Career Progression Framework for the Adult
Career Guidance Workforce in England
Career Guidance Career Progression Framework
Contents
1.0 Introduction 1
Background 1
2.0 Present Situation 2
Policy Developments
- A Licence to Practise
- A Registration System
- LLUK series of resources
2
3
3-4
4
3.0 What is the Purpose of the Career Progression Framework? 5
Who is the Career Progression Framework Aimed At? 5
What are the benefits? 6-8
Core principles 8
Key Operational Features
- Vertical and horizontal progression
- Levels and stages: terminology
- Job titles and roles
- Case studies
9
9
9
10
11
4.0 Illustration of the Career Progression Framework
- Case studies (A – I)
11
12-18
5.0 Further areas for discussion
- Registration/Licence to Practise
- Registration in an AACS context
- Interactive online facilities
- Practitioner and managerial roles
19
19
20
20
21
6.0 Conclusions 21-22
Appendix 1 23-24
1
1.0 Introduction Background
1.1 The Career Progression Framework is a part of a Lifelong Learning UK (LLUK)
overarching resource designed to aid better understanding of workforce
development and progression routes within and across the careers sector in
England.1 It aims to inform and support individuals and organisations who provide
and deliver career information, advice and guidance2 services for adults in England
either as a primary function or an important part of service design and delivery3.
1.2 The rationale for introducing a Career Progression Framework in England is
firmly anchored in the government’s strategy for ensuring supply of skills in the
labour force matches employer demand. In an LLUK context, high priority is given to
the efficient functioning of the careers sector labour market and the importance of
personal fulfilment and high quality provision that can be derived from investment in
continuing professional development.
1.3 Its application is broad taking into account workforce developments within
the government-funded new adult advancement and careers service (AACS)4 and
other careers sector developments which operate within the private sector, higher
education and voluntary/community sectors. The content is derived from extensive
reviews of career progression frameworks within and outside of the careers sector.5
A detailed analysis of career progression frameworks that operate within allied
sectors such as schools, further education, higher education, youth service,
probation service, social services and health service was previously undertaken by
DMH Associates on behalf of LLUK (October 2009 to January 2010).
1.4 Ongoing consultations with key stakeholders in the LLUK career guidance
constituency panel and wider networks highlighted a need to consider options for
strengthening the ‘professionalisation’ of those working in the career information,
advice and guidance
1 The National Occupational Standards (NOS) for the career information, advice and guidance sector will be
reviewed in 2010/2011. In time, these will be linked directly to the LLUK resources outlined in section 1.3.
2 This term embraces ‘skills assessment’ given this viewed as integral to the guidance process.
3 The content has been designed with a UK-wide application in mind to help reduce duplication of effort and to
gain future cost efficiency savings.
4 DIUS (2008) Shaping the future: a new adult advancement careers service Department for Innovation,
Universities and Skills, London: HMSO
http://www.dius.gov.uk/news_and_speeches/announcements/~/media/publications/5/5203_1_dius_prospectus
5 Hughes, D. and Nijjar, A. (2009) Establishing a career progression framework for the new adult advancement
and careers service: an exploration of the options, Derby: DMH Associates on behalf of LLUK, November 2009 &
Hughes, D. and Nijjar, A. (2010) A Career Progression Framework for the new adult advancement and careers
service: the options and key findings, Derby: DMH Associates on behalf of LLUK, January 2010.
2
with adults in England. This included an investigation into options such as
introducing a formal ‘licence to practise’ and/or ‘register of practitioners’
arrangement.
1.5 During October – November 2009, a total of twenty differing frameworks
were examined. This was followed by ongoing consultations from December 2009 –
February 2010 with careers sector employers, managers, practitioners, professional
associations, researchers and government policy-makers (see Appendix 1).
Preference was stated for an online interactive tool, similar to that available within
the Institute for Learning (IfL) and Skills for Health Career Progression Frameworks.
As a result, the Career Progression Framework below offers a structure and content
that can be built upon over time within an electronic platform designed to
strengthen and support the efficient functioning and development of the careers
sector labour market in England.
2.0 Present situation
Policy developments
2.1 At a government policy level, there is strong interest in introducing
mandatory continuing professional development for all staff working in the AACS.
The overall findings from the earlier LLUK consultation exercise showed that a
‘licence to practise’ system was generally favoured by respondents, similar to that
operated by the Institute for Learning (IfL) within the Further Education (FE) sector in
England. However, this particular model is underpinned by a statutory mechanism
requiring all teachers who joined the FE sector since September 2007 to register with
the IfL within a given timescale and subject to agreed conditions. In the immediate
future there are no plans by government to introduce equivalent statutory
legislation for those working with adults in the career information, advice and
guidance sector in England, including the AACS. Therefore, lessons learnt from this
and other allied sectors operating outside of Further Education have informed the
overall structure and content of the LLUK Career Progression Framework.
2.2 The LLUK Career Progression Framework takes into account work in progress
on youth policy workforce development plans in England. The Children’s Workforce
Development Council (CWDC) is in the process of producing qualifications and skills
development frameworks for individuals working with children and young people in
provider organisations. It is intended to ensure some form of ‘synergy’ between each
of the separate but complementary frameworks. The fundamental reason for this is
that some individuals and employers provide career information, advice and
guidance services to both young people and adults as part of their everyday practice.
