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Career Trends

Summary of the Post Pandemic Human Resources Panel

By Gyulnur Ismayil

With the outbreak of the COVID-19 pandemic the world of work is drastically changing. There is growing uncertainties about jobs and the future of work all around the World. During these difficult times, many people want to know how corporations adapting and the effects on their internal manpower. To discuss these issues and consider further changes in the human resource development sphere, APCDA invited speakers from Human Resources across the region, representing a variety of industries.

Two speakers represented large conglomerate corporations and shared many goals, such as online learning platforms to enable employees to develop their skills.  Mr. Jay Chung heads leadership training for LG in Korea, which manufactures Electronics & Home Appliances, Chemicals (toiletries, food, beverages, etc.), and Telecommunications (telephone service, TV shows, networking for corporations, etc.).  Mr. JP Orbeta is the Chief Human Resources Officer for Ayala Corporation, the oldest corporation in the Philippines, which includes investments in retail, education, real estate, banking, telecommunications, water infrastructure, renewable energy, electronics, information technology, automotive, healthcare, and management and business process outsourcing.  Ms. Shruti Chhabara is a private consultant in India and provide human capital advisory services. 

All three speakers highlighted importance of a digital transformation which forces the urge for skills development. Inevitably tech savviness, critical thinking and adaptability, emotional intelligence, innovation and creativity are the top skills of the future which the distinguished panelists urge our clients to develop. Each speaker brought interesting insights on how human resources are being strategically managed and further steps their companies are taking to ensure their internal manpower is performing effectively, skilled and morally supported.

Big multinational corporation – LG has built an online learning platform to provide non-contact workflow learning. LG’s platform features online classrooms, virtual breakout sessions to build teamwork, and use of extended reality. With the help of this platform, leadership ensures that employees stay connected, customize their specific content anytime and anywhere, engage with the broader community of workers, and are dynamic in their development through coaching and training. Thus, it helps LG to reach its goal of protecting the core employees while continuing to be healthy customer-focused organization.

Ayala Corporation has built Ayala University by both adapting and building the curriculum and platform they need to provide training and skills development programs to its employees. Along with boosting soft skills, they aim to enhance knowledge of employees in the fields of digital project management, cybersecurity, data literacy and the distance economy.

Ms. Chhabra in her turn shared perspectives on how the future workplace will look. In her view, with greater opportunities for woman, we will step into an era of increased remote work with focus on contract and contingent workers proficient in tech skills and ready to fill in the critical roles within organizations. She highlighted that HR is facing several challenges for which it has to enrich, enhance and enable internal talent to function well in the new environment and perform efficiently.

To conclude, the panel discussion brought an interesting perspective on the prospects for the human resources field given the current situation around the world. COVID-19 accelerated anticipated changes in the world of work for which both individuals and organizations must quickly adjust their strategies and expertise.

Click here to view this valuable recorded webinar (free to members, a small fee to non-members).

APCDA: Continuing the Conversation

by Danita Redd and Soonhoon Ahn

COVID-19 Impact on Career Planning! Economic Justice! Sponsorship for APCDA Lifetime Membership! Social Justice! United Nations Sustainable Development Goals! Externships! Generation Alpha! We are just getting started.

In the Western USA and Canada, APCDA members have found a way to stay connected and continue professional development through a regional chapter. The purpose of our nascent group is best understood in our two mottos:

Each teach each other. ~ Soonhoon Ahn’s Nephew

If you want to go fast, go alone. If you want to go far, go together. ~African Proverb

Here is a little history: On December 18, 2019, we met at Seattle University in the state of Washington, USA. The Executive Director and APCDA member Hilary Flanagan took us on a tour of the Career Engagement center. The early part of our meeting was spent discussing how to use the United Nations’ Sustainable Development Goals (SDGs) in what we do as teachers, counselors, and mentors. When lunchtime came around, we went to a nearby restaurant with Hilary and nearly all her career center colleagues. We were a culturally diverse group of people sharing over a good meal the stories of our work with students.  The passion for career development was palpable and inspiring to all of us. There was a lot of laughter and starts of new friendships. We were learning, expanding our thinking, and falling in love all over again with our careers.

On July 18, 2020 we met by Zoom to formalize our group. We established a quarterly schedule and plans to use future meetings to fulfill our mottos by teaching each other.  Albeit we are still working on phrasing for our theme for the next year, the focus will be on SDGs and career planning in a world impacted by COVID-19. We also made sure everyone understood current membership in APCDA was required.

We have Soonhoon Ahn to thank for getting us together. Albeit her idea, we have taken over and are excited about our endeavor. Dr. Xiaolu Hu and Professor Danita Redd are currently serving as co-facilitators. For sure, we will have more to share with you as time goes on. In the meanwhile: Please peruse the SDGs at:

Career Conversations:
Maximizing Impact of Career Guidance Digitally

by Raza Abbas

As a global career practitioner, it is imperative that we initiate career conversations on a regular basis with experts from diverse professions.

Recently I took a global initiative interviewing diverse range of futuristic career professionals for my Youtube-Channel.  I am sharing the links of the first two episodes; we have further career conversation interviews lined up. Stay tuned.

As career practitioners, researchers and counsellors, I am empowering all of you can do the same in your respective countries and regions to maximize the impact of career guidance digitally in this new normal.


