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

Lifelong guidance policy cycle

What do we
know works?

Monitoring
and
evaluating

Developing
new services

Implementing
new services

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

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.

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

Lifelong guidance policy cycle

What do we
know works?

Monitoring
and
evaluating

Developing
new services

Implementing
new services

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

What works well in your careers

service?
Discuss in pairs (with someone you dont know)
What works really well?
How do you know that it works well?
What prevents you from doing more of it?

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

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 individuals are
different and have diverse needs.

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

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.

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

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.

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

Lifelong guidance policy cycle

What do we
know works?

Monitoring
and
evaluating

Developing
new services

Implementing
new services

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

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

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

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

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

Where next for your provision

In small groups
What do you provide?
What dont you provide?
Where would you like to
develop your provision
next?

information
information provision;
provision;
career
career assessments
assessments and
and tests;
tests;
career
career counselling;
counselling;
careers
careers advice
advice delivered
delivered by
by aa nonnoncareers
careers professional
professional
curricular
curricular interventions;
interventions;
further
further study/work-related
study/work-related learning;
learning;
other
other extra-curricular
extra-curricular interventions;
interventions;
frameworks
frameworks for
for reflection.
reflection.

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

Lifelong guidance policy cycle

What do we
know works?

Monitoring
and
evaluating

Developing
new services

Implementing
new services

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

Achieving change

Practitioner
level change

Service
level change

College
level change

CDP
Trust and autonomy
Reflective practitioners

Vision
Leadership
Accountability

Empathy
Authority
Negotiation

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

How will you develop your service?

List three actions that you will take following this
conference?
Discuss in pairs or small groups.

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

Lifelong guidance policy cycle

What do we
know works?

Monitoring
and
evaluating

Developing
new services

Implementing
new services

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

Monitoring and evaluation

Monitoring Are we doing things right?

Evaluation Are we doing the right things?

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

Input, process, outcome

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

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.

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

What else Ive 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 Practit
ioners. Evaluation
, 2nd. Edition. Bristol: HEFCE.
Hooley, T. (2014). The Evidence Base on Lifelong Guidance.
Jyvskyl, 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.

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

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.

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

Tristram Hooley
Professor of Career Education
International Centre for Guidance Studies
University of Derby
http://www.derby.ac.uk/icegs
t.hooley@derby.ac.uk
@pigironjoe
Blog at
http://adventuresincareerdevelopment.wordpress.com

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