Transcript Slide 1
Effective career guidance: Evidence from a 5 year study
Dr Sally-Anne Barnes & Professor Jenny Bimrose IER, University of Warwick, UK
Vejledningsdiskurser: Eksistens, fællesskaber og
fastholdelse, VUE Denmark 25 November 2010
Structure of presentation
Background to study Overview of study and methodology Key findings Model of guidance in practice What is ‘useful’ guidance Career decision making styles Overall conclusions and implications for practice
• • • •
Increasing accountability:
Immediate outcomes Intermediate outcomes Longer-term outcomes for the individual Longer-term outcomes for the economy
Patchwork of training
• • •
support, need for:
Coherent training structure Progression paths Recurrent CPD training
Demanding policy
• • • •
context:
Resources Political priorities Delivery models Accountability
Changing concept of ‘career’
‘the evolving sequence of a person’s work experiences over time.’ Ref: Arthur, M.B., Hall, D.T. & Lawrence, B.S. (1989) Handbook of Career Theory, Cambridge, Cambridge University Press.
Overview of study Aim:
To use a longitudinal (5year), qualitative case study approach to investigate the nature of effective guidance.
The value of research: its potential
Illuminate what is currently happening Tackle emerging issues – new insights Provide an evidence-base for practice Highlight real stories of how people move through the labour market and make career decisions
Primacy of the
‘USER VOICE’
Primacy of the
‘USER VOICE’
together with the
Practitioner Perspective
Methodology
Qualitative approach Use of grounded theory method All interviews were digitally recorded and transcribed Informed consent pivotal to access NVivo to support qualitative data analysis Researchers trained interviewers For the follow-ups, 4 were practitioner researchers
First year of study (2003-2004) Focus on:
Different perceptions of the career guidance interview The process and outcome(s) of the interview The clients’ current situation, their preferred future(s) and the action necessary to achieve the next stage The professional contexts
First year of study (2003-2004) Four key questions:
From whose point-of-view is ‘effective’ defined?
Whose account counts?
How is ‘effectiveness’ defined?
How is ‘guidance’ defined?
Client Practitioner Guidance interview Expert witness
First year of study (2003-2004) Delivery contexts:
Higher Education (18 years plus) Further Education (16 years plus) Adult guidance organisations Voluntary, charity sector Private sector
First year of study (2003-2004) Data sources (50 case studies):
‘Baseline data’ on delivery contexts, practitioners and clients Organisational sources Digital recordings of the career guidance interviews Open-ended, semi-structured questionnaires
First year of study (2003-2004) Of the 50 clients:
66% were female 66% defined themselves as ‘White’ 58% were aged between 18-29 years 22% aged 30 -39 years 20% aged 40 years and over 14% described themselves as having a disability
First year of study (2003-2004) Headlines:
49 of 50 clients found their interview ‘useful’ High levels of agreement found re: perceptions of useful guidance Outcomes of guidance defined broadly, in terms of the process of the interview and access to expertise
Variations in delivery contexts
Age and experience of practitioners Qualification levels and training support Pre-interview information about the client Interview length (16 m – 1hr 42 m) Interview stage: initial (36) or follow-up (14)
Model of guidance-in-action
Building a working alliance Exploration of potential Identification of options and strategies Ending and follow-through
Follow-up of clients (2004-2008) Objectives:
Track career progress, transitions and decisions Investigate views and reflections on career guidance interview Examine what exactly was ‘useful’ Evaluate the extent to which action plans had been followed Explore nature of further guidance Discuss future plans
Follow-up methodology (2004-2008)
Same research team used for follow-ups Each client contacted by telephone and interviewed using interview guide Interviews digitally recorded and transcribed Low attrition attributed to client-interviewer relationship
Second year of study (2004-2005) Headlines:
Low attrition rate: 45 clients 87% (n=39): career guidance still ‘useful’ 11% (n=5): less sure of its value One client: career guidance ‘no value’ 78% (n=35) felt guidance had resulted in direct positive change
Second year of study (2004-2005) Clients engaged in:
Enhancing occupational competence Prolonged transitions Coping with and managed barriers to career progression
Third year of study (2005-2006) Headlines:
Low attrition rate continued: 36 clients 72% (n=26): career guidance still ‘useful’ 14% (n=5): less sure of its value including the ‘negative’ client who now recognised some aspects ‘useful’ 14% (n=5): could no longer remember Emergence of career decision making styles
