SlideShare ist ein Scribd-Unternehmen logo
1 von 36
Orientation to Career Guidance and
Counselling in Developing Countries
William Borgen
Educational and Counselling Psychology
& Special Education
Faculty of Education
University of British Columbia

Bryan Hiebert
Department of Educational Psychology
& Leadership Studies
Faculty of Education
University of Victoria
1
The Need for Career/Life Planning
We guide our boys and girls to some extent
through school, then drop them into this complex
world to sink or swim as the case may be. Yet
there is no part of life where the need for
guidance is more emphatic than in the transition
from school to work - the choice of a vocation,
adequate preparation for it, and the attainment
of efficiency and success. (Frank Parsons)

2
Traditional Assumptions
 There are a series of individual attributes or traits that
draw people to certain occupations.
 These attributes or traits are pivotal to effective and
desired decision-making.
 Occupations that match the vocational interest of
individuals are accessible to them.
 Occupations are stable enough in their characteristics for
assessment instruments that match the traits of
individuals with occupational characteristics are useful
over time.
 Once secured individuals have the capability to stay
involved in desired occupations or career trajectories.
3
Counselling and Guidance Within
a Context of Uncertainty
Societal Context

Family

Personal

Selfidentity

Career

4
Societal Contexts
Rapidly Changing Social, Cultural and
Economic Realities
•Poverty/Structural Unemployment
•Violence
•Migration
•HIV/AIDS
•The Education System
•Globalization
5
Some International Examples
 Countries are looking for information and
approaches that address the issues of
individuals and also inform policies to serve the
broader society (Kenya, Nigeria, Bhutan)
 The context in which people are making
occupational, vocational and career decisions is
evolving rapidly and unpredictably (India, Africa,
Eastern Europe/Asia, Argentina, North America)
 Perceived status of occupations is a major issue
6
Revised Assumptions
 Several factors influence choice of occupations or career
paths, including individual attributes or traits, family
perspectives, rapidly evolving cultural influences such as
poverty, addiction, conflict, displacement and
discrimination, along with internationalization and rapid
change in labour market opportunities.
 These factors are differentially important within and
across cultural contexts.
 Occupations of choice may not be accessible.
 Many tasks and processes related to occupations are
unstable.
 People need the skills and attitudes required to
successfully manage rapid and unpredictable changes
that characterize many occupations and career
trajectories.
 Career Development is an emerging professional activity7
Services Related to Career Development
Advice or Advising
 If I give general information regarding external requirements, I am doing
vocational or career advising (Implies general information is sufficient for
the issue presented)

Guidance
 If I make a judgment about what information is being sought and
provided it I am providing vocational or career guidance. (Implies tailored
information is sufficient).

Counselling
 If I explore the other person’s perspective, tentatively offer other
perspective to be considered (including information based on the initial
exploration) and jointly discuss possible action planning, I am providing
vocational or career counselling. (Implies that a counselling process is
needed to consider the utility of different insights, feelings, and
information and the applicability of different possible actions regarding
the issue.)
8
Constructs Central to
Career Development
Occupational
 Occupational refers to an activity that is focused on
considering a particular job.

Vocational
 Vocational refers to a focus on an individual’s talents,
passions and interests in considering areas of work.

Career
 Career refers to broader issues, such life development,
work-adjustment, work-dysfunction, and integration of life
roles with other life roles over time that may or may not
be directly related to work.

9
A Proposed Research/Service Grid
Advising

Guidance

Counselling

Occupational Occupational Occupational
Occupational
Advising
Guidance
Counselling

Vocational

Career

Vocational
Advising

Vocational
Guidance

Vocational
Counselling

Career
Advising

Career
Guidance

Career
Counselling

See: Hiebert, B., & Borgen, W. A. (Eds.), Technical and vocational education
and training in the twenty-first century: New roles and challenges for guidance
and counselling (pp. 13-26). Paris: UNESCO.

10
What students are telling us…

11
Older Adolescents in High School
Problems Identified
 Schooling
 Identity and SelfConcept
 Family
 Employment

See: Borgen, W. A., & Hiebert, B. (2006). Youth
counselling and career guidance: What adolescents
and young adults are telling us. International Journal
for the Advancement of Counselling, 28, 389-400 .

12
Coping Strategies of Adolescents
 Individual Problem
Solving
 Disengagement –
distancing, avoidance
 Resignation
 Giving Up

13
The Nature of Assistance Desired
Who – Friends, Family, Professional Helpers
Qualities – Good listeners, trustworthy and honest
– Knowledge about the issues being
discussed
– Experience similar to theirs
What – Counselling, knowledge, advice and
information
– Comfort and reassurance
14
The “High 5” (+1)
A Changing Theme For Career Development
1.
2.
3.
4.
5.

+

Change is constant
Focus on the journey
Follow your heart
Keep learning
Access your allies

6. Believe in yourself

See: Redekopp, D. E., Day, B.,
& Robb, M. (1995). The
"High Five" of career
development. In B. Hiebert
(Ed.). Exemplary career
development programs and
practices: The best from
Canada. Greensboro, NC:
ERIC/CASS .
15
The Challenge…
 Career opportunities are a result of planned and
unplanned developmental and environmental
events.
 Career decisions evolve over a life time.
 Career development services need to be
differentiated and available across the lifespan.
 A new paradigm is needed to depict how
people’s careers develop.

16
The Need…
 Academics and practitioners will need to
consider the new philosophical underpinnings,
theoretical foundations, knowledge base, and
expanded skill sets needed to embrace the new
paradigm.
 Career practitioners need a broader range of
pre-service and in-service education that
prepares them to offer advice, guidance and
counselling for occupational, vocational and
career related issues.
17
Guidance & Counseling Planner
 An alternative metaphor
for career/life planning
See: Westwood, M. W., Amundson, N. E. &
Borgen, W. A. (1994). Starting points:
Finding your route to employment.
Ottawa: Human Resources & social
development Canada.
Borgen, W. A. (1999). Implementing
‘Starting Points’: A follow-up study.
Journal of Employment Counseling, 36,
98 – 114.
Borgen, W. A. (1995). Starting points:
Finding your route to employment (B.C.
Edition). Victoria/Ottawa: Assessment,
Counselling and Referral Initiative of
MOEST and HRDC.

