Approach a new career move positively, writes Jim Bright.
 
How do you go about changing your career? This question was posed to me by two readers this week, in general and specific terms. The general question was: "My husband is unhappy in his job in banking and is considering a career change.

However, he doesn't know what he wants to do and has no idea where to start. I have tried to encourage him to see a career counsellor but he doesn't believe they will be able to help him. What do you suggest?"

The more specific question related to moving out of teaching: "I'm not necessarily at the crossroads but feel like I need a career change to freshen up. I'm in my mid-30s and have been a high school teacher for the past seven years. I still enjoy aspects of teaching but I'm very tired of the demands: extra hours weeknights and on weekends, the interaction with disengaged students and the frustrating dialogue with parents. I would like to pursue some writing and travelling ... I also need to acknowledge that with a wife who is struggling with finding work, I can't afford to gamble too much. Any suggestions on where I should go?"

These two questions highlight what is true for many: that career change is often prompted by negative emotions such as fatigue, boredom and general dissatisfaction.

It is less common for people to consider changing careers when they still feel engaged.

This is useful to understand because it says something about our risk-averse approach to careers.

It is expressed in my formula that says we move careers when our distress of incumbency exceeds our fear of uncertainty. Both readers appear to be struggling to come to terms with their fear of uncertainty.

This hesitancy comes in part from thinking that their current situation is unchanging. Thus, career change is seen as a departure, a leaving the certain and stepping into the unknown. It is easy to see why many never get started if they think like that.

So the first thing to do is recognise that careers are not usefully seen in terms of destinations and departures but as an ongoing process of exploration and learning.

A good thing to do is some learning about self and about opportunities out there.

The teacher has already identified some insights - the reaction to disengaged students and parents is to disengage entirely with teaching.

However, another possibility would be to consider researching whether teaching at another school or within a different system might address the engagement needs.

Second, the teacher identified writing and travel as possible solutions. Given he/she claims to have unsatisfying interactions with students and parents, he/she might explore whether writing appears to be a solution that removes the need for so much interaction.

Both readers might benefit from trying to tell a brief story - say two minutes - that sums up their life but does not list their jobs. What are the themes or patterns that emerge? This can help to reveal underlying passions, preferences and interests. Information about occupations is plentiful and good places to start include mycareer.com.au and myfuture.gov.au. Another way to explore is through action, so consider engaging in your community through voluntary work, or joining or attending professional or interest groups.

Because careers are a continual dynamic process, don't sit around hoping your career solution will land in your lap. Rather, examine the patterns in your life and engage in learning about other possible lives and jobs and, through this active process, solutions will present themselves.

This process can be accelerated with the help of a qualified careers counsellor (see www.cdaa.org.au or www.psychology.org.au for referrals).

Jim Bright is a professor of career education and development at ACU National and a partner at Bright and Associates. brightside@brightandassociates.com.au