Title: Orientation to Career Guidance and Counselling in Developing Countries
1Orientation 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
2The 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)
3Traditional 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.
4Counselling and Guidance Within a Context of
Uncertainty
Self-identity
5Societal Contexts
- Rapidly Changing Social, Cultural and Economic
Realities - Poverty/Structural Unemployment
- Violence
- Migration
- HIV/AIDS
- The Education System
- Globalization
6Some 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
7Revised 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
activity
8Services 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 persons 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.)
9Constructs 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 individuals
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.
10A Proposed Research/Service Grid
Advising Guidance Counselling
Occupational Occupational Advising Occupational Guidance Occupational Counselling
Vocational Vocational Advising Vocational Guidance Vocational Counselling
Career Career Advising Career Guidance Career Counselling
THE SERVICE GRID
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.
11- What students are telling us
12Older Adolescents in High School
- Problems Identified
- Schooling
- Identity and Self-Concept
- 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 .
13Coping Strategies of Adolescents
- Individual Problem Solving
- Disengagement distancing, avoidance
- Resignation
- Giving Up
14The 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
15The High 5 (1)
- A Changing Theme For Career Development
- Change is constant
- Focus on the journey
- Follow your heart
- Keep learning
- Access your allies
-
- 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 .
16The 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 peoples
careers develop.
17The 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.
18Guidance 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.
19Professional 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
20 21Career Guidance and Counselling Orientation
WorkshopImplementing 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
22Guidance 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
23Orientation 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
24Orientation 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
25Orientation 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
26Group Facilitation Model
Leader Approaches Skills
Group Process
Member Needs Roles
Group Design
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.
27Orientation 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
28Outcome Focused Evidence-Based Practice
Quality Improvement
- Input ? Process ? Outcome
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/crw
g
29Outcome-Focused Evidence-Based Practice
- Input ? Process ? Outcome
Intervention Process Outcome
What will I do? How is it working?
Professional Practitioner
30Orientation 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
31Orientation Workshop Evaluation
Regarding the Primary Objectives of this workshop, andknowing what you know now, how would you rate yourself before the workshop, and how would you rate yourself now? Regarding the Primary Objectives of this workshop, andknowing what you know now, how would you rate yourself before the workshop, and how would you rate yourself now? Before Unacceptable Acceptable Before Unacceptable Acceptable Before Unacceptable Acceptable Before Unacceptable Acceptable Before Unacceptable Acceptable Before Unacceptable Acceptable After Unacceptable Acceptable After Unacceptable Acceptable After Unacceptable Acceptable After Unacceptable Acceptable After Unacceptable Acceptable After Unacceptable Acceptable
Regarding the Primary Objectives of this workshop, andknowing what you know now, how would you rate yourself before the workshop, and how would you rate yourself now? Regarding the Primary Objectives of this workshop, andknowing what you know now, how would you rate yourself before the workshop, and how would you rate yourself now? 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) peoples career development 4 10 6 5 1 1.6 0 0 1 6 19 3.6
3 Knowledge regarding basic skills used in career-life planning 7 11 3 4 1 1.3 0 0 2 6 18 3.6
4 Tools for demonstrating the value of careers guidance counselling 8 5 4 5 1 1.4 0 0 1 5 17 3.3
5 Awareness of the importance of career-life planning in TVET 6 5 6 5 1 1.7 0 0 0 3 20 3.4
6 Repertoire of practical tools and approaches for facilitating career development 8 9 4 4 1 1.4 0 0 2 6 18 3.5
32Evaluation 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
33Orientation Workshop Evaluation
Generally Speaking, Generally Speaking, Ave
Generally Speaking, Generally Speaking, 0 1 2 3 4 Ave
1. how useful did you find the workshop? -- -- -- 1 25 4.0
2. how would you rate the workshop facilitation? -- -- -- 1 25 4.0
3. how would you rate the workshop facilities (room, etc.)? -- -- -- 18 5 3.0
4. how would you rate the food? -- -- -- 14 3 2.7
Unacceptable
Acceptable
34Orientation Workshop Evaluation
For each component of the workshop listed below, please assess how useful that component was for you. For each component of the workshop listed below, please assess how useful that component was for you. Ave
For each component of the workshop listed below, please assess how useful that component was for you. For each component of the workshop listed below, please assess how useful that component was for you. 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
9. Skill Practice -- -- -- 9 17 3.7
10. Demonstrating value (evaluation) -- -- -- 8 16 3.7
11. Infrastructure -- -- 3 13 10 3.3
12. Action planning -- -- -- 7 19 3.7
Acceptable
Unacceptable
35Final 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
36Orientation to Career Guidance and Counselling in
Developing Countries
- Questions or Comments?
- Thank you
- William Borgen
- borgen_at_interchange.ubc.ca
- Bryan Hiebert
- hiebert_at_ucalgary.ca