18
Professional Development:
A Multi-Layered Approach
Preparation for career practitioners
 Orientation workshop
• Philosophical underpinnings
• theoretical foundations
• For all professionals

 Stakeholder involvement
• Individual consultation
• Group consultation

 In-depth training for key service providers
• Guidance practitioners
• Counsellors

 Training for trainers
• For capacity building

19
Example from the Field

20
Career Guidance and Counselling
Orientation Workshop:
Implementing a Vision for Your Life
5-day interactive workshop
• foundational career development theory
• contemporary approaches for implementing career
guidance programs in educational settings
• Key resources available
• knowledge and skill practice in appropriate
instructional methods for career education

Designed to help teachers and counsellors
work more effectively
with their school and college communities
21
Guidance & Counseling Planner
Day 1: Context
• Preparation, philosophy,
theory

Day 2: Taking Stock
• Tools and resources

Day 3: Providing services
• Communication
& collaboration

Day 4: Building support

• Policy makers, service
providers, clients working
together

Day 5: Consolidation

• Implementing, maintaining,
sustaining
22
Orientation Workshop Plan
Day 1: Context
 What is career development
• Career-life planning
• Vision for your life
• Foundational theories
 Who are we serving
• Labour market context
• Voices of youth
 Learn about career-life planning
by examining your own career path
23
Orientation Workshop Plan
Day 2: Taking Stock
 Nature of services
• Advising, Guidance, Counselling
• Occupational, Vocational, Career
• Meeting the whole person needs of students
 Nature of training
• Skills needed
• Resources available
 Tools and resources (for services + for training)
 Understanding my own career path
• How will I incorporate this in my job

24
Orientation Workshop Plan
Day 3: Providing services
 Communication and collaboration
• Multiple skills for multiple roles
• Constructs and skills for collaboration
 Basic group process
• Group member roles and norms
• Stages of group development
 Skill practice

25
Group Facilitation Model

Group
Design

Pos
t Gr
oup

e6

inati
on

St
ag

Term

e5

Wor
king

e2

e4

Tran
sitio
n

Member
Needs &
Roles

e1

e3

Initia
l

p
rou ss
G ce
o
Pr

Ap Lea
pr de
& oac r
Sk he
ills s

Plan
ning

St
ag

St
ag

St
ag

St
ag

St
ag

Group Goals
& Activities

See: Borgen, W. A., Pollard, D. E., Amundson, N. E., & Westwood, M. J.
(1989). Employment groups: The counselling connection (chapter 3).
Toronto, ON: Lugus.

26
Orientation Workshop Plan
Day 4: Building support
 Policy support
• Infrastructure needed
• Resources needed
• Program planning and evaluation
• Policy makers, service providers, clients working
together
 Demonstrating the value of our work
• Program planning and evaluation
• Evaluation model
• Tools for demonstrating value
27
Outcome Focused Evidence-Based Practice
Quality Improvement

Resources

Counsellor
• Skills

• Interventions
• Programs

Client change
• Knowledge
• Skill
• Attribute
• impact

See: Baudoin, R., et al.. (2007). Demonstrating value: A draft framework for
evaluating the effectiveness of career development interventions. Canadian
Journal of Counselling, 41, 146-157.
CRWG web site: http://www.ccdf.ca/crwg

28
Outcome-Focused Evidence-Based Practice

Input



Process



Outcome

Intervention
=
Process + Outcome
What will I do? + How is it working?

Professional Practitioner

29
Orientation Workshop Plan
Day 5: Consolidation, maintaining, & sustaining
 Making it happen
• Pulling it all together
• Action planning & follow up
• Vision for your life
• Foundational theories
 Workshop evaluation

30
Orientation Workshop Evaluation
Before
Regarding the Primary Objectives
of this workshop, and
knowing what you know now,
how would you rate yourself
before the workshop, and how
would you rate yourself now?

After

Unacceptable

Unacceptable
Acceptable

Acceptable

0

1

2

3

4

ave

0

1 2

3

4

ave

1 Clear understanding of basic
career development theory

6

5

11

3

1

1.5

0

0

0

10

16

3.6

2 Knowledge about the factors that
contribute to (or interfere with)
people’s career development

4

10

6

5

1

1.6

0

0

1

6

19

3.6

7

11

3

4

1

1.3

0

0

2

6

18

3.6

8

5

4

5

1

1.4

0

0

1

5

17

3.3

3 Knowledge regarding basic skills
used in career-life planning
4 Tools for demonstrating the value
of careers guidance & counselling
Awareness of the importance of
5
career-life planning in TVET

31

6

5

6

5

1

1.7

0

0

0

3

20

3.4
Evaluation Results
 156 ratings (6 questions times 26 people):
•
•
•
•

84 (54%) ratings were unacceptable before the workshop
0 ratings were unacceptable after the workshop
6 (4%) ratings were excellent before the workshop
108 (69%) ratings were excellent after the workshop

32
Orientation Workshop Evaluation
Generally Speaking,

Unacceptable
0
1

1. how useful did you find the workshop?
2. how would you rate the workshop facilitation?
3. how would you rate the workshop facilities
(room, etc.)?
4. how would you rate the food?

Acceptable
2
3
4

Ave

--

--

--

1

25

4.0

--

--

--

1

25

4.0

--

--

--

18

5

3.0

--

--

--

14

3

2.7

33
Orientation Workshop Evaluation
For each component of the workshop listed
below, please assess how useful
that component was for you.

