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Tristram Hooley Presentation in Oslo, Norway 19th August 2015

Get yourself connected

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This work builds on two strands of work

• Work on the evidence base and policy relevance of career education and guidance (e.g. Hooley, 2014; Hooley and Dodds, 2015).

• Work on the role of new technologies in guidance (e.g. Hooley, Hutchinson and Watts, 2010a&b; Hooley, 2012, Longridge, Hooley and Staunton, 2013).

• There is a need to more completely join these strands and look at the efficacy and impact of new technologies in guidance.


About the paper

• Authors: Tristram Hooley, Claire Shepherd and Vanessa Dodd.

• Based on a review of literature, exploration of new technologies and 9-10 international case studies.

• Seeks to provide a high level exploration of the role of new technologies that can support the development of policy.


What I’m going to cover

Technology and career

Delivering careers work with new technologies

Implications for policy


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http://onlinecareertips.com/wp-content/uploads/2012/01/online-learning-work.jpg


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Some key economic trends

• The internet/technology as an employment sector• Automation• The rise of informal economies, internet enabled

entrepreneurship and micro-labour markets (e.g. taskrabbit).

• Changes in practice and regulation around intellectual property.

• Big data.• The shifting importance of geography


Changing nature of work

OECD (2014) argues that the internet has led to:• the creation of new jobs;• the transformation of existing jobs in ways that require

workers to learn new skills and master new processes;• the movement of jobs internationally which inevitably

means that occupations and sectors grow in some countries whilst declining in others; and

• the loss of some existing forms of work.


The growth of e-learning

• Enhancing learner experiences. E-learning can provide learners with additional resources and support that can enhance their existing studies.

• Increasing efficiency. E-learning can increase efficiency, reducing the need for expensive learning spaces and increasing the productivity of human resources.

• Improving access. E-learning can enable more people to access learning and open up educational opportunities for people who otherwise would struggle to access.


Changing nature of transition

• E-recruitment (for both learning and work)

• The importance of personal branding

• The growth of public shaming

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Generational differences?

Digital native vs digital immigrant?

Generational vsExperiential

Visitor vs resident?

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://thenextweb.com/lifehacks/2011/12/21/how-to-raise-digital-natives-as-a-non-geek-parent/&ei=1ohOVI-9NuXP7gbNzIDwCw&bvm=bv.77880786,d.ZGU&psig=AFQjCNHp9GaCft5dijXMTc4E40iEP1vPZQ&ust=1414519380329578


Online/digital requires

• Skills

• Knowledge

• Experience

Some of these are new for online

Some of them are old skills used in a new context

7 Cs of digital career literacy

Changing

Collecting

Critiquing

Connecting

Communicating

Creating

Curating


What I’m going to coverTechnology and career




Technology has always been a part of guidanceParsons desired “every facility that science can devise”.

Watts’ outlined four phases of ICT use. • Mainframe (1960s)• Microcomputer (1980s)• Web (1990s)• Digital (2000s and beyond)

Practice and evidence continue to grow – but there is no clear or globally accepted model.


Advantages of online delivery

Online career guidance can:• transcend geography;• provide equality of access;• provide immediacy of access;• provide confidential and discrete services;• provide flexible provision;• provide ‘specialist’ services;• provide campaign support; and• potentially provide cost savings.


Types of online career guidance provision• Information

• Automated interactions

• Communication

• mCareers

• Blended services


Information

• Most countries now have fairly developed online provision of career information.

• This information covers a wide range of (fairly predictable) topics and can be presented in a range of media.

• Tensions exist between public and private provision of information.

• Also important questions about how information is best organised and interrogated.


Automated interactions

• Automation is not replacing careers professionals (yet).• But there are a wide range of computer assisted career

guidance systems (CAGS). • Also a range of more limited forms of automated career

support (e.g. CV builders).• Some interesting experiments in using automation to

simulate work and provide opportunities for career learning.