Geographic Information System-GIS- Episode 2

Speech Language & Hearing Sciences: Episode 1

Let’s amplify career work :)

Review of the Post-Pandemic Labor Market Panel Webinar

The first panelist was Mr. Rahul Nair, Co-Founder and Chief Lifologist, who is responsible for the Lifology software and assessments, as well as training Lifologists (career coaches). He pointed out how much has changed in India during the pandemic: 

Before COVID

Current Labor Market


6.1% growth (2018), 4.2% (2019)

0.2 – 0.8 (estimate)

Exports & International Trade


Closed, Essentials only

Growing Industries

Sports. Entertainment, eCommerce, and Manufacturing

eCommerce, Agriculture

Emerging Technologies

Education, Banking, eCommerce

Medical/Heath Care, Education, Communications Technologies, and eCommerce

Our regional meetings predict an increase in the number of people who work from home in the future.  Mr. Nair noted that, in India, working from home has led to a productivity decrease due to multigenerational homes with traditional family roles.  Indian companies are now looking for “Work near home” arrangements.  Employers are seeking low-cost office space for clusters of employees who live near each other so employees can separate home and work and have a good Internet connection.

Mr. Nair also shared a tantalizing list of Emerging Careers which you can see by watching the recorded webinar.

Dr. Hao Zhang, a Professor of Labor Relations at Renmin University in Beijing, described two relevant structures in the Informal Sector in China.  The Informal Sector is helping to provide stability in the labor market in China because the large employers in the Formal Sector have been deeply hurt by the pandemic.  As in most countries, companies such as Uber and Air B&B have connected informal, temporary workers to customers, create the “Gig Economy.” 78 Million Chinese workers are now believed to be informal, temporary workers.

A new, different kind of temporary worker has emerged in China during the pandemic.  Like most countries, parts of the economy that are heavily impacted by the pandemic can no longer pay their employees.  Yet other parts of the economy need workers.  If the employer can find temporary work for its own employees, then the closed business and the laid-off workers are both happy.  For example, many restaurants are closed, but grocery stores need extra stock clerks to keep the shelves filled.  If the restaurant can “share” its workers with a local grocery, the employees earn a living, but still expect to return to their former jobs post-pandemic. 

Dr. Fei Yu, Deputy Representative in the North American Office of the Asian Development Bank, offered many important insights into the nature of the labor market in Asia.  One of several important concepts that she mentioned is the concept of Global Blockchain.  The global blockchain technology industry is currently valued at 3 million USD but growing rapidly.  This technology allows information about products (source, purity, harvest conditions, etc.) to be related to the product no matter where it ends up and which currencies were used to price it.  Global suppliers and shippers need this technology to trace transactions to avoid the confusion related to currency conversion, government regulations, agreements between parties, etc.  For example, assume you are purchasing thousands of facemasks and comparing prices, quality, size, on-time reputation of manufacturer, etc. in India, China, Malaysia, etc. The number of variables could be overwhelming.  It would be convenient to see all of the specifications for each facemask in your own local currency, local system of measurement, etc. on a single list on a computer screen.  Of course, Blockchain is much more, but that is part of what it can do.  It also makes it possible to compare productivity, labor costs, etc. in the many countries in our region.

This is only a tiny glimpse of the topics covered in this fast-moving webinar.  The webinar was recorded and is free to members.  Non-members pay a small fee to watch it.  Click here to view the recorded webinar.

Supporting College Students for Post-Graduation Time-Off in the Age of COVID-19

by Satomi Chudasama

COVID-19 came upon us very quickly, and we were caught off guard. It turned our world upside down, and some of our “normal” became a thing of the past. With a rapidly changing economic and employment landscape, many of the Class of 2020 college graduates are faced with uncertainty about their post-graduation plans. Some are now considering an alternative plan instead of seeking full-time employment. Call it a “gap-year,” “a time-off”, or “taking a break” - whatever it is, this is potentially an option for some graduates until they identify their next move.

As a career development professional supporting those new college graduates, you might ask what they can do during this time before pursuing full-time employment. To put it simply, the answer is “many options.” Of course, each graduate has a unique situation. Their situations may be impacted by multiple factors, including their family circumstances, country’s economic and political situations, cultural norms, self and family expectations, and so on. What seems like a good option for someone may not be an option for someone else. There is nothing like “one size fits all.” As career development professionals, we need to think creatively and flexibly and work together with your students to develop an individualized, viable plan. Help your students reframe the way they look at “post-graduation” plans. Here are some ideas:

  • Skill and Knowledge Development through a Series of Internships, Volunteers, or Short-Term Gigs
    • Some employers are open to hiring interns who are recent graduates. Not many employers publicize “post-graduation internships”, however; sometimes you just have to proactively inquire. Some of these opportunities may include structured community service programs.
    • If your students are able, another option is to volunteer for an organization dealing with issues they care about. Spending the time to develop transferable skills and insights into social issues can be empowering and fulfilling for some of your students. Websites such as Idealist offer nonprofit opportunities by issue areas around the world. 
    • Short-term projects for someone or self-initiated projects are one of the ways to develop relevant and transferable skills and knowledge. For example, your students can reach out to a small business impacted by the COVID-19 crisis, conduct an informational interview to identify what your students can help with, and propose a project they can work on; such as launching a marketing campaign targeting the young generation or developing a model that offers unparalleled service to customers and increases revenues. Even if they are not paid, these types of experiences enable your students to learn skills and on-the-ground of the work world that will help them later on. Moreover, other short-term positions that your students might have considered a “side job” while in college may still offer some valuable skills and good work ethic after graduation. It may be just a matter of how they present to future employers.
  • Skill and Knowledge Development through Courses
    Thanks to technology, there is a vast range of classes your students can take online. Some of those courses are available at free of charge. What have they always wanted to learn or just try for fun? This might be a perfect time to do something for themselves. In those activities, your students may have a new, exciting discovery.
  • Relax and Reflect
    If your students prefer to relax for some time, let them know that it is okay. They are still likely to do something each day. What do they feel like doing? What are they reading? Where are they going and why? In a time when they have no agenda, your students are likely to focus on something that is interesting and exciting; those activities may hold some key for their future directions and serve as a great opportunity for self-reflection. Encourage them to keep a journal of whatever comes to their mind and what they observe.