Unacceptable

Acceptable

0

1

2

3

4

Ave

1.

General Model: Road Map

--

--

1

10

15

3.5

2.

Exploring the Context

--

--

2

9

15

3.4

3.

Factors Influencing Career Plans

--

--

--

8

18

3.7

4.

Personal Career Line

--

--

1

12

13

3.5

5.

Clarifying Roles (advising, guidance, counselling)

--

--

--

5

21

3.8

6.

Assets and Resources

--

--

3

8

15

3.5

7.

Skill Framework for service providers

--

--

2

6

18

3.6

8.

Group process strategies

--

--

--

5

16

3.6

Skill Practice
10. Demonstrating value (evaluation)

--

--

--

9

17

3.7

--

--

--

8

16

3.7

11. Infrastructure

--

--

3

13

10

3.3

12. Action planning

--

--

--

7

19

3.7
34

9.
Final Thoughts
 One major barrier expressed by participants
• lack of infrastructure and resources
• Many schools do not have a career resource centre

 Create the support you need
• Lobby policy makers
• Train your boss to give you the support you need

 Create a mechanism to support follow up action
 Create a capacity building mechanism
• Training for trainers

Lifelong learning & growth needs
Lifelong guidance and counselling
35
Orientation to Career Guidance and
Counselling in Developing Countries
Questions or Comments?
Thank you
William Borgen
borgen@interchange.ubc.ca

Bryan Hiebert
hiebert@ucalgary.ca
36

Weitere ähnliche Inhalte

Was ist angesagt?

Career orientation final
Career orientation finalCareer orientation final
Career orientation final
Ruben Jr Pepino
 
Career Advice Presentation
Career Advice PresentationCareer Advice Presentation
Career Advice Presentation
Raheem Cardwell
 
High school career guide presentation
High school career guide presentationHigh school career guide presentation
High school career guide presentation
Lym Relampagos Ongoy
 
life orientation CAREER PLANNING
life orientation CAREER PLANNINGlife orientation CAREER PLANNING
life orientation CAREER PLANNING
LuvaloThembani
 
Career counseling powerpoint
Career counseling powerpointCareer counseling powerpoint
Career counseling powerpoint
b_hales
 

Was ist angesagt? (20)

Theories of Career Development
Theories of Career DevelopmentTheories of Career Development
Theories of Career Development
 
Ginzberg theory of carreer development
Ginzberg theory of carreer developmentGinzberg theory of carreer development
Ginzberg theory of carreer development
 
Career guidance
Career guidanceCareer guidance
Career guidance
 
Career counseling
Career counselingCareer counseling
Career counseling
 
Career orientation final
Career orientation finalCareer orientation final
Career orientation final
 
Career Planning and Assessment
Career Planning and AssessmentCareer Planning and Assessment
Career Planning and Assessment
 
ANNE ROE THEORY OF CAREER CHOICE AND DEVELOPMENT
ANNE ROE THEORY OF CAREER CHOICE AND DEVELOPMENTANNE ROE THEORY OF CAREER CHOICE AND DEVELOPMENT
ANNE ROE THEORY OF CAREER CHOICE AND DEVELOPMENT
 
Career development ppt
Career development pptCareer development ppt
Career development ppt
 
Career and career choices
Career and career choicesCareer and career choices
Career and career choices
 
Career introduction to students between high school and college
Career introduction to students between high school and collegeCareer introduction to students between high school and college
Career introduction to students between high school and college
 
Career Advice Presentation
Career Advice PresentationCareer Advice Presentation
Career Advice Presentation
 
Career orientation and development
Career orientation and developmentCareer orientation and development
Career orientation and development
 
High school career guidance presentation
High school career guidance presentationHigh school career guidance presentation
High school career guidance presentation
 
High school career guide presentation
High school career guide presentationHigh school career guide presentation
High school career guide presentation
 
Career guidance
Career guidanceCareer guidance
Career guidance
 
life orientation CAREER PLANNING
life orientation CAREER PLANNINGlife orientation CAREER PLANNING
life orientation CAREER PLANNING
 
Career counseling powerpoint
Career counseling powerpointCareer counseling powerpoint
Career counseling powerpoint
 
Assessments in Career Counseling
Assessments in Career CounselingAssessments in Career Counseling
Assessments in Career Counseling
 
Career Decision-making
Career Decision-makingCareer Decision-making
Career Decision-making
 
Body image and self esteem
Body image and self esteemBody image and self esteem
Body image and self esteem
 

Andere mochten auch

Counseling and guidance
Counseling and guidanceCounseling and guidance
Counseling and guidance
Bharat Kumar
 
Topic 2 guidance and counselling for children
Topic 2 guidance and counselling for childrenTopic 2 guidance and counselling for children
Topic 2 guidance and counselling for children
scorpiolky
 
SchoolGuidanceAndCounselling
SchoolGuidanceAndCounsellingSchoolGuidanceAndCounselling
SchoolGuidanceAndCounselling
RodriguezAnaC
 
Career counseling presentation
Career counseling presentationCareer counseling presentation
Career counseling presentation
rgaotbgal261415
 
Guidance and counselling
Guidance and counsellingGuidance and counselling
Guidance and counselling
Nursing Path
 

Andere mochten auch (20)

Career counselling and career orientation
Career counselling and career orientationCareer counselling and career orientation
Career counselling and career orientation
 
Counseling and guidance
Counseling and guidanceCounseling and guidance
Counseling and guidance
 
Guidance and counseling
Guidance and counselingGuidance and counseling
Guidance and counseling
 
Esns 301 guidance&counselling;Makuna Pwani University
Esns 301 guidance&counselling;Makuna Pwani UniversityEsns 301 guidance&counselling;Makuna Pwani University
Esns 301 guidance&counselling;Makuna Pwani University
 
Career guidance orientation program action plan
Career guidance orientation program action planCareer guidance orientation program action plan
Career guidance orientation program action plan
 
Guidance &counselling
Guidance &counsellingGuidance &counselling
Guidance &counselling
 
Topic 2 guidance and counselling for children
Topic 2 guidance and counselling for childrenTopic 2 guidance and counselling for children
Topic 2 guidance and counselling for children
 
M.Ed Guidance & Counselling II Topic-administration ofPsychological testing- ...
M.Ed Guidance & Counselling II Topic-administration ofPsychological testing- ...M.Ed Guidance & Counselling II Topic-administration ofPsychological testing- ...
M.Ed Guidance & Counselling II Topic-administration ofPsychological testing- ...
 