More in-depth discussions are planned between LLUK and CWDC to inform the final
content of the proposed interactive workforce development frameworks. It is
strongly recommended that the Training Development Agency for Schools (TDA)
workforce development framework is also included in this planned dialogue. The
3
newly established Careers Profession Taskforce working group in England will also be
taking account of careers sector workforce developments as they unfold.
2.3 Policy-maker, employer and professional association discussions are
underway to assess the merits, or otherwise, of introducing a ‘licence to practise’
arrangement and/or ‘registration system’ formally recognised by an approved
external body/bodies. LLUK will be hosting a meeting specifically with the careers
professional associations in England in April 2010.
2.4 The ‘descriptors’ below provide a useful starting point for clarification on what is
meant by the terms ‘licence to practise’ and ‘registration system’.
A licence to practise describes the circumstances and conditions under which an
individual is allowed to operate in a given role.
In some cases, this may be:
• a legal requirement e.g. Teachers in Further Education who have joined the
profession after September 2007 must commit to set minimum
requirements for continuing professional development;
• a contractual requirement e.g. Advisers working in AACS may be required to
commit to set minimum requirements for continuing professional
development (CPD);
• a professional status requirement e.g. ICCS® Trainer who delivers a specific
product or service.
A registration system describes a management information system for recording
and monitoring a defined set of essential (and desirable) features i.e. recognised
qualifications, job role(s), competencies and CPD, that are aligned to meeting set
criteria.
One example: a new registration system will exist within the new AACS, as described
below by the Learning & Skills Council Service Specification (October 2009):
“The prime contractor will support the implementation of a national
induction scheme and a delivery staff registration scheme that will
include industry best practice and e-learning approaches.” (para.81)
The AACS delivery staff registration system is likely to be a mandatory requirement
essentially designed to capture workforce development data of interest to the
funding body and policymakers. However, it is noted that LSC are keen to move
beyond management information requirements for organisations, to a situation
4
whereby individuals in the AACS workforce become motivated to participate in
ongoing CPD and that this is formally recorded linked to contractual requirements.
A contrasting example: a professional registration system currently exists for
individuals working in the careers information, advice and guidance profession, as
described by a UK-wide Professional Association. This is a voluntary requirement that
involves meeting set criteria such as:-
• full membership;
• appropriate guidance qualification;
• evidenced commitment to CPD;
• subscribe to a specified Code of Ethics; and
• are currently practicing. (Institute of Career Guidance, 2010)6
2.5 Throughout the report, some key issues are highlighted that require greater
attention regarding the similarities and differences between (i) “a delivery staff
registration scheme that will include industry best practice and e-learning
approaches embedded within AACS” 7 and (ii) licence to practise and/or professional
registration within the careers sector in England, including aacs.
2.6 LLUK has developed a series of resources to inform and support workforce
developments in and across the UK careers sector. These include:
1. A careers sector functional map8
2. A workforce development strategy9
3. A new qualifications framework10
4. A competency framework11
5. A Career Progression Framework
Each of the above-mentioned complementary resources takes full account of the
career information, advice and guidance services delivered by individuals and
organisations in a wide range of settings throughout England. However, LLUK
resources (2) and (4) mentioned above, specifically relate to workforce development
issues within the government-funded AACS in England.
6 www.icg-uk.org
7 Learning & Skills Council (2009) The adult advancement and careers service – face to face careers and skills
advice channel. Service Specification p.20 para.81, October 2009
8 http://www.lluk.org/documents/Career_guidance_functional_Map_-_FINAL__Aug_09.pdf
9 Neary, S. & Jackson, H. (2010) A Workforce Development Strategy for the Adult Career Information, Advice and
Guidance Workforce in England. Derby: International Centre for Guidance Studies (iCeGS), Derby University
10
Johnson, C. (2010) Awarding Organisation Guidance: Career Information, Advice and Guidance for Adults in
England Practitioner Roles and Work-Based Vocational Training Qualifications, London: Lifelong Learning UK.
11
Henderson, L. (2010) Draft Lifelong Learning UK Competency Framework Version 5.
5
To implement the Career Guidance Career Progression Framework successfully,
individuals and organisations will need to be fully aware of the inter-dependencies
associated with each of the above-mentioned resources.
It is recommended that the Career Guidance Career Progression Framework should
not be viewed in isolation from other relevant LLUK resources (1) - (4) as outlined
above.
For illustration purposes, two examples are provided below.
Example 1: Individuals entering (or those already working within) the AACS may find
it helpful to identify the main functions or activities of the careers sector (refer to
Resource 1) and key drivers that support career progression in the new AACS
workforce development strategy (refer to Resource 2). In addition, knowing what’s
expected by employers and/or professional bodies will require some reflection on
competencies (refer to Resource 4). For information on qualifications in career
information, advice, and guidance (refer to Resource 3) and to see how these could
potentially fit together in relation to continuing professional development (refer to
Resource 5).