No matter what your students decide to do, two things remain important: self-reflection and networking. As many of us are aware, career paths are rarely linear. Why does this happen? As we manage our own career development and growth in the 21st century, we are more inclined to consciously change our workplaces and careers based on constant self-reflection and evaluation. This process does not have to wait until your students have first full-time employment. In fact, this flexible time is a great opportunity for self-exploration and reflection. What is important for them, what motivates and inspires them, what they enjoy, what they are good at, who they really are, what they want to be, etc. are all great realizations worthy of journaling and being considered for their next stage of career journeys. They are likely to have more time to internally stay close to themselves and might find some eye-opening aspects of themselves. These findings will fuel their aspirations for the future. While journaling, it is also helpful to make notes of learning and negative findings, e.g., what they didn’t like, what disappoints and discourages them, what environment hinders their strengths and enthusiasm. Journaling does not have to involve a notebook. They can also use a worksheet created by you or your students, a whiteboard or Trello board with categories of interests, skills, values, accomplishments, etc. and organize their thoughts, learning, and realizations.

Networking is a great way to explore themselves while gathering information, knowledge, and advice and getting to know others. My definition of networking is not limited to professional contacts. Rather, it includes anyone and everyone your students encounter. Encourage your students to be curious and ask about other people’s life stories. They will learn a tremendous amount of insights into different perspectives, career and life options, career trajectories, and life experiences in general. And motivate your students to stay in touch with all of them - literally all of them - to a point that they feel comfortable with contacting each other any time. That is the genuine power of networking - not superficial contacts you may awkwardly reach out to only when you are in a job market. The relationship I am referring to here is powerful and lasts long.

Finally, I urge you, as a career development professional, to stay in touch with your students as much as possible. Let them know that you are available to support them through their journeys, be their sounding board and adviser, and provide helpful resources. You do not know when and how they need you in the coming months. As career development professionals, we are in this together with your students and can help them emerge from this uncertain time with new strengths.

Satomi Chudasama, NCC, CCC, GCDF, is a founding member of APCDA and the current chair of the Public Relations Committee. Originally from Japan, she has been working in the career development field in higher education institutions in the United States for almost 20 years. Satomi is passionate about helping people identify and pursue their career aspirations as well as global career development and cultural transitions. She is currently working in the Office of Career Services at Princeton University where she has spent 13 years in career counseling and employer engagement.

Regional Report

from Southeast Australia, New Zealand, and Samoa

May 2020

by Allan Gatenby


This week children in NSW returned to school. At one of my granddaughter’s school, the staff rolled out the red carpet, welcoming students back. Yesterday, the SE Australia/NZ & Samoa members group meet amid renewed optimism. The pandemic, amid the roughness of a storm, the coldness of a winter, the confusion of enforced change, signs of new life and hope for a better ‘new normal’ emerge.

Spring always follows winter; sunshine always comes after rain. There is a season for all things. Winter is a time of rest, reflection, renewal, and preparation for the seasons ahead. What have we learnt this winter and how will these insights shape the future of a better life, for more people?

Several themes emerged from the discussion. The feeling in the room is perhaps best described as renewed optimist and refreshed insight. For many, although challenging in so many ways, personally and professionally, there is gratitude and acceptance for the discoveries of this enforced winter and the habits they now want to carry forward to the ‘new normal’.

In this region COVID 19 infection rates are declining. Winter is not over but there are the signs of spring emerging. We are also several months now into social distancing, isolation and changed lifestyles. Fears are subsiding as we better understand what has been happening and seeing more clearly the opportunities and possibilities provided by the pandemic. Thinking is now directed towards shaping the ‘new normal’.

COVID 19 has crystallized trends that have been happening for some time, but we have failed to fully understand. Technology, globalization, rapidly changing workplaces, work practices, gender, generational and cultural diversity are all shaping lifestyles and communities. There is a widening gap between producers and consumers. The numbers of marginalised are increasing and the new wave of entrepreneurs increasing at the same time. How worth is determined individually and collectively is being redefined.  COVID 19 has brought some increasing clarity to the impact of changing traditional employment and work practices, changing career and occupational education, changing requirements for preparation for a future yet to be imagined, increasing need for agility, mobility and flexibility of individuals and organizations and the increasing quest for personal wealth, not just material wealth are the context for renewed insight. This must shape our profession, service delivery, training, and leadership.


  • Increasing recognition of the contribution and impact of career and talent development for individuals of all ages/stages, organizations, and Gross National Product. So much of our practice has been focussed youth and employability. The Australian government response to the pandemic has been Job Keeper, Job Seeker and now, Job Maker. A clear statement that employment and entrepreneurship are critical at each stage or transition in life. Our profession is stepping out. It is no longer youth centric but providing services to individuals, organizations, and nations, across all sectors and increasingly, embracing technology, which now can take us further, faster and from this experience as effectively as face to face modes.
  • The richness of diversity: United by passion, differentiated by focus. Clear was the different ways that individual practitioners are conceptualising, developing, and delivering services across communities, across borders. Hope sits in the richness of the soil and it is the diversity of nutrients that create a rich and fertile paddock. Not surprisingly there is renewed thirst for networking personally and professionally, utilising the reach and efficiency of technology to continue the journey of refining and changing practice.
  • Connecting, Collegiality & Collaboration: having now experienced social isolation the value of networking, of collaborating and increasingly collegial, of being there for each other. Quantum thinking reminds us that we are all connected and have a responsibility for not only self but also for relationships. Not surprisingly the group expressed the desire to continue these informal gatherings, to explore ways of bringing others to the chat and to explore ways that we can better support each other in their respective quests. The tyranny of competition has shifted as a connected, collaborative college of professionals emerges.
  • Sitting on each other’s shoulders: Through collaborative effort we are better able to see to and over the horizon. The dwarf sitting on the shoulders of the giant will always see further than the giant. From isolation, connecting and reconnecting has been redefined with refined purpose and intent. Without exception practitioners are seeking a more personal/professional interaction and shared vision. Truth is not absolute but closer we come to truth is by embracing as many viewing points as possible.
  • Testing of assumptions prior beliefs and experience particularly around technology and online delivery.  Generally, as a profession we have been cautious in embracing technology as a service delivery mode. This experience has sharpened our view that:
    1. It is not a uniform playing field. Different regions and different people are using a variety of technology and platforms. We still have many regions where devices are not freely available and the service and internet service provisions of varying quality. However, there are ways the adaptive practitioners circumvents these challenges.
    2. Experience now shows that many clients appreciate the online delivery. Practitioners are finding thar service quality has not diminished with obvious advantages for both client and practitioner. It is now becoming the preferred delivery mode.
    3. Technology is enabling greater efficiency and flexibility in practitioner time remembering that in private practice time is money.