M.Ed Guidance & Counselling II Topic- Psychoanalytic Approach of Counselling ppt
M.Ed Guidance & Counselling II Topic- Psychoanalytic Approach of Counselling pptM.Ed Guidance & Counselling II Topic- Psychoanalytic Approach of Counselling ppt
M.Ed Guidance & Counselling II Topic- Psychoanalytic Approach of Counselling ppt
 
Guidance and counseling
Guidance and counselingGuidance and counseling
Guidance and counseling
 
The Importance of Career Counselling
The Importance of Career CounsellingThe Importance of Career Counselling
The Importance of Career Counselling
 
Proposed Guidance Program
Proposed Guidance ProgramProposed Guidance Program
Proposed Guidance Program
 
Guidance and counselling
Guidance and counselling Guidance and counselling
Guidance and counselling
 
Guidance & councelling
Guidance & councellingGuidance & councelling
Guidance & councelling
 
Guidance and counselling
Guidance and counsellingGuidance and counselling
Guidance and counselling
 
SchoolGuidanceAndCounselling
SchoolGuidanceAndCounsellingSchoolGuidanceAndCounselling
SchoolGuidanceAndCounselling
 
Guidance Services
Guidance ServicesGuidance Services
Guidance Services
 
Career counseling presentation
Career counseling presentationCareer counseling presentation
Career counseling presentation
 
Guidance & counseling: Guidance Services
Guidance & counseling: Guidance ServicesGuidance & counseling: Guidance Services
Guidance & counseling: Guidance Services
 
Guidance and counselling
Guidance and counsellingGuidance and counselling
Guidance and counselling
 

Ähnlich wie Career orientation

Connecting Students with People who Care(er): Post-Secondary Professionals as...
Connecting Students with People who Care(er): Post-Secondary Professionals as...Connecting Students with People who Care(er): Post-Secondary Professionals as...
Connecting Students with People who Care(er): Post-Secondary Professionals as...
BCcampus
 
Training for New Career Counselors
Training for New Career CounselorsTraining for New Career Counselors
Training for New Career Counselors
acmazur
 
Vocational career guidance ad
Vocational career guidance adVocational career guidance ad
Vocational career guidance ad
Alisha Dias
 
CDAA ECU Career Development Research Topics
CDAA ECU Career Development Research TopicsCDAA ECU Career Development Research Topics
CDAA ECU Career Development Research Topics
Barry Horne
 
Career Development and Counseling PSYG 542Career Information, .docx
Career Development and Counseling PSYG 542Career Information, .docxCareer Development and Counseling PSYG 542Career Information, .docx
Career Development and Counseling PSYG 542Career Information, .docx
annandleola
 
Guidance Counselling - Linkedin
Guidance Counselling - LinkedinGuidance Counselling - Linkedin
Guidance Counselling - Linkedin
Leanne Goff
 

Ähnlich wie Career orientation (20)

Borgen and-hiebert
Borgen and-hiebertBorgen and-hiebert
Borgen and-hiebert
 
Connecting Students with People who Care(er): Post-Secondary Professionals as...
Connecting Students with People who Care(er): Post-Secondary Professionals as...Connecting Students with People who Care(er): Post-Secondary Professionals as...
Connecting Students with People who Care(er): Post-Secondary Professionals as...
 
Training for New Career Counselors
Training for New Career CounselorsTraining for New Career Counselors
Training for New Career Counselors
 
Career counselling
Career counsellingCareer counselling
Career counselling
 
Vocational career guidance ad
Vocational career guidance adVocational career guidance ad
Vocational career guidance ad
 
CDAA ECU Career Development Research Topics
CDAA ECU Career Development Research TopicsCDAA ECU Career Development Research Topics
CDAA ECU Career Development Research Topics
 
Types of guidance service-Edessa Masinas.pptx
Types of guidance service-Edessa Masinas.pptxTypes of guidance service-Edessa Masinas.pptx
Types of guidance service-Edessa Masinas.pptx
 
Edessa D. Masinas-Types of Guidance Service (Information, Inventory and Appra...
Edessa D. Masinas-Types of Guidance Service (Information, Inventory and Appra...Edessa D. Masinas-Types of Guidance Service (Information, Inventory and Appra...
Edessa D. Masinas-Types of Guidance Service (Information, Inventory and Appra...
 
Counseling for career planning and decision making
Counseling for career planning and decision makingCounseling for career planning and decision making
Counseling for career planning and decision making
 
Peer Mentoring Booklet 2016
Peer Mentoring Booklet 2016Peer Mentoring Booklet 2016
Peer Mentoring Booklet 2016
 
Career services guide_web_may20_2015
Career services guide_web_may20_2015Career services guide_web_may20_2015
Career services guide_web_may20_2015
 
Personal Counselling - R.D.Sivakumar
Personal Counselling - R.D.SivakumarPersonal Counselling - R.D.Sivakumar
Personal Counselling - R.D.Sivakumar
 
basic career information
basic career informationbasic career information
basic career information
 
Career Development and Counseling PSYG 542Career Information, .docx
Career Development and Counseling PSYG 542Career Information, .docxCareer Development and Counseling PSYG 542Career Information, .docx
Career Development and Counseling PSYG 542Career Information, .docx
 