Third year of study (2005-2006) Clients typified by:
Career investors Career changers Career disengaged
Fourth year of study (2006-2007) Headlines:
Low attrition rate continued: 30 clients 77% (n=23): career guidance still ‘useful’ 7% (n=2): less sure of its value 17% (n=5): could no longer remember
Fourth year of study (2006-2007)
Clients engaged in developing: careers, skills and plans confidence, skills and knowledge Perceptions of ‘career’: Evenly split between those who believed they had career and those who did not Evidence of career resilience
Fifth year of study (2007-2008) Headlines:
Low attrition rate continued: 29 clients 69% (n=20): career guidance still ‘useful’ 21% (n=6): less sure of its value 10% (n=3): could no longer remember
Fifth year of study (2007-2008) Over the 5 years:
Clients had attained higher level qualifications The number of unemployed decreased Clear decision making styles emerged Reflected on what they might have done differently Talked about ‘ideal job’
Barriers to progression: the career disengaged
Health barriers Local labour markets Childcare responsibilities Financial constraints
Frank’s story
Frank’s story…
In the your context, what do you think ‘useful’
you think ‘useful’ guidance means to your clients?
Please take 10 minutes to discuss.
Client voices…
‘…pointed me in the right direction. I didn’t know where to start. Now I have a plan!’ ‘Gave me direction and a stepping stone.’ ‘Came away feeling far more positive about my future than I had in years.’ ‘The thinking outside the box thing again…better perspective.’
Client voices…
‘I was unsure where to look for vacancies… helped in giving me a comprehensive listing of where night vacancies are advertised.’ ‘…being able to speak to someone who will listen. And will try to help…’ ‘Very much needed after being at home with children for 10 years…’
Key findings: ‘Useful’ guidance
Provides access to specialist information Insights, focus, confirmatory and confusion reduction Motivates Increases self-confidence Structures opportunities for reflection
Key findings: Career decision making
Evaluative Strategic Opportunistic Evaluative
Key findings: Career decision-making styles
• • •
Evaluative
Involves self-appraisal and critical self reflection Emotional and practical considerations at forefront of decisions Identification and evaluation of their individual needs, values and abilities
Key findings: Career decision-making styles Strategic
Rational appraisal of information Assessment of options and formulation of plans Steadfast focus on a career goal Tendency to marginalise emotion Well developed problem solving skills
Key findings: Career decision-making styles Aspirational
Tendency to identify distant goals Aspire to career goals that are often highly competitive and/or challenging Embark on journey that involves material sacrifice Heart typically ruling the head
Key findings: Career decision-making styles Opportunistic
Ability to cope with high levels of uncertainty Reluctance to close off options Use of intuition, rather than rationality A predisposition to take advantage of opportunities Resistance (sometimes active) to planning Flexibility of approach
Key findings: Career decision-making
Complex Multi-dimensional Often implemented over an extended time frame Not always ‘rational’
Implications for practice?
Need to place less emphasis on planning Demonstrate more tolerance of un-decidedness Develop a more vivid sense of context Are new approaches required?
Kate’s story
Kate’s story…
Key findings: Characteristics of guidance
Little evidence of new approaches Comprehensive range of standard techniques Evidence of non-standard techniques Regarded as on-going process
Implications for practice?
Recognise that external factors place constraints on practice Challenge the dominant, quantitative evaluation culture Emphasise the need to develop measures of ‘distance travelled’
Conclusions
Evidence that clients value career guidance and find it useful Much good practice exists New thinking and approaches difficult to implement Career biographies of adults seldom linear Process of engagement with learning is complex Wide ranging sources of guidance
Recommendations for practice
Longer-term and more specialist interventions are required to make a difference for some clients Need to facilitate career management competencies Recognition that ‘useful’ guidance is not just about measureable outcomes Need to rethink the role of action plans
What’s next for practice?
Opportunities for review and reflection are essential Responsibility of all practitioners to engage in their own CPD Key challenge – can employers protect the time for employees to do this in practice?
For more information…
To download reports and related publications: www.warwick.ac.uk/ier Or email: [email protected]