The red carpet is not just a symbol of hope it also guides us towards the glimmering and strengthening lights in the new normal. It is not yet spring but with each step, each marker insight is becoming clearer and power increased. It is certain that the old normal is past. There is gratitude, hope and confidence of a better future and that career development practitioners have a pivotal part to play in this new order. Our quest is now to ensure that successive generations of practitioners, globally, are supported with learning and coaching to enable them to seize the opportunity offered by this pandemic. Different times requires different thinking, different valuing so that we can respond with better services to our clients and to our colleagues.

Allan Gatenby, FRIEdr FRIM CMF JP, is a private practitioner with a long and extraordinarily successful career in educational leadership, career development and life-design coaching. His postgraduate work is in leadership and change. He was a facilitator in both the Franklin Covey Institute and the Glasser Institute. He is the Chairman of the Board of Governors of the Institute of Career Certification International, Member of the Leadership Team APCDA, chairing the Committee Council and By-Laws Committee. He is Director of OneGroup Leadership and Associated Career Professionals International.

Post-Pandemic World of Work

Virtual Regional Member Discussions

by Marilyn Maze, PhD

The Virtual Regional Member Discussions began with the Western North America Region on May 11. Europe and West Asia Region met on May 13, Middle East Region met on May 16, and South India Region met on May 17.  Click here for a schedule of up-coming meetings.  So far, many valuable insights have been shared and attendees enjoyed the experience.

Many of the insights shared relate to the current situation.  Rapidly changing painful situations make it difficult to focus on the future.  In the Western North America region, we noted the breakdown of the global distribution system has forced rapid adaptation, such as new mask making companies, local farms or fishers selling direct to homes, and adoption of new management techniques to supervise people working from home. Counselors and career practitioners are essential workers right now, and busier than ever trying to help students and clients virtually.  With children attending school from home, parents are involved in helping their children in new ways.  Parents now need help learning about career planning and understanding career terminology. One of the skills highly valued in our field is Systems Thinking.  We can now see that some governments are using Systems Thinking successfully and others are failing to use it. 

COVID attacks older people more severely, forcing older people to self-isolate.  Ageism is increasing as older people either adapt to online communication or become increasingly isolated.  The Urban/Rural Divide has become more obvious.  Many people in cities have Internet, but many rural areas do not.  In cities, social distancing means staying inside.  In rural areas, much of life is lived outside and people travel long distances for groceries and other necessities.  At the same time, poverty is highlighted.  Unemployment in the US is now 15% – the highest unemployment since the Great Depression.  Hiring at this time is mostly for delivery drivers, grocery workers, and contact tracers.  Children with computers have been learning online, but children without computers or Internet access are not learning.  People who can work from home are much more likely to be educated.  In the US, over 60% of people with a college degree can work from home, while people with less education are often “frontline workers” – exposed daily to COVID as they work in essential businesses, deliver food and purchases to homes, work in hospitals, and provide other essential services.  Minorities and low-paid workers are getting sick and dying at much higher rates than non-minorities.

How many of these changes will continue post-COVID?

Once the world has become increasingly virtual, it is likely that it will not go back.  The Twitter company has announced that its employees are welcome to continue working from home permanently. It is likely many other tech companies will follow.  Of course, this is bad news for Commercial Real Estate rental, sales, and construction.  It may also be bad news for extroverts, while introverts may have an advantage in the new virtual world.  When will we again hold large gatherings such as live performances, sports events, and conferences?  When will we again travel internationally for pleasure, or even for business?  Certainly, the entertainment and hospitality industries will be slow to recover, and it may be a long time before they reach pre-pandemic levels.

Artificial Intelligence (AI) continues forward.  People working in this field easily adapted to working from home and we can expect new uses of AI to change our lives at a rapid rate.  In fact, COVID may have boosted the rate of change by forcing us to adapt rapidly, thus accelerating our ability to adapt to and adopt new technologies.  Good communication skills will also be in demand, whether to help others understand the information produced by AI or to teach others to use new technology.  Luckily, career practitioners have good communication skills.

Change will be a constant.  People who adapt well to change will increasingly be rewarded financially.  Those who do not adapt to change will be financially disadvantaged.  We often talk about the Gig Economy and train clients to decide who they are so they can select meaningful “gigs” or projects which help them learn new skills while earning a decent income.  We say that these people have Self-Sustaining Careers.  We increasingly encourage clients to start boutique businesses that serve specific needs on a small scale, such as small farms producing high quality food, small hotels serving specific populations, or small services meeting specific needs.  Some of these boutique businesses meet needs that are surprisingly common and grow into large companies.  An essential skill for entrepreneurship is Self-Efficacy.