Example 2: Individuals working in the private sector may find it helpful to locate their
work experiences within a broader framework that shows the differing functions
within and across the careers sector (refer to Resource 1); to review recognised
qualification levels (refer to Resource 3); and to answer the question ‘where might I
fit into the overall sectoral picture?’ (refer to Resource 5). It may also be helpful to
make note of the competencies required for working a certain levels within the new
AACS (refer to Resource 4).
3.0 What is the purpose of the Career Progression Framework?
3.1 Its overall purpose is to provide greater transparency and coherence for
provider organisations and for individuals entering and/or working within career
information, advice and guidance settings in England.
Who is the Career Progression Framework aimed at?
3.2 The Career Progression Framework has been developed for individuals and
employers to highlight the wide range of potential opportunities for career
progression within the careers sector. This can be achieved through vertical and/or
horizontal movement at differing levels, within differing roles and settings, at a time
and place suited to an individual’s or organisation’s continuing professional
development needs.
6
Research findings (Brown, Lauder & Ashton 2009) show an over-riding national
and international concern by employers with employee ‘performance,’ which
can bear little relationship to formal qualifications or levels of skills. They cite
“levels of qualification were important as a measure of ‘hard skills’ in
identifying appropriate candidates, but for virtually all jobs the primary focus
was on behavioural competences (soft skills) including initiative, perseverance,
time-management and team-working. Employers did not view technical (hard)
skills as a major problem. They could easily provide training for those who
needed to get up to speed with the latest technical developments. Their major
concern was finding suitable people with the appropriate behavioural
competences to ‘get the job done’ or ‘take the business forward’.” (p.16)
Extract taken from Education, Globalisation and the Knowledge Economy. ESRC Teaching and
Learning Programme. Visit: http://www.tlrp.org/pub/documents/globalisationcomm.pdf
3.3 Findings from the above-mentioned research suggest the content of the
Career Guidance Career Progression Framework must take into account the
flexibility required for individuals and employers to assess ‘hard’ and ‘soft’ skills and
to identify appropriate entry levels and progression routes for those within and
outside the AACS in England.
3.4 In this broad context, hard and soft skills are described in terms of
qualifications, competencies, prior learning and continuing professional
development. Refer to section 4 below for an illustration of the content and
progression routes linked to the new qualifications framework, competencies, prior
learning and continuing professional development. This work also informs and
supports the AACS workforce development strategy and implementation plan.
What are the benefits?
3.5 With so many differing job titles emerging within career information, advice
and guidance in England, there’s a need for a common language and currency to
assist workforce planning and development, as well as career progression pathways
for individuals working in the careers sector.
3.6 The Career Progression Framework provides benefits by helping:
• individuals to locate and demonstrate their achievements and to identify
potential opportunities for progression which may include:
- a continuing review of existing qualifications, prior learning and
competencies linked to a nationally recognised LLUK framework;
7
- reflective practice that focus on currency and relevance of
qualifications, prior learning and competencies to help inform career
progression within or beyond the individuals current workplace; and
- a support network and resource for enhanced continuing professional
development.
• employers and managers to build a flexible and diverse workforce that
ensures consistency and quality in line with local needs which may
include:
- managing in a coherent and systematic way continuing professional
development at all levels in their organisation linked to a nationally
recognised LLUK framework;
- helping keep abreast of current developments in the occupational
mapping of the careers sector, awarding organisation qualifications,
the aacs competencies framework, the AACS workforce development
strategy and implementation plan and potential progression pathways
and routes;
- supporting more meaningful career discussions in the workplace with
potential entrants, new entrants and existing employees.
The framework and its application can also be used to inform:
� workforce planning and development;
� role description and redesign;
� appraisal, self assessment and personal development; and/or
� peer review and supervisory sessions.
3.7 For careers professional associations it offers the potential to:
• supply occupational information that will inform and support individuals’
career progression routes within and across the careers sector;
• actively promote career progression, diversity and equality in the workplace;
• closely monitor and report on trends in the demand and supply-side of
recruitment, participation and retention within the careers sector; and
• make explicit careers professional association registration requirements in
line with membership regulations.
8
3.8 Funding bodies supporting the work of provider organisations will expect
added-value returns for their investment. The proposed Career Guidance Career
Progression Framework should facilitate improved tracking and monitoring of:
• workforce development participation, retention and continuing professional
development achievements within and outside of the AACS in England;
• the impact of the AACS workforce development strategy and implementation
plan, competency and new qualifications frameworks; and
• the proposed AACS national registration system that may possibly link
contractual compliance arrangements to a licence to practise arrangement.
Core Principles
3.9 Findings from the consultation phase of the development of this framework
indicated that it should be based upon relevant and coherent principles. Drawing
upon these findings, the following eight core principles are recommended.