Counselor Qualifications
Counselor QualificationsCounselor Qualifications
Counselor Qualifications
 
PRINCIPLES_OF_GUIDANCE_AND_COUNSELLING.pptx
PRINCIPLES_OF_GUIDANCE_AND_COUNSELLING.pptxPRINCIPLES_OF_GUIDANCE_AND_COUNSELLING.pptx
PRINCIPLES_OF_GUIDANCE_AND_COUNSELLING.pptx
 
GUIDANCE Report.pptx
GUIDANCE Report.pptxGUIDANCE Report.pptx
GUIDANCE Report.pptx
 
Guidance Counselling - Linkedin
Guidance Counselling - LinkedinGuidance Counselling - Linkedin
Guidance Counselling - Linkedin
 
Beyond belonging – building mattering into programme design, Rebecca Hodgson
Beyond belonging – building mattering into programme design, Rebecca HodgsonBeyond belonging – building mattering into programme design, Rebecca Hodgson
Beyond belonging – building mattering into programme design, Rebecca Hodgson
 
guidance notes.pptx
guidance notes.pptxguidance notes.pptx
guidance notes.pptx
 

Kürzlich hochgeladen

Histor y of HAM Radio presentation slide
Histor y of HAM Radio presentation slideHistor y of HAM Radio presentation slide
Histor y of HAM Radio presentation slide
vu2urc
 
+971581248768>> SAFE AND ORIGINAL ABORTION PILLS FOR SALE IN DUBAI AND ABUDHA...
+971581248768>> SAFE AND ORIGINAL ABORTION PILLS FOR SALE IN DUBAI AND ABUDHA...+971581248768>> SAFE AND ORIGINAL ABORTION PILLS FOR SALE IN DUBAI AND ABUDHA...
+971581248768>> SAFE AND ORIGINAL ABORTION PILLS FOR SALE IN DUBAI AND ABUDHA...
?#DUbAI#??##{{(☎️+971_581248768%)**%*]'#abortion pills for sale in dubai@
 

Kürzlich hochgeladen (20)

Apidays Singapore 2024 - Building Digital Trust in a Digital Economy by Veron...
Apidays Singapore 2024 - Building Digital Trust in a Digital Economy by Veron...Apidays Singapore 2024 - Building Digital Trust in a Digital Economy by Veron...
Apidays Singapore 2024 - Building Digital Trust in a Digital Economy by Veron...
 
Finology Group – Insurtech Innovation Award 2024
Finology Group – Insurtech Innovation Award 2024Finology Group – Insurtech Innovation Award 2024
Finology Group – Insurtech Innovation Award 2024
 
Scaling API-first – The story of a global engineering organization
Scaling API-first – The story of a global engineering organizationScaling API-first – The story of a global engineering organization
Scaling API-first – The story of a global engineering organization
 
TrustArc Webinar - Stay Ahead of US State Data Privacy Law Developments
TrustArc Webinar - Stay Ahead of US State Data Privacy Law DevelopmentsTrustArc Webinar - Stay Ahead of US State Data Privacy Law Developments
TrustArc Webinar - Stay Ahead of US State Data Privacy Law Developments
 
What Are The Drone Anti-jamming Systems Technology?
What Are The Drone Anti-jamming Systems Technology?What Are The Drone Anti-jamming Systems Technology?
What Are The Drone Anti-jamming Systems Technology?
 
Workshop - Best of Both Worlds_ Combine KG and Vector search for enhanced R...
Workshop - Best of Both Worlds_ Combine  KG and Vector search for  enhanced R...Workshop - Best of Both Worlds_ Combine  KG and Vector search for  enhanced R...
Workshop - Best of Both Worlds_ Combine KG and Vector search for enhanced R...
 
Partners Life - Insurer Innovation Award 2024
Partners Life - Insurer Innovation Award 2024Partners Life - Insurer Innovation Award 2024
Partners Life - Insurer Innovation Award 2024
 
From Event to Action: Accelerate Your Decision Making with Real-Time Automation
From Event to Action: Accelerate Your Decision Making with Real-Time AutomationFrom Event to Action: Accelerate Your Decision Making with Real-Time Automation
From Event to Action: Accelerate Your Decision Making with Real-Time Automation
 
04-2024-HHUG-Sales-and-Marketing-Alignment.pptx
04-2024-HHUG-Sales-and-Marketing-Alignment.pptx04-2024-HHUG-Sales-and-Marketing-Alignment.pptx
04-2024-HHUG-Sales-and-Marketing-Alignment.pptx
 
How to Troubleshoot Apps for the Modern Connected Worker
How to Troubleshoot Apps for the Modern Connected WorkerHow to Troubleshoot Apps for the Modern Connected Worker
How to Troubleshoot Apps for the Modern Connected Worker
 
Advantages of Hiring UIUX Design Service Providers for Your Business
Advantages of Hiring UIUX Design Service Providers for Your BusinessAdvantages of Hiring UIUX Design Service Providers for Your Business
Advantages of Hiring UIUX Design Service Providers for Your Business
 
Tech Trends Report 2024 Future Today Institute.pdf
Tech Trends Report 2024 Future Today Institute.pdfTech Trends Report 2024 Future Today Institute.pdf
Tech Trends Report 2024 Future Today Institute.pdf
 
AWS Community Day CPH - Three problems of Terraform
AWS Community Day CPH - Three problems of TerraformAWS Community Day CPH - Three problems of Terraform
AWS Community Day CPH - Three problems of Terraform
 
Histor y of HAM Radio presentation slide
Histor y of HAM Radio presentation slideHistor y of HAM Radio presentation slide
Histor y of HAM Radio presentation slide
 
Tata AIG General Insurance Company - Insurer Innovation Award 2024
Tata AIG General Insurance Company - Insurer Innovation Award 2024Tata AIG General Insurance Company - Insurer Innovation Award 2024
Tata AIG General Insurance Company - Insurer Innovation Award 2024
 
