:15:51.280
<v Speaker 2>to kind of develop a well rounded and thought provoking

0:15:51.360 --> 0:15:53.720
<v Speaker 2>person you try to come up with you when you

0:15:53.800 --> 0:15:58.200
<v Speaker 2>leave both secondary and tersie educational opportunities.

0:15:58.640 --> 0:16:01.000
<v Speaker 1>It's a lot of food for thought. There bryce any

0:16:01.000 --> 0:16:03.520
<v Speaker 1>sort of final words of advice to the youngster listening

0:16:03.520 --> 0:16:05.680
<v Speaker 1>to this, or to the parent feeling a little bit

0:16:05.720 --> 0:16:09.400
<v Speaker 1>overwhelmed by it all and not knowing how to sort

0:16:09.400 --> 0:16:13.000
<v Speaker 1>of advise the youngster on the way forward. What are

0:16:13.000 --> 0:16:15.360
<v Speaker 1>the sort of core things to hold on to, particularly

0:16:15.440 --> 0:16:18.040
<v Speaker 1>if we're talking to that final phase of high school

0:16:18.040 --> 0:16:20.440
<v Speaker 1>where we're making and being forced to make these decisions

0:16:20.440 --> 0:16:24.880
<v Speaker 1>about subject choices and vasty applications or TVED applications, et cetera,

0:16:24.960 --> 0:16:27.360
<v Speaker 1>which sometimes you know we're not ready to make at

0:16:27.400 --> 0:16:29.680
<v Speaker 1>that age. What's the most important thing to sort of

0:16:29.680 --> 0:16:30.840
<v Speaker 1>hold on to you? In your view?

0:16:31.680 --> 0:16:34.160
<v Speaker 2>I think, person you just owned kind of control it.

0:16:34.240 --> 0:16:38.160
<v Speaker 2>You can control it in front of you, which means

0:16:38.240 --> 0:16:40.680
<v Speaker 2>often for students just to kind of do the very

0:16:40.720 --> 0:16:44.200
<v Speaker 2>best they can. Find out where your strength lies. Think

0:16:44.360 --> 0:16:47.760
<v Speaker 2>that know that your career that you kind of might

0:16:47.800 --> 0:16:51.720
<v Speaker 2>be aspiring towards might very well change. Have flexibility in

0:16:51.760 --> 0:16:55.680
<v Speaker 2>your thoughts, you know, focus on both your academics and

0:16:55.760 --> 0:16:59.960
<v Speaker 2>as well, does your extracurricular activity, Enjoy school and optimately

0:17:00.280 --> 0:17:03.680
<v Speaker 2>whatever you're going to do, make sure that you build

0:17:03.720 --> 0:17:06.280
<v Speaker 2>your confidence in your journey towards getting to where you

0:17:06.320 --> 0:17:09.800
<v Speaker 2>want to go. All we really want, I suppose, in life,

0:17:10.480 --> 0:17:13.280
<v Speaker 2>is to develop a well rounded individual that's going to

0:17:13.320 --> 0:17:16.600
<v Speaker 2>contribute positively to the greater good. And I think more

0:17:16.640 --> 0:17:20.280
<v Speaker 2>and more prevalently that's going to become incredibly important for

0:17:20.359 --> 0:17:22.040
<v Speaker 2>whatever we do is to have a little bit of

0:17:22.040 --> 0:17:26.359
<v Speaker 2>moral consciousness. And I think if you can develop focusing

0:17:26.440 --> 0:17:30.560
<v Speaker 2>on your strengths, focusing on one year of time, don't

0:17:30.680 --> 0:17:33.800
<v Speaker 2>not dream, but know that those gems will come through small,

0:17:33.840 --> 0:17:37.000
<v Speaker 2>little micro steps that you can take. And I think

0:17:37.040 --> 0:17:41.080
<v Speaker 2>that Chinese probably said that the longest journey started a

0:17:41.080 --> 0:17:44.359
<v Speaker 2>single step. The only thing you can really control is

0:17:44.400 --> 0:17:46.760
<v Speaker 2>to control what's in front of you. Do the best

0:17:46.800 --> 0:17:49.320
<v Speaker 2>that you can, and in doing so, hopefully you develop

0:17:49.400 --> 0:17:51.560
<v Speaker 2>some confidence in that journey.

0:17:52.240 --> 0:17:54.640
<v Speaker 1>Price thanks lots of food for haul for us this afternoon,

0:17:54.640 --> 0:17:57.199
<v Speaker 1>and we so appreciate your time in joining us on

0:17:57.240 --> 0:17:59.720
<v Speaker 1>the show. All the best to you and especially to

0:17:59.720 --> 0:18:02.119
<v Speaker 1>the young that you are guiding on this pathway. We

0:18:02.160 --> 0:18:03.040
<v Speaker 1>appreciate your time.

0:18:04.200 --> 0:18:06.639
<v Speaker 2>Thank you so much, Papa for having me our great pleasure.

0:18:06.680 --> 0:18:09.840
<v Speaker 1>Bryce Decker speaking to us from Durbin, organizational psychologist and

0:18:10.040 --> 0:18:10.919
<v Speaker 1>educational planner,