The Career Guidance Career Progression Framework should:
• be available to all individuals who provide and deliver career information,
advice and guidance services within and outside the AACS in England12
;
• provide opportunities for those delivering career information, advice and
guidance13
services to demonstrate career progression and self-development
throughout their career on an ongoing basis;
• enable multiple points of entry and movement into, across and within
workforce groups and settings;
• be based on shared ethics, values and agreed outcomes that will have a
positive impact on service delivery, for the benefit of end-users;
• value knowledge and skills by recognising competency, prior learning and
reflective practice;
• be transferable and portable between service provider organisations and
settings, using a common language and systems understood by all
stakeholders;
• build upon, and be consistent with, competencies to be identified through the
forthcoming Competency Framework for the aacs, and the relevant
qualifications to be proposed through the QCF; and
• provide the basis for a comprehensive professional registration system(s) for
those working in career information, advice and guidance services.
12
This includes those working for organisations whose primary function is not the provision of information, advice
and guidance (IAG), and those who are working on a volunteer basis. 13 This term embraces ‘skills assessment’ given this viewed as integral to the guidance process.
9
Key Operational Features
3.10 Building on these core principles, it is possible to identify a number of key
operational features for the Career Guidance Career Progression Framework. These
include the following:
Vertical and horizontal progression
3.11 It is important that the framework should recognise and support individuals
to progress vertically through organisations and/or between work groups; for
example, by supporting individuals to move to new posts involving greater
responsibility or requiring greater specialist expertise. However, it is equally
important that the framework should recognise and support individuals to progress
horizontally within an organisation or within an existing post; for example by
supporting individuals to improve their skill set or extend their range of duties.
3.12 It should be emphasised that vertical and horizontal progression are not
mutually exclusive options for individuals; indeed they will often interact. For
example, although some individuals may wish to develop their skill set and/or range
of duties within an existing post as an end in itself, others may see this as a step in a
more ambitious career progression plan enabling them to move up the promotional
and/or formal qualification ‘ladder’.
Levels and stages – terminology
3.13 It is suggested that vertical progression is recognised within the framework
at three differing levels or tiers. As indicated earlier, the terminology used to
describe the differing levels is fully recognised as ‘contested territory’. Following in-
depth consultation and reviews, the following three progression tiers emerged as an
acceptable way forward:
(i) a foundation tier: most likely to include a person working to a clearly defined
range of activities, application of skills, knowledge and competencies in a given
context. There is ongoing support and some form of management/supervision
provided by the employing organisation as well as relationship building with
immediate peers.
(ii) a para-professional tier: most likely to include a person who assists or works
alongside a foundation tier worker and/or professional but is not actually a certified
member of that profession e.g. paramedic (not a doctor), paralegal (not a lawyer)
para-educator (i.e. teaching assistant – not a teacher). There is ongoing support and
10
some form of autonomy in decision making, with management/supervision provided
by the employing organisation as well as relationship building with immediate peers.
(iii) a professional tier: most likely to include a person who has a high level of
autonomy, required to undertake critical analysis, critical reflection, decision-making
and organisation, and the ability to switch between context and generalisation as a
frequent part of the role. In addition, application of substantive skills, knowledge and
understanding in integrated ways will feature as may supervisory or managerial
responsibilities.
3.14 Entry to, and movement across, levels would be determined by a number of
criteria, including: completion of recognised qualifications, current and previous job
roles, evidence of recognised competencies, and a demonstrable commitment to
continuing professional development (CPD). Vertical progression could be formally
endorsed by a process of professional registration, discussed below (see sections 4.0
and 5.0), and supported by the relevant qualifications proposed through the QCF and
the Competency Framework for the AACS.
3.15 It is suggested that horizontal progression is determined by a combination of
evidence of recognised competencies and a demonstrable commitment to
continuing professional development (CPD). The recognition of horizontal
progression would draw upon mechanisms existing ‘in-house’ within provider
organisations including: recorded self-evaluation; recorded reflective learning;
mentoring and reviews by peers and/or supervisors. The proposed Competency
Framework for the aacs will provide an important structure to record and recognise
horizontal progression, as well as supporting vertical progression. At this stage, it is
recommended that the final AACS Competency Framework is overlaid on top of the
horizontal column and three tiers of the Career Progression Framework. Use of
technology will help facilitate this process to present the competencies in a grid
format.
Job titles and roles
3.16 Lifelong Learning UK has produced an occupational map of the careers sector.
The contents could be embedded within an interactive tool to help individuals
identify job titles and short descriptors to inform and support individuals’ career
progression pathways. In the absence of up-to-date National Occupational Standards
for Advice and Guidance, it is recommended that job titles and short descriptors
specifically include competency requirements. Examples of these can be embedded
within the Career Progression Framework illustrated between the vertical and
horizontal columns.
Case studies
11
3.16 Some examples of relevant case studies which reflect differing contexts, job
roles and circumstances in which individuals operate are illustrated in section 4
below.
4.0 The Career Progression Framework
Horizontal progression – expanding duties,
competencies & CPD
Vertical progression – qualifications, job
roles, competencies & CPD
Within the Qualifications Framework there are three proposed qualifications directly
relevant to the AACS: Level 3 Award: Supporting clients to overcome barriers to
learning and work; Level 4 Diploma: Career Information and Advice; and Level 6
Diploma: Career Guidance and Development. The level 4 and 6 awards each contain
six management-related units which are part of the suite of optional units available.