HTML Injection Attacks: Impact and Mitigation Strategies
HTML Injection Attacks: Impact and Mitigation StrategiesHTML Injection Attacks: Impact and Mitigation Strategies
HTML Injection Attacks: Impact and Mitigation Strategies
 
Handwritten Text Recognition for manuscripts and early printed texts
Handwritten Text Recognition for manuscripts and early printed textsHandwritten Text Recognition for manuscripts and early printed texts
Handwritten Text Recognition for manuscripts and early printed texts
 
Understanding Discord NSFW Servers A Guide for Responsible Users.pdf
Understanding Discord NSFW Servers A Guide for Responsible Users.pdfUnderstanding Discord NSFW Servers A Guide for Responsible Users.pdf
Understanding Discord NSFW Servers A Guide for Responsible Users.pdf
 
+971581248768>> SAFE AND ORIGINAL ABORTION PILLS FOR SALE IN DUBAI AND ABUDHA...
+971581248768>> SAFE AND ORIGINAL ABORTION PILLS FOR SALE IN DUBAI AND ABUDHA...+971581248768>> SAFE AND ORIGINAL ABORTION PILLS FOR SALE IN DUBAI AND ABUDHA...
+971581248768>> SAFE AND ORIGINAL ABORTION PILLS FOR SALE IN DUBAI AND ABUDHA...
 
Exploring the Future Potential of AI-Enabled Smartphone Processors
Exploring the Future Potential of AI-Enabled Smartphone ProcessorsExploring the Future Potential of AI-Enabled Smartphone Processors
Exploring the Future Potential of AI-Enabled Smartphone Processors
 