In the US, corporations currently employ large numbers of temporary workers.  This name is misleading because the work is not temporary.  The work done by temporary workers constantly increases, but workers hired on a temporary basis do not have benefits (such as health insurance), do not have a regular schedule, are paid as little as possible, and are only paid when they work.  Some estimate that temporary workers make up as much as 40% of the US labor market, although no data is collected. Because their schedule changes constantly, they cannot train for a better job.  When these workers get sick, they have no income and no way to pay for health care.  Many frontline workers are temporary workers, so a high proportion of COVID cases are in this group. Through a temporary workforce, risk is transferred from the employer to the employee.  Temporary workers have the least resources to cope with risk, but they bear the highest risk.  As COVID-related corporate bankruptcies increase, many more workers are likely to join the temporary workforce.  Many career practitioners are deeply concerned about this population as the situation worsens.

As the world changes rapidly, Trust Communities gain in value.  Many people choose to work with companies (banks, grocery stores, etc.) who they trust to treat them well, to live in communities of like-minded people who they trust to have similar values, and to help others in their community who need their help.  Schools and Colleges often strive to develop trust communities, so their students feel comfortable and safe developing skills in these institutions. 

Hope is extremely helpful during stressful times. If we can help clients to engage with a hopeful attitude, this attitude will open opportunities for them.

What changes are you seeing now and in the future?  Join the discussion in your region and share your insights.

Thriving through Change: In Giving We Receive

by Allan Gatenby, FRIEdr FRIM CMF JP

Globally member-based organizations are struggling to keep the members engaged. It seems that globally people have developed a mindset that you pay a membership fee to receive a service. Yet we also know from Linda Hill’s research the organizations which thrive in times of rapid change are those in which leaders are architects of a culture of collaboration. If we know this why is it that so many organizations are struggling to survive rather than thrive?

This year I was award the President’s Award for services to APCDA. This is a great honour and I humbly making the comment that I never set out with the intent of being recognized. Rather I was raised in the belief that if something is worth doing then do it well, the first time. Also, I watched my parents live their life very much in the spirit of St Francis of Assisi; “it is in giving that we receive.” Each, in their own way dedicated themselves to serving the community. This was to be their legacy and my guide.

I have had a remarkably fortunate life, full of opportunity and countless challenges. The one thing that has kept me young is to contribute to a greater good. I was never comfortable with the idea that the centre of my universe is me. The me view and teaching tended to overlook the importance of we. In fact, collegiality and comradeship were the only things that enabled me to be resilient and thrive, personally and professionally.

Try this simple experiment; get a bag of sand, rice, soil, flour (whatever is convenient) and with 1 hand scoop up as much from that bag as you can. Place that on some measuring scales. You now know the mass of material gathered by 1 hand. Repeat this using the other hand and place that on the same scales. You now know the mass of material of 2 hands working independently. Now using both hands, working together as they are designed to do, scoop up as much of that material and measure the mass of the 2 hands working together. No surprises here. 2 hands working together achieves much more. So, it is with people. Together Everyone Achieves More (TEAM).

In our world motivation and education has been built around competition. Collaboration is poorly understood and difficult to embed. The donkey cartoon helps us to unpack the essentials of collaboration. Humans, like the donkeys, are typically competitive. They strive to satisfy their own needs before and often, at the expense of others. However, in high performing teams’ competitive tendencies are focussed upon the task and the solution focusses upon collaboration. As in the cartoon competitiveness continues until the team members stop, sit, talk, plan, and presumably decide how to work together so that they both achieve their goal (agreement). What is often overlooked is the significance of risk taking and trust in the relationship. At least one of the parties takes the risk that the other will honour their agreement. Collaboration requires analytical skills, communication, acceptance, decision making, risk taking and ultimately trust. This is quite a different mindset to that of the competitor mindset.

In order to collaborate, partners need what Covey referred to as abundance mentality. Ben Zander talks about the art of possibility. Both are referring to the process of creative new thoughts whilst retaining the original idea. If I were to ask you, “is 1+1=3 true or false?” most would answer false. We have been taught well by our teachers and life that 1+1=2. Yet if I were to ask you “could 1+1=3 then the answer can be yes. We can think of lots of examples which all demonstrate creativity, abundance mentality and the art of possibility. Synergistic thinking, new creation, innovation are elements of entrepreneurship, that which we are increasingly called upon to help develop.

APCDA is an amazing professional community. Founded on passion, collegiality, goodwill and outreach it has quickly grown to a significant body with Asia Pacific. Leadership has and remains focussed upon building community and collegiality. The key challenge remains, how best to engage members. Triggered by receiving the President’s Award and reflecting upon my experience I share these key ideas:

Consider the possible outcomes of contributing to the Association. Write an article, phone a friend, create a discussion group, post a blog, reach out for ideas thoughts, partnership. Give something. The act of giving will be returned many-fold.

Look for a team, a partner. Adopt, embrace and advocate collaboration. Yes, we are competitors in a sense (especially private practitioners) but like the left and the right hand when we work together, each from our own orientation perspective, the outcome is always greater than if working alone. Working together lightens the load, creates abundance and enables us to think and live beyond our individual experience.

Create moments and opportunities to sit, discuss, plan, take a risk and hand I hand help each other. Collaboration is not difficult, and the rewards are exponentially abundant.

Set yourself a goal that you will make at least 1 contribution, share 1 professional insight to the Association each year. You will be amazed at what happens.