Note: The diagram above has been designed to ensure tier alignment with the three
proposed qualifications directly relevant to the aacs workforce development plans,
as well as other higher level career progression qualifications and routes that extend
up to and beyond PhD level. For example, the professional level above would be
associated with a Level 6 qualification or above. The final presentation of this
diagram can be further refined and enhanced within a proposed interactive online
system.
Foundation
Para-professional
Professional
12
4.1 Case studies
Case study A
Jobcentre Plus
Robert graduated last year with a 2:2 in psychology and could not secure a job
therefore registered with Jobcentre Plus. He received support in researching jobs
and identifying suitable vacancies. Centre staff were impressed with Robert and
encouraged him to apply for a job at the centre.
Robert was successful in his application and has worked at his local centre for 6
months, mainly carrying out administrative duties and some front desk work. He has
become more interested in working as an adviser and has been speaking with one of
the Jobcentre Plus Advisers about the entry requirements.
During his last appraisal he spoke with his supervisor about work-shadowing one of
the Advisers and taking an NVQ 3 in Advice and Guidance. He has already attended
one day courses in communication, equal opportunities and dealing with
confrontation.
Connection to career progression framework
Robert could use the career progression framework to help him identify aspects of
his degree which he could use towards gaining his NVQ and which would be relevant
to the new role he wants as a JobcentrePlus Adviser. The framework could also help
Robert to plan his longer-term career aspirations within the career guidance sector.
Case study B
Information Adviser – volunteering community organisation
Olenka’s husband came to the UK from Poland a little over 2 years ago. One year
later Olenka joined him along with their 3 children. Their youngest child started
secondary school that same year, since then Olenka has been volunteering for 6
months in her local Polish Centre which provides a range of social and advice
services.
She liked how they helped her with accessing schools and healthcare when she first
arrived in the UK. She already knew some English and undertook a short English as
Second Language course upon arrival, which she was told about at the Polish Centre.
She found the course helpful and enjoyed meeting the other students who started
asking her for help because she was so friendly and had adjusted to the new culture
so well. (cont’d)
13
When the Polish Centre heard about this, they asked her if she would mind helping
out a few hours a week. She agreed as she had appreciated all the help they had
given her.
She has found the experience of volunteering very rewarding and within a matter of
weeks, clients started to ask specifically for her.
She has now increased her hours volunteering at the Centre and would like to
explore ways in which her role could be formalised.
Connection to career progression framework
Olenka’s supervisor could use the career progression framework, and the emerging
competences framework, to help draw up a job description in order to apply for
funding and to formalise Olenka’s role. In addition, by being able to locate herslf
within a recognised career progression framework, Olenka’s motivation and sense of
purpose would be further enhanced.
Case study C
FE Student Services
Sarah has been working in a call centre for an energy company for 4 years. She has
been in a customer service role advising callers on the most suitable tariffs for their
needs. She likes using her knowledge of the company’s products to help people
optimise their energy requirements.
In the last year, however, the role has changed. While there had always been some
targets, this has now become a central focus of the role, and she feels she is not able
to help customers in the way she would like. In order to lift her spirits she decided to
take a course in Italian for her upcoming summer holiday in Italy. She hadn’t been to
college since her teenage years and was nervous about taking the course. In
addition, because she is partially-sighted she was a little concerned about how the
course would be taught.
In order to help address these concerns she phoned the college and spoke with the
course tutor who directed her to the College Student Services.
Following a successful experience on the Italian course, and being impressed with
the support she received from Student Services, she returned to the college after her
holiday looking for advice on a more academic course.
She had a careers guidance interview and did career matching exercise during which
advice work was highlighted. This has got her thinking about the possibility of
working in the college student Services or a similar setting as an Adviser herself. She
is looking forward to the challenge of developing her career in this new direction.
14
Connection to career progression framework
Sarah and her careers adviser could use the career progression framework to help
her plan her career path and draw up a list of courses which would allow her direct
entry to various advisory roles in different settings.
Case study D
Private Practitioner
Harpreet got 8 GCSEs at grade C and above, 3 A levels and went on to an Applied
Psychology degree. Following this she took the Postgraduate Diploma in Career
Guidance and worked in a careers advisory service for 3 years, mainly with adults
seeking a career change.
While she was considering her options, she thought about becoming a careers
service manager but then attended a seminar on ‘coaching in the workplace’ and
found this to be a close match for her existing skill-set. She took some coaching
courses through CIPD and joined various networks for independent Coaches.
Through a networking event, she met a Coach who had her own private practice and
who was seeking to expand her business. Harpreet had been thinking about setting
up independently but thought this was a good opportunity to learn from someone
more experienced. They formed a professional partnership and she is now happy as
a Coach, working primarily with managers in large organisations. She is acquiring
qualifications in team building and psychological assessment tools such as Myers
Briggs Type Indicator (MBTI).
Connection to career progression framework
Harpreet could use the career progression framework to help her to pinpoint the
levels of expertise she has developed in her previous work and how they can be
transferred to the commercial sector. Being able to articulate her expertise within
the context of a recognised career progression framework, would help in the
production of marketing materials for the new company.