Communication

• One-to-one• One-to-many/many-to-one• Many-to-many

Communication can be between a wide range of parties. Not just careers professionals and clients.


mCareer

• Mobile and other peripatetic devices are becoming increasingly important to individuals’ lives.

• There is a growth in mlearning and a growing evidence base that supports its use.

• Three main types of mCareer applications currently available.– Mobile CAGS– Automated career support apps– Mobile networking (many-to-many)


Blending living

We live in an increasingly blended world (physical and digital)

https://upload.wikimedia.org/wikipedia/commons/7/7b/MediatedReality_on_iPhone2009_07_13_21_33_39.jpg


Blended services

• Much of the evidence around online learning and online guidance highlights the importance of blended delivery.

• Models of blended guidance

Primarily face-to-face

Primarily online

Professional led

Rotation model Enriched-virtual model

Client led Self-blend model

Flex model


What I’m going to coverTechnology and career




A framework for policy

• To build the digital career literacy of the population.

• To stimulate the development of the online market in careers provision.

• To quality assure the online market in careers provision.

• To compensate for market failure.


Building digital literacy: Key actions

• building digital career literacy into the development of Norway’s proposed career competency framework;

• developing resources that support individuals to acquire digital career literacy through self-study, interaction with career professionals and services and the wider education system;

• ensuring that publicly funded Norwegian career services work with individuals to develop their digital career literacy; and

• building an understanding of digital career literacy into the training of career professionals in Norway.


Stimulating the market: Key actions

• funding innovation and the development of products and services;

• developing underpinning resources such as the UK’s LMI for All resource which enable developers and careers providers to build services on top of a public sector infrastructure; and

• exploring the business models of existing private sector online careers providers in Norway.


Quality assuring the market: Key actions• developing national approaches to quality assurance. For

example it might be possible to draw on the UK’s matrix Standard to provide a method of formally quality assuring and badging quality online career guidance services;

• ensuring that the development and use of digital resources is included in the code of ethics of career professionals in Norway;

• ensuring that initial training and CPD of career practitioners addresses the use of digital resources..

• developing and disseminating the evidence base on the use of digital technologies in career guidance.


Compensating for market failure: Key actions• ensuring integration and coherence in provision. An

unregulated market is likely to produce regular overlaps and duplications; it is also unlikely to provide a coherent and integrated framework. One important role for government is to provide resources that help individuals to understand what exists and how these resources might be combined together usefully;

• identifying and addressing areas that are not covered by the market and seek to fill these gaps.


Relevant papers• Hooley, T. (2012). How the internet changed career: framing the relationship between career

development and online technologies. Journal of the National Institute for Career Education and Counselling (NICEC). 29: 3-12.

• Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyväskylä, Finland: European Lifelong Guidance Policy Network (ELGPN).

• Hooley, T. and Dodd, V. (2015). The Economic Benefits of Career Guidance. Careers England. • Hooley, T., Hutchinson, J. and Watts, A.G. (2010a). Careering Through the Web: The Potential of

Web 2.0 and Web 3.0 Technologies for Career Development. London: UKCES. • Hooley, T., Hutchinson, J. and Watts, A. G. (2010b). Enhancing Choice? The Role of Technology in

the Career Support Market. London: UKCES.• Longridge, D., Hooley, T. and Staunton, T. (2013). Building Online Employability: A Guide for

Academic Departments. Derby: International Centre for Guidance Studies, University of Derby. • Organisation for Economic Co-operation and Development (OECD). (2014). Skills and Jobs in the

Internet Economy (OECD Digital Economy Papers No. 242). Paris: OECD.


Tristram Hooley

Professor of Career EducationInternational Centre for Guidance StudiesUniversity of Derbyhttp://www.derby.ac.uk/icegs [email protected]@pigironjoe

Blog athttp://adventuresincareerdevelopment.wordpress.com

http://www.derby.ac.uk/icegs

mailto:[email protected]

http://adventuresincareerdevelopment.posterous.com/

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