Allan Gatenby is a private practitioner with a long and extraordinarily successful career in educational leadership, career development and life-design coaching. His postgraduate work is in leadership and change. He was a facilitator in both the Franklin Covey Institute and the Glasser Institute. He is the Chairman of the Board of Governors of the Institute of Career Certification International, Member of the Leadership Team APCDA, chairing the Committee Council and By-Laws Committee. He is Director of OneGroup Leadership and Associated Career Professionals International.

COVID-19’s Impact on Jobs

by Marilyn Maze, PhD

This article is based on USA data. Please evaluate how/whether it applies in your country.

The news in the USA is focused on deaths caused by COVID-19 – currently around 55,000, which is about 0.01% of the population. While any deaths are distressing, government restrictions have prevented about 20% of employed people from working during the pandemic, so many people are feeling stressed. The official response to COVID-19 in the USA varies by state (and there are 50 of those, so it is pretty confusing), but most states have issued “stay at home” orders and shut down “non-essential” businesses. As career professionals, you may wonder who those workers are. The chart below shows the percentage of workers in the industries most effected based on the numbers employed about 1 year ago.

While the percentages may vary by country, the industries are probably similar world-wide. In most of our member countries, restaurants have been effected, travel has been greatly reduced, face-to-face entertainment (including sports) are banned, personal services (from hair cutting to cleaning) are reduced, non-essential stores are closed or have few customers, and many kinds of manufacturing (oil, cars, clothing) have slowed down. Each of these industries represent a small part of the workforce, but together (at least in the US), they total 20% of the economy.The above data does not count “temporary workers” (they may go to work every day, but the employer does not list them as employees). The US has between 10% and 20% “temporary” workers. Some people estimate that up to 40% of our population is currently out of work.

Another picture of the impact of COVID in the US is provided by Visual Capitalist (

This view compares the risk of contracting COVID-19 in common occupations to income level and illustrates why the US has so many low-paid people who are sick with COVID-19.

How long will this last? Each country wants to get “back to normal” as soon as possible. Each time there is an easing of restrictions, it is likely that new infections will occur, such as the ones recently seen in Singapore. These waves of easing of restrictions and re-applying restrictions will probably continue until most people have gotten COVID-19 and developed immunity, assuming people are immune after surviving COVID-19. This will cause people who have not yet gotten COVID-19 to avoid non-essential activities and voluntarily reduce their economic activities as much as they can. When a vaccine is ready and there are enough doses available for everyone who needs to be vaccinated, we may stop hiding from each other and return to normal. Best estimates are that this could take 2 years or more. Optimistically, January 2022 would be a time when we could hope life to return to “normal,” if normal includes large gatherings and non-essential international travel.

One expert on this is Bill Gates, now a billionaire philanthropist who founded Microsoft.  On April 23 he published an article called “The first modern pandemic” on ( and later spoke with the media, amplifying this information. Gates said “This is like a world war, except in this case, we’re all on the same side. Everyone can work together to learn about the disease and develop tools to fight it. In normal times, the Gates Foundation puts more than half of its resources into reducing deaths from infectious diseases.  We invest in inventing new treatments and vaccines for these diseases and making sure they get delivered to everyone who needs them. Now that the epidemic has hit, we are applying our expertise to finding the best ideas in each area and making sure they move ahead at full speed.  More than 100 groups are doing work on treatments and another 100 on vaccines. We are funding a subset of these but tracking all of them closely.” Mr. Gates echoed the common wisdom about when a vaccine might be ready, but he is optimistic that some vaccines are looking promising and he hopes they can be ready sooner.

But what will "Normal" look like post pandemic? By then, the world may have fewer people. To estimate the percentage of the population that could die in this pandemic, divide the world-wide reported deaths caused by COVID (206,000) by the reported cases of COVID (3,000,000) we see a 7% death rate (based on This percentage is an over-estimate because many people who contract COVID and survive are not reported, but it does give us an upper limit. A decline in population would affect economies in each country in complex ways. Other changes caused by social distancing may continue because we no longer want to go back to the old ways. For example, will people move back into offices, or will they continue to work from home? Will travel return to pre-pandemic levels, or will we do more online? Earth has benefited recently as many cities report less air pollution. Will the change be permanent or temporary? What will the world of work be like when the pandemic is over?

As career professionals, we all want to know what to tell our clients. APCDA invites you to attend regional meet-ups to discuss the impact of the pandemic in your country and the Post-Pandemic World of Work. We will be setting these up beginning in late May. While these events are primarily for members, please consider inviting people to these sessions who have important insights into this issue.

The Economic Impact of the Coronavirus in Asia Pacific

By Han Kok Kwang
Director, Personal Mastery Resources
1st Legacy Partner Lifetime Member, APCDA

From experience, Health Outbreaks like SARS (8,000 affected) and the coronavirus: COVID-19 (70,000+ affected to date) often trigger multilateral issues, involving economic, business, medical and personal concerns.

Governments in affected economies have been prompt in handling public information and announcements on what the public should (wash hands often, monitor health, wear a mask when unwell, etc.) and should not do (panic) amid a health scare. Though it is still evolving, economies are already hurting from this Outbreak.

Though the Asia-Pacific Economic Cooperation’s experience with SARS 18 years ago tells us that the Asia-Pacific has the wherewithal to cope with such events, it is a different ballgame today. China accounts for 21.4 percent of world GDP (in Purchasing Power Parity, as of end-2018) compared to around 4.5 percent during the SARS outbreak. What happens in China now has almost 5X the impact on the world, compared to the days of SARS.

Being the de facto Factory of the World, China is a key link for many international supply chains. With increased interconnectedness of the global economy, the impact is amplified many times. Prior to COVID-19, US’s trade war with China has already disrupted the region. Now it’s gotten worse. Lower Chinese import demand is a key reason for the slowing growth in virtually the whole region.