15
Case study E
Higher Education practitioner
Lin Yao returned to full-time work when her youngest child started secondary school,
after being a full-time mum. Prior to starting her family, she had done mostly
administrative roles in Insurance. While her children were growing up she also did
some part-time retail work.
As she started to look for work full-time work in administration, she registered with a
recruitment agency. She was offered a temporary job in her local university in a
reception and administration role in Student Services. She did well and the manager
was pleased with her proactive approach to her work and her ease with students.
She has been looking into the various jobs within Student Services and especially
likes the idea of working in the careers service, as she thinks it will help her guide her
own children in their career decision making.
She has realised that it will take a number of years to qualify and has therefore opted
for a role in the information side of the Service. She has spoken with the Information
Manager about formal routes and short courses and is eager to start a course.
Connection to career progression framework
Lin Yao could use the career progression framework to help review the various roles
within university careers services, identify the role she wishes to aspire to and
determine the quickest route to achieve this.
Case study F
Library Assistant/Signpost Adviser
Lee is 60 years old and was a factory Foreman before he was made redundant. He
has always loved books and has made extensive use of his local library for the last 30
years as he has lived in the same town. He has helped his children and now his
grandchildren to acquire the same love of books through taking them to the library.
Over the years, he has become well known and liked by the library staff.
Lee wants to continue working and as he was discussing this with one of the library
staff one day he was made aware of a part-time vacancy in the library. He
successfully applied for the job and has now been been in post for 7 months.
Lee has excellent rapport and familiarity with the library, the local area and a wide
range of library visitors and users. As a consequence, Lee finds that he gets asked a
lot of wide-ranging questions. Talking one day with the Head of Library, she asked
Lee if he would like to take on a Signposter role. He asked her what would be
involved, liked the sound of it and took up the role. (cont’d)
16
He has just completed his induction training and is enjoying the contact with small
groups involved in his new role and has signed up for training in: health and safety,
customer service and manual handling.
Connection to career progression framework
The Library could use the career progression framework to help attract other
volunteers, by showing how although Lee he did not have direct relevant experience
a lot of his work and skills equip him to do this new role very well. In addition, the
career progression framework would provide further positive feedback to Lee by
enabling him to locate his past experiences and prior learning within his new-found
vocation.
Case study G
Expert practitioner
Peter is in his early fifties and trained as a Careers Adviser soon after completing his
degree in sociology 30 years ago.
Initially he worked as a careers adviser in schools and then went on to work with
unemployed young people for a few years; at this time he also became a Union
Steward. He then went back to work in schools and during an office re-organisation,
he was asked if he would work in a school for youngsters with moderate to severe
learning difficulties and disabilities (LDD). This was a significant new challenge for
Peter as his previous experience with youngsters with LDD had been limited and the
challenge reinvigorated his passion for guidance work.
While he found this new role demanding, he especially appreciated and was
motivated by the positive feedback he received from the young peoples’ parents and
the school, as it helped him realise he was making a real difference.
With this new-found energy, Peter wanted to also make more of his role in the
Union and thus became a Union Learning Adviser for his local branch. He has
attended numerous specialist training courses and widened his network of contacts.
He now formally supports careers service colleagues in their work with young people
with LDD in local schools. This includes mentoring, delivering training and giving
advice on specific issues. He likes what he does and plans to carry on in these roles.
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Connection to career progression framework
Peter could use the career progression framework to ensure he maintains his skill-
set at the required level. Also he could use it in his role as a Union Learning Adviser
to help colleagues articulate and endorse the added value that new knowledge and
skills in LDD matters would bring.
Case study H
Learning Adviser
After John left school in 1984 he completed a BTEC Diploma in Business and
Administration and spent some time working in various hotels as a waiter and then
Assistant Grounds worker.
He then spent some time travelling in Europe and working in a bar in Spain; he
returned back to the UK and began his new employment in a national call centre,
dealing with telephone enquiries. Having learnt the basic skills as an Information
Adviser, he decided to save his money in order to go travelling again. After a year
John returned home and in 1998 was re-instated in his previous role. After two
further years as an Information Adviser he successfully applied for a job as a Learning
Adviser, and has remained in this role ever since.
John enjoys his role, and has even added to his qualifications by completing an NVQ
3 in Advice and Guidance which he has found to be very beneficial in his job. He has
been married for four years and has two young daughters and describes himself as
very content with life in general.
Connection to career progression framework
John could use the career progression framework to review his current skills and
identify areas for continuing professional development, including the strengthening
of his communication and telephone skills. Although John appears to be settled in
the role of Learning Adviser, the career progression framework could help him focus
on longer-term career development possibilities.
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Case study I
Nextstep adviser
Alison left school at 16 having gained 3 GCE grade Cs in Religious Education, Home
Economics and English. Her very first job involved working as a Care Assistant in a
Local Authority Elderly Persons Home. Here she developed a strong interest in
working with people. Aged 20 years old, she enrolled on a part-time European
Computing Drivers License (ECDL) course where she developed new ICT skills. She
then had a break in her career to have a family before returning to paid employment
aged 42 at Dr Barnado’s as an Information Assistant.
