ICeGS: Creative Solutions for the Careers Sector iCeGS Building Capacity in the Community and Voluntary Sector IAEVG Conference,

iCeGS: Creative Solutions for the Careers Sector

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www.derby.ac.uk/icegs

Building Capacity in the Community and Voluntary Sector

IAEVG Conference, Jyväskylä, Finland 3-5th June 2009

Siobhan Neary-Booth & Jo HutchinsonActing DirectorsInternational Centre for Guidance Studies (iCeGS)


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Overview of Presentation

• Policy perspective• Background and development• Capacity development programmes• Outcomes and future developments


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Policy Perspective

• HM Treasury (2006) Leitch Review of Skills: Prosperity for all in a global economy – World Class Skills

• DIUS (2007) World Class Skills: Implementing the Leitch Review of Skills in England

• Skill Commission ( 2008) Inspiration and Aspiration Realising our Potential in the 21st Century

• DIUS (2008) Shaping the Future- A new adult advancement and careers service (aacs) for England


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Background

• Research to evaluate effectiveness of soft outcomes for career guidance

• Growth of capacity within voluntary and community providers tendering to deliver Information, Advice and Guidance Services

• Quality assurance: matrix and Ofsted• Lack of coherence in initial training for adult

guidance practitioners


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The Skills Commission Findings*

• Systems for training and Continuing Professional Development (CPD) need to be radically overhauled

• Current training is fragmented and incoherent

• The Qualification for Careers Guidance (QCG) needs significant reform

• NVQs are not sufficiently robust, lack understanding of career paths and the labour market, a lack of

theory or models of guidance

• No systematic accredited CPD

• No systemic approach to workforce needs

*Inspiration and Aspiration- realising our potential in the 21st Century (2008)


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Voluntary/Community Practitioners

Characteristics• Limited formal training in advice and guidance• National Vocational Qualification 3 or 4 in advice

and guidance• Working within a Vol/Comm organisation with a

contracted/funded to deliver advice and guidance • Working with identified target groups i.e.

offenders, long term unemployed, lone parents, mental health, low skilled/low qualifications


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Issues for the Voluntary and Community Sector

• Lack of continuous funding for services• Limited security and often lower salaries for

practitioners• Multiple management information returns linked to

funded projects• Limited resources to support training and

continuing professional development• High turn over of qualified and experienced staff


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Capacity Building Programmes

Interview Skills For Advisers

2 days

Advanced Interview Skills

3 days

1 day refresher

Professional Development for

Guidance30 credits at Postgraduate

Optional

Optional

Optional

Time

Pre- training


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Capacity Building Programmes- Interview Skills for Advisers

Introductory programme aimed at front-line and inexperienced advisers ( 2 days)

• Clarifying and differentiating between Information, Advice and Guidance

• Recognising the parameters of the role• Introduction/Exploring Egan’s Skilled Helper model• Introduction to career choice theory• Diagnosing client need• Skills and qualities for interviewing• Interviewing skills: effective listening, good questioning and

exploring, referral and sign posting• Goal setting and action planning


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Capacity Building Programmes - Advanced Interview Skills

Three day programme

- To support practitioners to refresh, update and enhance guidance skills

Focuses on

- Career choice and decision making theories

- Locating practice within policy

- Clarifying difference between advice and guidance (contracting)

- Models for guidance delivery

- Concepts of client need

- Effective diagnosis

- Understanding the client’s story

- Developing exploring skills

- Higher level skills including; reflective skills, Introduction to motivational Interviewing

All underpinned by work based reflective activities


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Other Programmes

Refresher Day

• Reflection on Practice• Challenges of implementing practice• Using Planned Happenstanceand reframing

Professional Development for Guidance accredited modules

Focuses on• the inter-relationship between

guidance theory and practice• evaluating current policy related to

career guidance and its potential impacts on professional practice.

• Review current models of practice within career guidance and identify relevance and pertinence to developing practices.

30 credit module validated at level 7 (PG) two assignments – achieve a University Certificate of Achievement


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Programme Outcomes

• Training built on existing practitioner expertise – interpersonal skills, ability to work with clients etc

• Model of guidance (Hambly, 2006) differentiates between guidance and advice

• Built on confidence and activities practitioners' engaged in within their substantive post

• Provided a tool kit of strategies and tactics which could be adopted for use with clients

• Practitioners felt like ‘professionals’• 222 practitioners since June 2006


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Participant Views

• Currently evaluating the impacts on practice

“ I have an increased and re-polished toolbox and I am more conscious of what I’m doing. It will all help with the inspections”

“A rare opportunity to sit and reflect, hear and share experiences”

“Practical techniques to try in challenging situations with clients”

“ allows me to deliver IAG through extra knowledge and at an improved level”

“ Developed practice and improved my work with my clients”

“Structure/theory/strategies”“ I have a better understanding”


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Contact Details

Siobhan Neary-Booth

International Centre for Guidance Studies

University of Derby

Kedleston Road

Derby

DE22 1GB

[email protected]


ICeGS: Creative Solutions for the Careers Sector iCeGS Building Capacity in the Community and Voluntary Sector IAEVG Conference,

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