Asia-Pacific currencies also tumble under the weight of coronavirus, with Australia and Thailand the worst hit on concern over Chinese demand for minerals and tourism. Christy Tan, Asia head of markets strategy and research at Melbourne-based banking group NAB, said “From a trade war to a war against a virus. It’s a shock to financial markets, to the global growth situation.”

China’s 168 million citizen-tourists in 2019 was also a major revenue source for tourism sectors of many countries.  There is already an observed decline in travel and tourism, including the APCDA Conference 2020 in India. The collateral damage on retail, hospitality receipts and transport sales are expected to reverberate around the world.

In the words of the Prime Minster of Singapore, Lee Hsien Loong: "The impact will be significant at least in the next couple of quarters. It is a very intense outbreak. I can't say whether we will have a recession or not. It's possible, but definitely our economy will take a hit. Business at the renowned Changi Airport had suffered with flights down by a third.”

In summary, it’s going to be a long night.

The good news? There’ll be a morning after.

Economies will bounce back, like they always do.

Key lesson learnt?

This Outbreak will not be the last.  Fear is a natural human emotion. But we cannot be paralyzed by fear, which is False Evidence Appearing Real. When in doubt, always look for objective evidence.

While COVID-19 has dominated the media, that vigilance should be balanced with the understanding that influenza is more prevalent and much more likely to impact Americans, says Libby Richards, an associate professor of nursing in Purdue University’s School of Nursing.

The surveillance report for the week ending February 1, 2020, shows flu activity increased in many reporting areas in the US. The report also shows 22 million Americans have suffered from the flu, and that 12,000 adults and 78 children have died during this flu season, which began in October 2019. This shows that economies also have local concerns, in addition to the COVID-19 Outbreak.

Life must go on. As progressive Career Practitioners, we must be ready when the Sun shines again. We are the talent scouts and keepers of the faith. Yes, take all the necessary precautions we need but downtime is the best time for us to dig in, do the work and get ready for the upturn.

Embrace digital wholeheartedly. Leverage Artificial Intelligence to enhance our offerings. Learn how to provide career services even when we cannot do it face to face. Doing so will stand us in good stead because contactless career guidance will figure prominently in the Future of Work, with or without an Outbreak.😊

Career Adaptability:

An Essential Construct for Career Development Practice

Catherine Hughes. PhD
Grow Careers,

It is generally accepted that individuals need to be adaptable to succeed in the contemporary world of work characterized by changing skills requirements, short-term contract work, less secure work arrangements, technological change and more. The concept of career adaptability has featured prominently in the career development literature in recent years. But where did this concept come from? What is career adaptability? How can career practitioners apply career adaptability to support their clients?

Origins of Career Adaptability

Career adaptability first appeared in the career development literature when the usefulness of career maturity for adult career development was questioned. Career maturity refers to career choice readiness and methods of coping with age-appropriate vocational development tasks (Super, 1990). Adaptation to vocational development tasks rather than maturation was considered to be the central process of adult career development (Super & Knasel, 1981). Adaptation accounts more adequately than maturation for the recycling through life stages and revisiting vocational development tasks that adults do when they are faced with expected or unexpected career transitions at varying times throughout their working life. This prompted Super (1983) to reserve career maturity for adolescent career development and recommend career adaptability as the corresponding term for adult career development. In more recent times questions were raised about the relevance of career maturity in diverse and multicultural contexts where contextual factors may influence the timing and nature of the vocational development tasks that adolescents face (Watson, 2008). Concerns such as this resulted in career adaptability being generalized across the life-span as the central career development process for children, adolescents and adults (Savickas, 1997).

Career Adaptability Now

Over the last decade career adaptability has been explained in career construction theory (Savickas, 2013) and has been widely researched (Johnston, 2018 ). Career construction theory proposes that the adaptation that is required to fit oneself to a new environment or changing context results from a sequence of:

  1. Adaptivity, or readiness to meet vocational development tasks, transitions and work traumas
  2. Adaptability, or internal resources to cope with vocational development tasks, transitions and traumas
  3. Adapting, or behavioral responses to vocational development tasks, transitions and traumas.
Savickas (2013, p. 157) noted that “People are more or less prepared to change, differ in their resources to manage change, demonstrate more or less change when change is needed, and as a result, become more or less integrated into life roles over time.”

In career construction theory, career adaptability is one element of adaptation. More specifically, Savickas and Porfeli (2012, p. 662) define career adaptability as “… a psychosocial construct that denotes an individual’s readiness and resources for coping with current and anticipated tasks, transitions, and traumas in their occupational roles …” Career adaptability is comprised of four dimensions, or career adapt-ability resources (Savickas & Porfeli, 2012):

  1. Concern about one’s vocational future and preparing for what lies ahead.
  2. Control by taking responsibility and a conscientious, deliberate and decisive approach to dealing with vocational development tasks, career transitions and work traumas.
  3. Curiosity by engaging in exploratory and information-seeking experiences to try out possible selves and future work scenarios.
  4. Confidence in one’s ability to prepare and execute action plans to implement one’s career aspirations.

In essence, people who show concern about their vocational future, who believe they have some control over it and are deliberate and decisive in dealing with vocational development tasks, transitions and work traumas, who are curious about possible future selves and work scenarios and who feel confident about their capacity to implement their goals possess the internal coping resources to respond with fitting behaviors to new or changed career circumstances.

“Increasing a person’s career adaptability resources, or career adapt-abilities is a central goal in career education and counseling” (Savickas & Porfeli, 2012, p. 663). Accordingly, career adaptability is a construct of great importance to the everyday work of career practitioners.