Career orientation

  • 1. Orientation to Career Guidance and Counselling in Developing Countries William Borgen Educational and Counselling Psychology & Special Education Faculty of Education University of British Columbia Bryan Hiebert Department of Educational Psychology & Leadership Studies Faculty of Education University of Victoria 1
  • 2. The Need for Career/Life Planning We guide our boys and girls to some extent through school, then drop them into this complex world to sink or swim as the case may be. Yet there is no part of life where the need for guidance is more emphatic than in the transition from school to work - the choice of a vocation, adequate preparation for it, and the attainment of efficiency and success. (Frank Parsons) 2
  • 3. Traditional Assumptions  There are a series of individual attributes or traits that draw people to certain occupations.  These attributes or traits are pivotal to effective and desired decision-making.  Occupations that match the vocational interest of individuals are accessible to them.  Occupations are stable enough in their characteristics for assessment instruments that match the traits of individuals with occupational characteristics are useful over time.  Once secured individuals have the capability to stay involved in desired occupations or career trajectories. 3
  • 4. Counselling and Guidance Within a Context of Uncertainty Societal Context Family Personal Selfidentity Career 4
  • 5. Societal Contexts Rapidly Changing Social, Cultural and Economic Realities •Poverty/Structural Unemployment •Violence •Migration •HIV/AIDS •The Education System •Globalization 5
  • 6. Some International Examples  Countries are looking for information and approaches that address the issues of individuals and also inform policies to serve the broader society (Kenya, Nigeria, Bhutan)  The context in which people are making occupational, vocational and career decisions is evolving rapidly and unpredictably (India, Africa, Eastern Europe/Asia, Argentina, North America)  Perceived status of occupations is a major issue 6
  • 7. Revised Assumptions  Several factors influence choice of occupations or career paths, including individual attributes or traits, family perspectives, rapidly evolving cultural influences such as poverty, addiction, conflict, displacement and discrimination, along with internationalization and rapid change in labour market opportunities.  These factors are differentially important within and across cultural contexts.  Occupations of choice may not be accessible.  Many tasks and processes related to occupations are unstable.  People need the skills and attitudes required to successfully manage rapid and unpredictable changes that characterize many occupations and career trajectories.  Career Development is an emerging professional activity7
  • 8. Services Related to Career Development Advice or Advising  If I give general information regarding external requirements, I am doing vocational or career advising (Implies general information is sufficient for the issue presented) Guidance  If I make a judgment about what information is being sought and provided it I am providing vocational or career guidance. (Implies tailored information is sufficient). Counselling  If I explore the other person’s perspective, tentatively offer other perspective to be considered (including information based on the initial exploration) and jointly discuss possible action planning, I am providing vocational or career counselling. (Implies that a counselling process is needed to consider the utility of different insights, feelings, and information and the applicability of different possible actions regarding the issue.) 8
  • 9. Constructs Central to Career Development Occupational  Occupational refers to an activity that is focused on considering a particular job. Vocational  Vocational refers to a focus on an individual’s talents, passions and interests in considering areas of work. Career  Career refers to broader issues, such life development, work-adjustment, work-dysfunction, and integration of life roles with other life roles over time that may or may not be directly related to work. 9
  • 10. A Proposed Research/Service Grid Advising Guidance Counselling Occupational Occupational Occupational Occupational Advising Guidance Counselling Vocational Career Vocational Advising Vocational Guidance Vocational Counselling Career Advising Career Guidance Career Counselling See: Hiebert, B., & Borgen, W. A. (Eds.), Technical and vocational education and training in the twenty-first century: New roles and challenges for guidance and counselling (pp. 13-26). Paris: UNESCO. 10
  • 11. What students are telling us… 11
  • 12. Older Adolescents in High School Problems Identified  Schooling  Identity and SelfConcept  Family  Employment See: Borgen, W. A., & Hiebert, B. (2006). Youth counselling and career guidance: What adolescents and young adults are telling us. International Journal for the Advancement of Counselling, 28, 389-400 . 12
  • 13. Coping Strategies of Adolescents  Individual Problem Solving  Disengagement – distancing, avoidance  Resignation  Giving Up 13
  • 14. The Nature of Assistance Desired Who – Friends, Family, Professional Helpers Qualities – Good listeners, trustworthy and honest – Knowledge about the issues being discussed – Experience similar to theirs What – Counselling, knowledge, advice and information – Comfort and reassurance 14
  • 15. The “High 5” (+1) A Changing Theme For Career Development 1. 2. 3. 4. 5. + Change is constant Focus on the journey Follow your heart Keep learning Access your allies 6. Believe in yourself See: Redekopp, D. E., Day, B., & Robb, M. (1995). The "High Five" of career development. In B. Hiebert (Ed.). Exemplary career development programs and practices: The best from Canada. Greensboro, NC: ERIC/CASS . 15
  • 16. The Challenge…  Career opportunities are a result of planned and unplanned developmental and environmental events.  Career decisions evolve over a life time.  Career development services need to be differentiated and available across the lifespan.  A new paradigm is needed to depict how people’s careers develop. 16
  • 17. The Need…  Academics and practitioners will need to consider the new philosophical underpinnings, theoretical foundations, knowledge base, and expanded skill sets needed to embrace the new paradigm.  Career practitioners need a broader range of pre-service and in-service education that prepares them to offer advice, guidance and counselling for occupational, vocational and career related issues. 17
  • 18. Guidance & Counseling Planner  An alternative metaphor for career/life planning See: Westwood, M. W., Amundson, N. E. & Borgen, W. A. (1994). Starting points: Finding your route to employment. Ottawa: Human Resources & social development Canada. Borgen, W. A. (1999). Implementing ‘Starting Points’: A follow-up study. Journal of Employment Counseling, 36, 98 – 114. Borgen, W. A. (1995). Starting points: Finding your route to employment (B.C. Edition). Victoria/Ottawa: Assessment, Counselling and Referral Initiative of MOEST and HRDC. 18
  • 19. Professional Development: A Multi-Layered Approach Preparation for career practitioners  Orientation workshop • Philosophical underpinnings • theoretical foundations • For all professionals  Stakeholder involvement • Individual consultation • Group consultation  In-depth training for key service providers • Guidance practitioners • Counsellors  Training for trainers • For capacity building 19
  • 20. Example from the Field 20
  • 21. Career Guidance and Counselling Orientation Workshop: Implementing a Vision for Your Life 5-day interactive workshop • foundational career development theory • contemporary approaches for implementing career guidance programs in educational settings • Key resources available • knowledge and skill practice in appropriate instructional methods for career education Designed to help teachers and counsellors work more effectively with their school and college communities 21
  • 22. Guidance & Counseling Planner Day 1: Context • Preparation, philosophy, theory Day 2: Taking Stock • Tools and resources Day 3: Providing services • Communication & collaboration Day 4: Building support • Policy makers, service providers, clients working together Day 5: Consolidation • Implementing, maintaining, sustaining 22
  • 23. Orientation Workshop Plan Day 1: Context  What is career development • Career-life planning • Vision for your life • Foundational theories  Who are we serving • Labour market context • Voices of youth  Learn about career-life planning by examining your own career path 23
  • 24. Orientation Workshop Plan Day 2: Taking Stock  Nature of services • Advising, Guidance, Counselling • Occupational, Vocational, Career • Meeting the whole person needs of students  Nature of training • Skills needed • Resources available  Tools and resources (for services + for training)  Understanding my own career path • How will I incorporate this in my job 24
  • 25. Orientation Workshop Plan Day 3: Providing services  Communication and collaboration • Multiple skills for multiple roles • Constructs and skills for collaboration  Basic group process • Group member roles and norms • Stages of group development  Skill practice 25
  • 26. Group Facilitation Model Group Design Pos t Gr oup e6 inati on St ag Term e5 Wor king e2 e4 Tran sitio n Member Needs & Roles e1 e3 Initia l p rou ss G ce o Pr Ap Lea pr de & oac r Sk he ills s Plan ning St ag St ag St ag St ag St ag Group Goals & Activities See: Borgen, W. A., Pollard, D. E., Amundson, N. E., & Westwood, M. J. (1989). Employment groups: The counselling connection (chapter 3). Toronto, ON: Lugus. 26
  • 27. Orientation Workshop Plan Day 4: Building support  Policy support • Infrastructure needed • Resources needed • Program planning and evaluation • Policy makers, service providers, clients working together  Demonstrating the value of our work • Program planning and evaluation • Evaluation model • Tools for demonstrating value 27
  • 28. Outcome Focused Evidence-Based Practice Quality Improvement Resources Counsellor • Skills • Interventions • Programs Client change • Knowledge • Skill • Attribute • impact See: Baudoin, R., et al.. (2007). Demonstrating value: A draft framework for evaluating the effectiveness of career development interventions. Canadian Journal of Counselling, 41, 146-157. CRWG web site: http://www.ccdf.ca/crwg 28
  • 29. Outcome-Focused Evidence-Based Practice Input  Process  Outcome Intervention = Process + Outcome What will I do? + How is it working? Professional Practitioner 29
  • 30. Orientation Workshop Plan Day 5: Consolidation, maintaining, & sustaining  Making it happen • Pulling it all together • Action planning & follow up • Vision for your life • Foundational theories  Workshop evaluation 30
  • 31. Orientation Workshop Evaluation Before Regarding the Primary Objectives of this workshop, and knowing what you know now, how would you rate yourself before the workshop, and how would you rate yourself now? After Unacceptable Unacceptable Acceptable Acceptable 0 1 2 3 4 ave 0 1 2 3 4 ave 1 Clear understanding of basic career development theory 6 5 11 3 1 1.5 0 0 0 10 16 3.6 2 Knowledge about the factors that contribute to (or interfere with) people’s career development 4 10 6 5 1 1.6 0 0 1 6 19 3.6 7 11 3 4 1 1.3 0 0 2 6 18 3.6 8 5 4 5 1 1.4 0 0 1 5 17 3.3 3 Knowledge regarding basic skills used in career-life planning 4 Tools for demonstrating the value of careers guidance & counselling Awareness of the importance of 5 career-life planning in TVET 31 6 5 6 5 1 1.7 0 0 0 3 20 3.4
  • 32. Evaluation Results  156 ratings (6 questions times 26 people): • • • • 84 (54%) ratings were unacceptable before the workshop 0 ratings were unacceptable after the workshop 6 (4%) ratings were excellent before the workshop 108 (69%) ratings were excellent after the workshop 32
  • 33. Orientation Workshop Evaluation Generally Speaking, Unacceptable 0 1 1. how useful did you find the workshop? 2. how would you rate the workshop facilitation? 3. how would you rate the workshop facilities (room, etc.)? 4. how would you rate the food? Acceptable 2 3 4 Ave -- -- -- 1 25 4.0 -- -- -- 1 25 4.0 -- -- -- 18 5 3.0 -- -- -- 14 3 2.7 33
  • 34. Orientation Workshop Evaluation For each component of the workshop listed below, please assess how useful that component was for you. Unacceptable Acceptable 0 1 2 3 4 Ave 1. General Model: Road Map -- -- 1 10 15 3.5 2. Exploring the Context -- -- 2 9 15 3.4 3. Factors Influencing Career Plans -- -- -- 8 18 3.7 4. Personal Career Line -- -- 1 12 13 3.5 5. Clarifying Roles (advising, guidance, counselling) -- -- -- 5 21 3.8 6. Assets and Resources -- -- 3 8 15 3.5 7. Skill Framework for service providers -- -- 2 6 18 3.6 8. Group process strategies -- -- -- 5 16 3.6 Skill Practice 10. Demonstrating value (evaluation) -- -- -- 9 17 3.7 -- -- -- 8 16 3.7 11. Infrastructure -- -- 3 13 10 3.3 12. Action planning -- -- -- 7 19 3.7 34 9.
  • 35. Final Thoughts  One major barrier expressed by participants • lack of infrastructure and resources • Many schools do not have a career resource centre  Create the support you need • Lobby policy makers • Train your boss to give you the support you need  Create a mechanism to support follow up action  Create a capacity building mechanism • Training for trainers Lifelong learning & growth needs Lifelong guidance and counselling 35
  • 36. Orientation to Career Guidance and Counselling in Developing Countries Questions or Comments? Thank you William Borgen borgen@interchange.ubc.ca Bryan Hiebert hiebert@ucalgary.ca 36