She really enjoyed giving out information and advice and working to support children
and vulnerable adults. She had a 12-month temporary contract of employment so
needed to start thinking and planning ahead for her next career move. (cont’d)
Alison also wanted to go to university but didn’t have the confidence to apply. She
met with a local nextstep adviser to talk about career options and decided she
wanted to become a careers adviser. She recognised that she needed to further her
experience and qualifications. She obtained a job working in a private training
company and was then sponsored to complete her NVQ 3 in Advice and Guidance.
Alison spotted a job opportunity with nextstep in the East Midlands region and
submitted her application. She also applied to study on a Qualification for Careers
Guidance (QCG) programme at her local university and was accepted on the basis of
her NVQ portfolio and prior learning/work experience. Alison recently won a
National Careers Award in recognition of her excellence in practitioner research and
development work.
Connection to career progression framework
Alison could use the career progression framework to help her apply for an
additional pay reward in her organisation. She can show how the project that won
the National Careers Award demonstrates how she works at a higher level than her
current job description requires.
Note: Additional case studies can be added to extend the range of examples provided
above. There is also scope to include video clips and quotes available from provider
organisations, employees and professional associations (similar to good and
interesting practice within the Skills for Health Career Progression Framework).
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5.0 Further areas for discussion
5.1 Throughout the development process four fundamental questions have
constantly emerged which have yet to be fully addressed:
- who pays for an interactive online ‘Career Progression Framework’ and
associated CPD development work, similar to the Skills for Health Career
Progression Framework?
- what will be the requirement for participation in a licence to practise or
registration system and who will regulate/police this?
- what will be incentives and levers used to ensure increased diversity,
participation, retention and continuing professional development in the
careers sector workforce?; and
- who takes the lead role in overseeing the careers sector workforce
development and implementation plans within and outside of the aacs?
Whilst it is outside of the remit of our work to begin to attempt to answer these
fundamental questions, we have provided an overview of emergent issues to help
crystallise discussions on the next steps for implementation. The similarities and
differences between (i) a delivery staff registration scheme that will include industry
best practice and e-learning approaches embedded within aacs; and (ii) licence to
practise and/or professional registration within the careers sector in England are
currently running parallel. LLUK has recently taken action to bring together the
careers professional associations to explore more fully the issues and options
available. This is a positive and beneficial development.
Registration/Licence to Practise
5.2 An embedded system of professional registration is an important operational
feature of the Career Guidance Career Progression Framework, in line with other
allied sectors. Indeed, there was a clear signal from the consultation phase that this
would be highly desirable. Without a system of registration with a recognised
external body, or bodies, it would be difficult to endorse an individual’s professional
status in relation to the proposed three vertical tiers with due formality and
credibility.
5.3 Endorsing horizontal progression would be less problematic; i.e. service
provider organisations could use a variety of existing ‘in-house’ CPD mechanisms,
supported by the proposed aacs Competency Framework, to record and endorse
experience and skills development. In an AACS context, the proposed national
delivery registration scheme is likely to become mandatory linked to contract
compliance with a record or ‘log’ of CPD participation and achievement rates.
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5.4 The option of ‘licence to practise’ presents issues concerning the end-goal of
a single licence to practise or multiple licences to practise specifically linked to
products and services? The latter is fairly common in careers sector private practice
arrangements. These issues should be discussed in more between careers
professional associations and LLUK.
Registration in an AACS context
5.5 The concept of a delivery staff registration scheme seems to be a fairly
straightforward process that linked to contract compliance arrangements. However,
the extent to which professional registration might be a mandatory requirement has
yet to be determined. If a pre-requisite this would incur financial cost to either the
individual and/or their employer. Of course, some individuals will be motivated to
register by a sense of professional pride and by the many other personal and
professional benefits related to signing up to a professional code of ethical conduct
and practice and investment in professional development. The critical issue is
whether or not professional registration will simply be left to individuals’ discretion?
5.6 There are two other important issues related to a voluntary system of
professional registration that need to be discussed and clarified. Firstly, there is the
need to agree which external body, or bodies, would provide the necessary
regulation. Secondly, there is the issue of whether professional registration should
be available in all three tiers within the proposed framework, or whether it should
only be available at ‘para-professional’ and ‘professional’ tiers. It could be argued
that professional registration at the foundation tier might be inappropriate for a
variety of reasons, and that not making it available at this level might provide an
added incentive for individuals to invest in CPD in order to progress their personal
and professional development.
Interactive online facilities
5.7 There is scope to examine, in more detail, the potential to take advantage of
opportunities for developing interactive online facilities for individuals and
employers that make explicit workforce development requirements, including
continuing professional development, within and across the career information,
advice and guidance services in England. The new aacs platform offers a vehicle to
capture contract compliance data, including workforce participant, retention and
achievements in continuing professional development. However, to what extent will
the new AACS platform become the primary vehicle for embedding the Career
Guidance Career Progression Framework for the adult careers sector in England?
There is a strong argument for LLUK to also host an interactive online facility to
inform and support capacity building within and across the careers sector in England.
