Economic, Social and Educational Value of Informed and Considered Career Decisions

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Economic, Social and Educational Value of
Informed and Considered Career Decisions

• Scott Gillie and Meegan Gillie-Isenhour, 2003
• Americas Career Resource Network Association

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Dilbert reprinted by permission of United
Features Syndicate, Inc.
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Changing Workforce

• Rapidly changing technology and information
  explosion
• Shrinking workforce
• Changing jobs and employers with greater
  frequency
• Changing economic structure requiring higher
  levels of skills

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Volatility in the World of Work

• 17 of workers change jobs annually
• 14 million workers need career planning
  assistance each year
• 100 of youth need help with career planning
• Herr, 2003

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How does a person prepare?

• EDUCATION
• By nearly every measure of human welfare, people
  with more education live better lives.

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Median Earning by Educational Attainment, 2000

• Occupational Outlook Quarterly, Spring 2002

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Unemployment Rate by Level of Education 2002

• Mortenson, T. (2003). Earnings by education
  attainment 1958-2001. Postsecondary Education
  Opportunity, 129.

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• Many youth are not ready.
• Many adults in transition face bigger challenges
  and are not ready.
• Why Not ?

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Career Self-Management Skillslinked to Informed
and Considered Career Decisions

• Understand personal strengths
• Know corresponding education and workplace
  opportunities
• Be able to access and use information
• Find career development support (individuals,
  services, programs)

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Successful strategies

• Career planning interventions
• Availability of understandable and relevant
  career information

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Comprehensive Career Guidance and Counseling
Programs

• All Students
• Student competencies and Key Indicators in three
  Domains
• Multiple delivery methods
• Structural Components - philosophy, advisory
  board, staff, budget, materials equipment

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Missouri Middle Schools22,601 7th Graders in 184
Schools

• When teachers (4868) in small, medium and large
  middle schools rated guidance programs as being
  fully implemented, students reported that
• They earned higher grades
• School was more relevant
• They had more positive relationships with
  teachers
• Were more satisfied with their education.

Lapan, R.T., Gysbers, N.C. Sun, Y. (1997). The
impact of more fully implemented guidance
programs on the school experiences of high school
students Journal of Counseling Development,
75, 292-302
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Career Guidance Programsin Missouri22,964
Students in 236 High Schools

• Students reported
• They earned higher grades
• Education was better preparing them for the
  future
• Schools made more career and college information
  available

Lapan, R.T., Gysbers, N.C. Sun, Y. (1997). The
impact of more fully implemented guidance
programs on the school experiences of high school
students Journal of Counseling Development,
75, 292-302
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Comprehensive Guidance in Utah

• Students in high implementing schools
• Had higher ACT test scores
• Took more math and science courses
• Rated job preparation as being better
• Took more professional-technical courses
• Rated overall educational preparation as more
  adequate

Nelson, D.E., Gardner, J.L., Fox D.G. (1998) An
evaluation of the comprehensive guidance program
in Utah public schools. Salt Lake City, UT Utah
State Office of Education
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Washington StateImpact of Comprehensive Guidance
Programs

• Elementary-age students (Grades 3 and 4, ages 8
  to 11) enrolled for several years in well-
  established comprehensive school counseling
  program schools produce higher achievement test
  scores (Iowa Tests of Basic Skills-Form M the
  Washington Assessment of Student Learning) over
  and above those continuously enrolled children in
  non-comprehensive school counseling programs.

Sink, C.A., Stroh, H.R. (2003). Raising
achievement test scores in early elementary
school students through comprehensive school
counseling programs. Professional School
Counseling, 6, 350-364.
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Indiana 11th Graders19,772 with career plans
25,317 with no career plan

• Better grades
• More likely to enroll in academically rigorous
  courses
• More likely to expect to complete four or more
  years of college (double for Latinos)
• Going to college increased from 37.5 to 60.5 in
  12 years

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Access and UseRelevant Career Information
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Career Information

• Occupations
• Industries and employers
• Education programs and schools
• Financial aid and scholarships
• Job search
• Career development tools - assessments, sorting
  and activities

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Career Information Systems(CIS)

• Comprehensive, integrated information resources
  that enable career development and make career
  self-management possible.

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Career Information Processes

• Comprehensive guidance programs
• Career management and counseling services
• Career education

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Career Information NetworksCulture of Research
and Practice

• CIS Network
• Counseling associations
• ACRN
• ACSCI
• ONET

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MeasurementWhat is the value of a 10 wrench?

• On the shelf?
• In the hands of an experienced mechanic?
• Working in a top-notch repair shop?
• As part of an national network of technical
  support?
• Answer Value of any tool increases dramatically
  when used in the context of systems, processes
  and networks

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Career Information is a basic tool.

• The intelligence that guides students and workers
  in comprehending and deciding about education,
  work and life.
• Essential for informed and considered career
  decisions (people can not choose options they do
  not know).

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Career Development Programs

• Deliver career self-management skills needed to
  make ICCDs (more successful when career
  professionals are involved).
• Informed and considered career decisions are
  linked to improved academic achievement.
• Those with more education have more satisfying
  careers and lives.

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Career development helps people make informed and
considered career decisions

• Positive outcomes in three domains
• Education
• Social
• Economic

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Educational Outcomes

• Informed and considered career decisions are
  linked to improved educational achievement,
  attainment, and efficiency. Students who make
  informed and considered career decisions are more
  likely to graduate from high school and to
  succeed in postsecondary education.

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Social Benefits

• Informed and considered career decisions reduce
  the likelihood of occupational mismatch and
  unemployment, increase the likelihood of career
  satisfaction, and result in lower incidences of
  work-related stress and depression.

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Economic Outcomes

• Informed and considered career decisions lead
  to higher incomes, fewer bouts and shorter
  durations of unemployment, better matches of
  person and work resulting in less turnover,
  better health for the employee and the employees
  family, and fewer instances of work-related
  stress, depression, and violence, which lead to
  savings in social welfare, criminal justice, and
  health-care costs.

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What if

• Informed and considered career decisions
• were the norm?

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All students would

• Access quality career information for awareness,
  exploration and planning
• Participate in career guidance and counseling
  programs that promote academic rigor
• Develop educational and career plans related to
  their career goals and personal strengths

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Workers would

• Develop skills to cope with change (work demands,
  employers, occupations)
• Better understand the fit between individual
  strengths and their work environment
• Have access to high-quality career information,
  career guidance and transitional services

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Benefits

• Increased student engagement
• Higher levels of attainment in education and
  training
• Better fit between individuals and their work
• Less frequent and shorter durations of
  unemployment
• Significant savings of public and private
  resources

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Directions for the Future

• Investing in career information and career
  development programs at a level that ensures
  universal competency in making informed and
  considered career decisions might be the most
  cost-effective strategy to enable full
  participation in the Twenty-first Century
  workplace.

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Career Information Career Development

• Informed and Considered Career Decisions

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END

• Paper and presentation on the web at
• www.idahocis.org/informed.htm