Hinweis der Redaktion

  1. These are not limitations, BUT factors that need to be considered or taken into account when doing career guidance
  2. What have I learned. Countries are looking for answers that address the issues of individuals and also serve the broader good… Kenya … levels of education declining because younger ones see that is has not helped older ones… Nigeria…unsafe on the roads at night because young people who can’t find employment are stopping vehicles and robbing them… Bias against technical and vocational education because of the prestige and security that has traditionally accompanied professional occupations Training programs are being implemented without the uses of counselling or psychological processes which has led to problems with recruitment and retention of students, or their successful attachment with the labour force upon completion of their studies, resulting I …. Bhutan, 50% of the population is 15 years of age or younger, system can’t absorb them in the traditional manner, and wants guidance and counselling to assist in order to help the young people and to preserve the country. The context in which people are making occupational, vocational and career decisions is evolving rapidly and unpredictably. Internationalization – in India has a technical business that is completely directed in this case by German and Japanese companies who train workers in precise methods and monitor quality control, owner hopes for 10 years of work until less expensive labour is found somewhere else in the world. There is no attempt to train beyond the very specific needs of the company. In many countries in Africa and parts of eastern Europe and Asia, internally and externally displaced people, making decisions within the context of refugee camps, as a result of discrimination and conflict. Perceived Status of Occupations is getting in the way In Saudi Arabia and other countries in the gulf states there is a problem with the perception that citizens take professional training and guest workers perform trade and service work. Two consequences… all money generated by those occupations leave the country and there are not enough professional jobs for the local citizens.. Bhutan Too many young people for the labour market….
  3. Need to consider our assumptions regarding our work and a need to strengthen research, theory and practice connections between counselliing psychology, vocational psychology and career development practice. A need to consider occupational and career development in ways that are appropriate to the culture in which they occur. Organization for Economic Cooperation and Development
  4. 2001 – Journal of Vocational Behavior indicated a need for rigor, bounded by methods but somewhat bounded by them as we all are… recognition of the need for qualitative approaches to address new types of questions but concerned about their transparency…. How can our methods promote sustainabity on the part of clients for whom it is now normal to live in rapidly changing life/career contexts? How do our questions and What is needed to assist First we are challenged to move to recognize our cultural encapsulation and to begin the process of moving to an orientation of cultural pluralism, in our research and our services. Utilize the indigenous helping system In India the senior members of the extended families.. In Nigeria following our workshop, action plans of instructors from the vocational high schools and colleges began with discussions with the village elders, shamen and witch doctors… In Bhutan building upon the caring and respect that seems to be inherent in their Buddist culture. Work across the boundaries of our traditional disiciplines to see what each can offer. Currently there are three major islands in operation Vocational Psych – be clear on what can be preserved and built upon and what will need to be changed… Counselling and Counselling psychology – approaches and qualitative methods Need to take into account Career Practitioners – distilling information from both into practice often with inadequate training. Individual needs Contextual needs – with a focus on individual, group and the broader culture Changeprocesses need to change? Teach people decision making processes for themselves, make the process more transparent. Different logic Replicate processes or provide stories for others to relate to? Opportuinity for vocational Psych to build upon a strong tradition of rigor to encorporate new methods – extend what Rich I an proposed in 1990. Both/and…
  5. No heavy duty statistics Only % and frequency counts