Applying Career Adaptability

The Career Adapt-Abilties Scale (Savickas & Porfeli, 2012) was developed in collaboration with researchers from 13 different countries. This instrument is freely available from The Career Adapt-Abilties Scale is comprised of 24 items and yields a total career adapt-abilities score. The first six items relate to the Concern Dimension, the next six items relate to the Control Dimension, the next six relate to the Curiosity Dimension and the final six items relate to the Confidence Dimension. This means that scores for each career adaptability dimension can be calculated to more precisely identify student or client career adaptability strengths and career adaptability resources that need further development.

The Career Adapt-Abilities Scale can be used to support career interventions in one-to-one career counseling, group career counseling, career education workshops or career classes. For example:

  1. The Career Adapt-Abilities Scale could be used to assess the effectiveness of one-to-one career counseling or group career interventions such as career classes, workshops or group career counseling. It could be administered as a pre-test instrument to assess student or client career adapt-ability resources, design relevant career interventions and administer as a post-test measure to assess the effectiveness of the career interventions in improving student or client career adapt-ability resources.
  2. The Career Adapt-Abilities Scale could be used as a readiness screening instrument to assist in determining a suitable level of career service delivery for students or clients (Hughes, 2017; Sampson, Reardon, Peterson, & Lenz, 2004).
  3. The Career Adapt-Abilities Scale could be administered prior to a one-to-one career counselling program in a school context. Student responses to the Career Adapt-Abilties scale could be a discussion starter in a career interview.
  4. The Career Adapt-Abilities Scale could be used as stimulus for career education lessons. Students could identify their own career adapt-ability resource strengths and those needing further development and design their own career learning contract. Alternatively, career adaptability profile case studies could be developed for small group discussion in a classroom setting.

In summary, career adaptability is a career development construct that is associated with career construction theory. It is highly relevant to the day-to-day work of career practitioners. The Career Adapt-Abilities Scale is freely available and can be used in a variety of ways to assess and enhance student or client career adaptability and their capacity to respond appropriately to vocational development tasks, career transitions and work traumas throughout life.


Hughes, C. (2017). Careers work in schools: cost-effective career services. Samford Valley, Queensland, Australia: Australian Academic Press Group.

Johnston, C. S. (2018). A systematic review of the career adaptability literature and future outlook. Journal of Career Assessment, 26, 3-30. DOI; 10.1177/1069072716679921.

Sampson, J. P., Reardon, R. C., Peterson, G. W. & Lenz, J. G. (2004). Career counseling & services: A cognitive information processing approach. Belmont, CA: Brooks/Cole – Thompson Learning.

Savickas, M. L. (1997). Career adaptability: An integrative construct for life-span, life-space theory. The Career Development Quarterly, 45, 247-259.

Savickas, M. L. (2013). Career construction theory and practice. In S. B. Brown & R.W. Lent (2013). Career development and counseling: Putting theory and research to work (2nd ed., pp. 147-183). Hoboken: NJ, John Wiley & Sons, Inc.

Savickas & Porfeli (2012). Career Adapt-Abilities Inventory: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80, 661-673. DOI: 10.1016/j.jvb.2012.01.011

Super, D. E. (1983). Assessment in career guidance: Toward truly developmental counseling. The Personnel and Guidance Journal, 61, 555-562.

Super, D. E. (1990). A life-span, life-space approach to career development. In D. Brown and L. Brooks (Eds.), Career choice and development: Applying contemporary theories to practice (2nd ed., pp. 197-261).  San Francisco, CA: Jossey-Bass Inc.

Super, D. E. & Knasel, E. G. (1981). Career development in adulthood: Some theoretical problems. British Journal of Guidance and Counselling, 9, 194-201.

Watson, M. B., (2008). Career maturity assessment in an international context. In J. Athanasou & R. van Estbroeck. International handbook of career guidance (pp. 511-523). Dordrecht, The Netherlands: Springer-Science.

Career Adapt-Abilities Scale

By Shelley Tien

According to Mark Savickas and Erik Porfeli (Journal of Vocational Behavior, 80-3, 2012), “Researchers from 13 countries collaborated in constructing a psychometric scale to measure career adaptability. Based on four pilot tests, a research version of the proposed scale consisting of 55 items was field tested in 13 countries. The resulting Career Adapt-Abilities Scale (CAAS) consists of four scales, each with six items. The four scales measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas.”  The CAAS is available free in English on (

I participated in this study, conducting my research in Taiwan and Macau.  There are now versions translated in many different languages in different countries. For Chinese, there are three versions:  China (Ho), Taiwan (Tien, available at, and in Macao (Tien, available at

The Career Adapt-Ability Scale has 24 items which assess four subscales: Concern, Control, Confidence, and Curiosity. Another subscale, Cooperation, also with 6 items developed by Savickas, was deleted in the world-wide version because the results for this scale were not distinct from the other four subscales. I think the idea of Cooperation is important in Chinese collective culture. One day in Shanghai Normal University, I met Dr. Fred Leong and shared this idea. He totally agreed and we then did a cross country analysis based in the five scales, cooperation included. The results indicated that the five-scale version was also supported. The paper was published in the Journal of Career Assessment.

Many master’s level research theses were conducted in Taiwan based on the CAAS. Most of them describe factors related to using the CAAS. For example, one studied the relationship among career self-efficacy, career adaptability, and work adjustment for adult workers in Taiwan (Chinese version with English abstract is available at  Another study proposed to explore the relationship among career calling, career adaptability, and career satisfaction of teachers with different demographic backgrounds. This study used a set of inventories which measure each of these factors separately. The model proposed that there is a causal relationship among career calling, career adaptability, and career satisfaction.  A causal relationship was confirmed by the data, among other interesting findings.  These results were published in the newsletter of the Taiwan Career Development and Consultation Association, in Chinese (  Contact me at if want to know more about these or other findings.

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