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What do you want to be when you grow up? 

Asking kids what they want to be when they grow up seems to be an easy way to get to know what they are interested in but it is too often how we categorise them. Even though this question is typically asked with the best of intentions, it can also end up having a lasting impact on how kids see themselves. Early messages about what is valued, and what is accepted in both family and in social circles are translated by reactions to this question. Career aspirations of children are often influenced by the perceptions of what is appropriate for one’s gender and class than aspects of their skills, interests and how they see themselves.  Kids typically strongly attach value to what adults like and what is seen as acceptable based on what gets positively reinforced.

The world of work today is constantly changing, with often-endless options and opportunities. The hybrid or slash career is quite common – this means a person may have two or more jobs in diverse (or common) areas. Increasingly, people are choosing to work as contractors or sole suppliers, negotiating their own work hours and services. And the teenagers of today are highly likely to have around seven different careers or major job changes across their lifetime.  This means that the workplace that your kids will enter, may be very different from when you started working.

If we also consider that 80% of the jobs that will exist in the next decade haven’t even been invented yet, the “what do you want to do when you grow up?” question is somewhat irrelevant. Click here to watch a video which explains this further. 

How do you then prepare your kids for future employment when you don’t exactly know what will be available?

One way to get young people thinking about what they want to do in the future is by having them consider what problems they want to solve, what lifestyle they wish to have, and what skills they want to learn.

For example, I recently met with a Year 11 student who wants to travel the world, influence and engage with people, and work in a dynamic, potentially project-based environment. By considering these ‘ingredients’, we were able to discuss the sorts of skills he could develop to take in his ‘kit bag’ that would allow him to work across a number of industries and locations.  These included international business and politics, media, creative writing, economics and psychology – all areas of interest. We discussed combining a number of these elements to create all kinds of potential employment opportunities. In this way, building a skill set based around his overall ‘life plan’ will ensure he’s taking an entrepreneurial approach to developing his career – and therefore, his future opportunities. The world will consistently seek out those who are problem-solvers, disruptors and system-challengers so thinking about a career as an entrepreneur (irrespective of whether or not you ever create your own business) is a sound approach to making yourself invaluable as an employee.

My recommendation is to ask the following questions in place of, what do you want to be when you grow up?  

• When you consider your first job, what are you doing?  Where are you living? How does your day start? Who are you talking to?  What is your work environment like? These questions help them to identify other really important ingredients that are important to them.  For example, they may aspire to be a Marine Biologist, but if the only location hiring is Port Hedland and that is of zero interest, they may want to reconsider.
• What do you love to do?
• What makes you happy?
• When do you feel like you are successful?
• How do you like to work/play with others?
• What comes easily to you?
• What do you want to learn more about?
• What is important to you?
• What could you not live without each day? (eg people in your life, something in the immediate environment, specific weather, sleeping eight hours each night in your own bed – these elements are important to consider as they contribute to a person’s overall happiness)

Some other strategies to help your teenagers with their career choices include:

Remain Positive

No matter how complex and confusing the changes in employment and training may seem, the majority of school leavers now have access to an extensive range of education and vocational pathway opportunities.

Try to avoid the “what are you going to do/be when you leave school?” type questions. These questions are often confronting. Instead, take the opportunity to talk about career options whenever possible, for example when a news item appears on a current affairs program or when a University/TAFE Open Day is approaching.  Senior school years are a wonderful time to simply explore, learn and assess options.   

Encourage your child to develop a positive self-esteem

Focus on their achievements – but not just at school.  Acknowledge their efforts in all activities – participating in sport, completing homework on time, setting goals and achieving them, volunteering at school and within the community. Encourage involvement in work experience outside of the Year 10 compulsory requirement – this is a wonderful way to build an understanding about a career option, to develop skills and experience, and to increase your local network and referees.

Allow for a change in direction

It is very unusual for a student to choose a career at a very early age and never waiver in their choice. Be prepared for changes in direction and encourage your teenager to continue to explore a variety of options.

Encourage them to learn from their mistakes

Even if you feel uncertain about their choice, remain positive as they make their first steps towards their career. It isn’t the end of the world if they choose the wrong work experience or subject.  Discovering that a previous career interest is not for them is a positive step in the decision making process as it gives them time to re-assess their interests and to broaden their options.

Encourage them to find an industry contact

When a teenager begins to express an interest in a particular career, if it is possible, help them to establish links with someone in that field. This person can then provide a direct, first-hand information link with that particular occupation or industry.

Networking

Students should be actively encouraged to develop an information network themselves. This network could well be friends, neighbours, part-time work employers, work experience employers and your family’s local suppliers – builder, mechanic, butcher, accountant, retailer, doctor, hairdresser – and other contacts made by the student. The network serves two purposes – it allows students to gain realistic insights into their chosen career and it broadens their chances of finding jobs as a large number of vacancies are advertised by word-of-mouth.

Share your experiences

Talk to your teenager about your own experiences of work and study and your reasons for making particular career decisions. Discuss the problems you have faced and how you dealt with them. Speak openly of the positive and negative aspects of the jobs you have done.

Respect their ideas and interests

Current and future career options can be significantly different to what you may know as bona-fide career paths. For example, Flinders University now offer a Bachelor of Serious Gaming (which recognises the significant investment in, and demand for, digital games to assist medical conditions such as Parkinson’s disease and dementia). For many of us, ‘gaming’ as a study option may seem ridiculous without understanding the context and future applications.

More than anything, it is important to encourage your teenager to develop curiosity, a strong work ethic, and interpersonal skills, and the confidence to network and ask questions.   

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