you better, you better, you bet

You better, you better, you bet

Using the evidence to build best in class careers services

Tristram Hooley, Presentation to NAMSS conference, 9th March 2015

http://www.derby.ac.uk/education

https://www.youtube.com/watch?v=ir2rFb_ghn0

Lifelong guidance policy cycle

What do we know works?

Developing new services

Implementing new services

Monitoring and

evaluating

www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs

Careers services in further education

Wide range of services• Pre-course• On-course• Post-course

Delivered in a variety of ways (including partnership with National Careers Service). However increasing growth of “careers services” on the HE model.





Monitoring and

evaluating


What works well in your careers service?

Discuss in pairs (with someone you don’t know)• What works really well?• How do you know that it works well?• What prevents you from doing more of it?


Focus on the individual

• Career support should be lifelong and progressive.• Career support is most effective where it connects to the

wider experience of individuals e.g. clear connections to the curriculum in further education.

• Career support should recognise that individual’s are different and have diverse needs.


Support learning and progression

• Career support is not one intervention, but many, and works most effectively when a range of interventions are combined.

• A key aim of career learning programmes should be the acquisition of career management skills.

• Career support needs to be holistic and well-integrated into other support services.

• Lifelong guidance should involve employers and working people, and provide active experiences of workplaces.


Ensure quality

• The skills, training and dispositions of the practitioners who deliver lifelong guidance are critical to its success.

• 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.





Monitoring and

evaluating


Types of careers services

• information provision• career assessments and tests• career counselling• careers advice delivered by a non-careers professional• curricular interventions• further study/work-related learning• other extra-curricular interventions• frameworks for reflection


Key issues to consider

• Use of new technologies• Engagement with curriculum• Relationship with other student support services• Relationship with careers support services outside of the

college• Involvement of employers and other stakeholders


Where next for your provision

In small groups• What do you provide?• What don’t you provide?• Where would you like to

develop your provision next?

• information provision;• career assessments and tests;• career counselling;• careers advice delivered by a non-

careers professional• curricular interventions; • further study/work-related learning;• other extra-curricular interventions;• frameworks for reflection.





Monitoring and

evaluating


Achieving change

Practitioner level change

Service level change

College level change

CDPTrust and autonomy

Reflective practitioners

Vision Leadership

Accountability

EmpathyAuthority

Negotiation


How will you develop your service?

• List three actions that you will take following this conference?

• Discuss in pairs or small groups.





Monitoring and

evaluating


Monitoring and evaluation

• Monitoring – “Are we doing things right?”

• Evaluation – “Are we doing the right things?”


Input, process, outcome


Levels of impact

Reaction• Did the client/student like what they experienced? E.g. Happy sheets

Learning• Did the client/student learn anything? E.g. Can you assess a change in their

career management skills?

Behaviour• Does the client/student behave differently? E.g. Have they applied for more

jobs?

Results• Has the client/student achieved any concrete outcomes? E.g. Have they got a

job.


What else I’ve said about this

• Dent, P., Garton, E., Hooley, T., Leonard, C., Marriott, J. and Moore, N. (2013). Higher Education Outreach to Widen Participation: Toolkits for Practitioners. Evaluation, 2nd. Edition. Bristol: HEFCE.

• Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyväskylä, Finland: European Lifelong Guidance Policy Network (ELGPN).

• Hooley, T., Marriott, J., Watts, A.G. and Coiffait, L. (2012). Careers 2020: Options for Future Careers Work in English Schools. London: Pearson.

http://derby.openrepository.com/derby/handle/10545/310828


http://hdl.handle.net/10545/333589



In conclusion

• Service improvement should be based on evidence. • There is lots of existing evidence that can help to frame

new interventions, but it is important that we commit to an ongoing cycle of evaluation.


Tristram Hooley

Professor of Career Education

International Centre for Guidance Studies

University of Derby

http://www.derby.ac.uk/icegs

[email protected]

@pigironjoe

Blog at

http://adventuresincareerdevelopment.wordpress.com

http://www.derby.ac.uk/icegs

mailto:[email protected]

http://adventuresincareerdevelopment.posterous.com/

you better, you better, you bet

Documents

support services

career support needs

lifelong guidance policy

support learning

growth of careers services

individualcareer support

progressioncareer support

national careers service