Should such an arrangement take place it will be essential to ensure strong linkage
between this and the CWDC and TDA career progression and skills frameworks.
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Practitioner and Managerial roles
5.8 As stated above, one of the proposed core principles of the framework is that
it should be available to all individuals who provide career information, advice and
guidance services delivered within and outside the AACS in England. It follows from
this that the framework should be capable of accommodating both service
practitioners (i.e. those individuals with essentially client- or customer-facing roles),
and managers working within and outside the AACS (including those with ‘high level’
managerial and strategic planning roles). The inclusion of both customer-facing roles
and supervisory/managerial is further supported by the following:
• some individuals with customer-facing roles will also have significant
management responsibilities;
• the relevant qualifications to be proposed through the QCF14
contain six
management units (although these are in the minority and the qualifications
are essentially practitioner-focussed);
• the proposed Competency Framework for the AACS includes some ‘functional
competencies’ that have links to leadership and management tasks, as well as
‘generic competencies’ that apply to all customer-facing roles.
5.9 If the Career Progression Framework were to focus exclusively on service
practitioners, and did not accommodate managerial roles, the tendency might be to
align the levels of vertical progression with, simply, the practitioner-focussed QCF
qualifications at the exclusion of other achievements. Although there is a strong
argument for supporting a Career Progression Framework that embraces both
customer-facing roles and supervisory/managerial roles, it is suggested that the
distinction between these two types of role merits further discussion.
6.0 Conclusion
6.1 LLUK has encouraged employers, the Children’s Workforce Development
Council (CWDC), managers, practitioners, training providers, professional
associations, further and higher education institutions and the research community
to come together to find practical solutions to strengthen the ‘professionalisation’ of
those working in career information, advice and guidance with adults in England.
6.2 The Career Progression Framework offers structure and content that can be
built upon within an interactive online platform. The issue of which electronic
14
Refer to QCF levels outlined in page 13
22
platform(s) should be used requires further discussion between LLUK, DBIS and the
new Skills Funding Agency.
6.3 Significant progress has been made, particularly in relation to aligning the
new qualification credit framework levels with the suggested progression tiers within
the Career Progression Framework. In addition, it is broadly accepted that the
proposed AACS competency framework will be overlaid onto the horizontal career
progression pathway, complemented by job titles and role descriptors. The next
stage of development requires strategic decisions to be made on the relationship, if
any, between AACS workforce development strategy and wider careers sector
continuing professional development implementation plans.
6.4 The relation between LLUK, CWDC and TDA career progression and skills
development framework could benefit from more detailed scrutiny which has not
been possible due to differing timescales for completing the respective development
work. It is encouraging to note that LLUK and CWDC are engaged in regular
communication on this issue.
6.5 LLUK plans to host an April meeting that brings together careers professional
associations in England to explore in more detail licence to practise and professional
registration systems.
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Appendix 1
List of organisations who were consulted and/or participated in the design
and development of the Career Guidance Career Progression Framework.
We would like to take this opportunity to formally thank individuals and
organisations for sharing their ideas and opinions to help shape the development of
a credible and robust ‘Career Progression Framework’. Seventy-one organisations
kindly assisted with the initial and subsequent follow up consultation exercises. We
are greatly indebted to them for their input and invaluable contributions.
Aberdeen City Council igen
ACEG Institute for Learning
Adult education in Gloucestershire Institute of Career Guidance
AGCAS Jacquelyn Day Associates
ALP Job Centre Plus
Association of Colleges Leap Ahead
Boundary Partnership Learning and Skills Council
Bourneville College Lincolnshire County Council
Careers South West LLUK
Careers Wales North West London LSC
Childrens’ Workforce Development Council London South Bank University
CLD Trainer Manchester City Council
Colleges Wales Management Standards Centre
Connexions Hub Service Museum, libraries and Archives Council
Connexions Northumberland NAEGA
Connexions Nottinghamshire Newham Sixth Form College
Connexions South London Regional Unit Next Steps West Midlands
Connexions South West Next Steps Yorkshire
Connexions Stockport NIACE
Coventry University Careers Training Unit Norfolk Guidance Services
CXL North Notts College
Department of Business, Innovation and Skills North Notts Lifelong Partnership
Ealing, Hammersmith and West London
College Nottingham Trent University
East Berkshire College Open University
Future Pathways Proskills
Future Skills Scotland Prospects Services Ltd
Guided Skills Learning Royal Forest of Dean College
Guideline Career Services Sheffield Hallam University
Hertfordshire Career Services SKILL
iCeGS Skills for Health
Skills for Justice UKCES
Stevenson Ltd UK Resource Centre for Women in Science,
Engineering & Technology
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Stockton County Council UNISON
Stockport County Council University of East London
Stoke College University of Northampton
Suffolk County Council University of Reading
Suffolk Youth Connexions Warwick University
The Advice and NVQ Centre West Lothian Council
The Age and Employment Network WV Lifelong Learning Network
The University of Derby Wirral Metropolitan College
TUC
Produced for Lifelong Learning UK by
Dr Deirdre Hughes & Aminder Nijjar