Delivering evidence-based, high-quality career services
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Transcript of Delivering evidence-based, high-quality career services
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www.derby.ac.uk/icegs
Delivering
evidence-based,
high qualitycareer services
A presentation to the
International Forum on Guidance,
Genoa, Italy
http://www.derby.ac.uk/ehshttp://www.derby.ac.uk/ehshttp://www.derby.ac.uk/ehs -
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What am I going to say?
Describe the evidence-base that can inform the development and delivery of
guidance services.
Consider the role that policy makers and practitioners have to enhance that
evidence base.
What Im going to say is based strongly on work that I am doing with the
European Lifelong Guidance Policy Network.
It is a work in progress. Its failures are mine, not the ELGPNs.
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European Lifelong Guidance Policy Network (ELGPN)
www.derby.ac.uk/icegs
http://ktl.jyu.fi/ktl/elgpn
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Quality and evidence
Quality Evidence
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The aims of quality assurance
to improve efficiency in service provision to increase institutional financial accountability
and to create transparency from the perspective of the
citizen.
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The lifelong guidance efficacy cycle
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Measuring impacts
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ResultsBehaviour
LearningReaction
Take-upInputs
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Does guidance work?
Bimrose et al. (2008) undertook a five year longitudinaltracking studyof 50 career guidance clients. These clients
initially encountered career guidance in a range of different
settings including further education, higher education and
public employment services. The study found that one-to-
one guidance interventions were regarded as useful by
clients, and that guidance services can support adults
to make successful transitions in a turbulent labour
market.
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The importance of context
In learning
Schools
Vocational education
Adult education
Higher education
For work
Worklessness to work
Other kinds of return to work
Youth transitions to work
Guidance in the workplace Older workers
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Messages from the research:
Connecting services to the individual
Lifelong guidance is most effective where it is genuinely lifelong and
progressive. Guidance should start early and continue throughout life.
Lifelong guidance is most effective where it connects meaningfully to the
wider experience and lives of the individuals who participate in it.
Lifelong guidance is most effective where it is able to individualise servicesand to recognise the diversity of individuals.
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Messages from the research:
Designing effective services
Lifelong guidance is not one intervention, but many, and works most
effectively when a range of interventions are combined. This might include
careers education, one-to-one counselling, online services and a range of
other possibilities.
A key aim of lifelong guidance programmes should be the development of
career management skills.
Lifelong guidance needs to be holistic and well-integrated into other support
services.
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Messages from the research:
Underpinning quality
The skills, training and dispositions of the professionals who deliver lifelong
guidance are critical to its success.
This raises a number of key questions: What type and level of training is
appropriate? Should it be at graduate/postgraduate level? Should it focus
on psychology/counselling, education, labour market etc.
Lifelong guidance is dependent on access to good-quality career information.
Lifelong guidance should be quality-assured and evaluated to ensure its
effectiveness and to support continuous improvement.
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Improving the evidence base
The evidence base needs to be extended. Lots of us are working on this
including my organisation (www.derby.ac.uk/icegs) and the ISFOL in Italy.
We particularly need to know more about how guidance works in each of the
different contexts rather than in general.
The following approaches might be useful:
new meta-analyses based on recent research;
randomised control trials examining career development interventions;
further longitudinal work based on longer time periods than much of the
existing research;
further studies examining the nature, role and impact of technologically-mediated career development.
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Questions for further thought?
What are the objectives of service evaluation? What kinds of impacts can and
should be identified?
What should be monitored routinely? How will such monitoring data be used
to inform service development?
How will practitioners and managers be engaged in understanding, acting
and developing the evidence base for the services that they deliver?
How will evaluation be used formatively to support service development?
How will evaluation be used summatively to explore the impacts of the
service and to identify the return on investment?
Who will be responsible for conducting the evaluation?
What level of resourcing is needed to support both monitoring and
evaluation? How will results from the evaluation be published to contribute to the broader
evidence base in the field?
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www.derby.ac.uk/icegs
Tristram Hooley
Reader in Career Development
International Centre for Guidance Studies
University of Derby
http://www.derby.ac.uk/icegs
@pigironjoe
Blog at
http://adventuresincareerdevelopment.wordpress.com
http://www.derby.ac.uk/icegsmailto:[email protected]://adventuresincareerdevelopment.posterous.com/http://adventuresincareerdevelopment.posterous.com/mailto:[email protected]://www.derby.ac.uk/icegshttp://www.derby.ac.uk/ehs