using ict in career guidance services
TRANSCRIPT
UNIVERSITY OF JYVÄSKYLÄ
The experienced role of ICT in career guidance services
in the Nordic region
Guidance on a distance – Nordic challenges and solutions 12 April, 2015 - Oslo, Norway
Jaana Kettunen, Finnish Institute for Educational Research,University of Jyväskylä, Finland
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Organization of the presentation
Introduction Perceived role of ICT in relation to national Lifelong
Guidance policies Experienced role of existing and emerging
technologies in career guidance services What competence are needed for effective use of
existing and emerging technologies in career guidance?
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The increasing use of existing and emerging technologies (i.e social media) in career-related activities is placing new demands on career practitioners and on organizations (Bimrose & Barnes, 2010; Osborn, Dikel, & Sampson, 2011)
The locus of control in the Web is shifting from experts to a blend of expert and socially-constructed knowledge.
Emerging technologies provides new opportunities which were not possible in the past for practitioners to serve individuals
A key challenge for the immediate future is to ensure that the career guidance sector is equipped to respond to these new demands
Practitioners´ competency to work in this new mode is an area of increasing importance.
IntroductionIntroduction
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Career guidance
“A range of activities that enable citizens of any age, and at any point in their lives, to identify their capacities, competences and interests; to make meaningful educational, training and occupational decisions; and to manage their individual life paths in learning, work and other settings in which these capacities and competences are learned and/or used”
ELGPN (2014) European Lifelong Learning Guidance Policy Network Tools No. 2. Glossary
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PERCEIVED ROLE OF ICT IN RELATION TO NATIONAL LIFELONG GUIDANCE POLICIES
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Aim
To provide a basis for understanding the different ways
of developments in the use of Information and Communication
Technologies in relation to national Lifelong Guidance Policies
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Policy/strategy focus
gathering and publishing information
Rationale for ICT use costs
Approach to ICT technology focused
Functionof ICT
means for delivering information
Distance career services non-existent
Funding project
Monitoring/evaluation focus volume
“There is no official policy-
supported national online career services…”
Category 1: Unexploited
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Policy/strategy focus
developing the use of ICT
Rationale for ICT use widening access
Approach to ICT content focused
Functionof ICT
medium for one-to-one communication
Distance career services asynchronous
Funding programme
Monitoring/evaluation focus usability
“Policy makers are aware of the pending need for better use of ICT in guidance and steps are
being taken to change this…”
Category 2: Emerging
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Policy/strategy focus
maximising the use of ICT
Rationale for ICT use effectiveness
Approach to ICT methodically focused
Functionof ICT
space for career services
Distance career services synchronous
Funding co-funding
Monitoring/evaluation focus
impact
“…different specific strategic approaches
are integrated in sectorial services…”
Category 3: Acknowledged but fragmented
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Policy/strategy focus
systematising the use of ICT
Rationale for ICT use efficiency
Approach to ICT systemically focused
Functionof ICT
impetus for paradigm change and reform
Distance career services multi-synchronous
Funding statecoordinated
Monitoring/evaluation focus accountability
“A new law on guidance is launched
and attention to eGuidance is
strengthened.”
Category 4: Strategic
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Discussion
If the understood function of the ICT remains solely as an information delivery channel, the full potential is not utilized neither in formation of lifelong guidance policies nor in the integrated service delivery.
To avoid fragmentation and to maintain and strengthen the political momentum of lifelong guidance policy development, it is necessary to further enhance the synergies among different guidance actors and stakeholders at national, regional, and local levels
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EXPERIENCED ROLE OF EXISTING AND EMERGING TECHNOLOGIES IN CAREER GUIDANCE SERVICES
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Aim
To provide a basis for understanding the different
ways in which career practitioners experience existing and emerging in career services
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Kettunen, J., Vuorinen, R., Sampson, J. P., Jr. (2013).Career practitioners ways of experiencing social media.
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DIMENSIONS OF VARIATION
CATEGORIES
Means for delivering
information
Medium for one-to-one
communication
Interactive working space
Impetus for paradigm
change and reform
Role of social media
Function of social media
Attitude
Rationale
Intervention paradigm
Nature of interaction
Practitioner's role
Kettunen, Vuorinen & Sampson 2014.
Career practitioners´ ways of experiencing social media in career services
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Category 1: Means for delivering information
Role of social media
useful tools
Purpose delivering information and advice
Attitude reserved
Rationale visibility
Perception challenge
Intervention paradigm
individual face-to-face intervention
Nature of interaction
practitioner individual
Practitioner's role
expert role
“It is used as, kind of like
the first step to something real/proper.”
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Category 2: Medium for one-to-one communication
Role of social media
useful tools viable alternative
Purpose delivering information and advice
delivering career services
Attitude reserved careful
Rationale visibility accessibility
Perception challenge change
Intervention paradigm
individual face-to-face intervention
individual intervention
Nature of interaction
practitioner individual
practitioner individual
Practitioner's role
expert role reflexive role
“How do I integrate these new practices into old, established
work routine? ”
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Category 3: Interactive workingspace
Role of social media
useful tools viable alternative
space for career services
Purpose delivering information and advice
delivering career services
collaborative career exploration
Attitude reserved careful adaptive
Rationale visibility accessibility
interactivity
Perception challenge change opportunity
Intervention paradigm
individual face-to-face intervention
individual intervention
group intervention
Nature of interaction
practitioner individual
practitioner individual
practitioner individual/groupindividual peers
Practitioner's role
expert role reflexive role
facilitating role
“It provides possibilities to bring together people who
are wrestling with the same problems...”
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Category 4: Impetus for paradigm change and reform
“When you go into social media you
accept that it is social media, and social
media works in social ways...”
Role of social media
useful tools
viable alternative
space for career services
participatory social space
Purpose delivering information and advice
delivering career services
Collaborativecareer exploration
co-careering
Attitude reserved careful adaptive proactive
Rationale visibility accessibility
interactivity
influence
Perception challenge change opportunity reform
Intervention paradigm
individual face-to-face intervention
individual intervention
group intervention
co-constructed intervention
Nature of interaction
practitioner individual
practitioner individual
practitioner individual/group
individual peers
individualcommunity members
individual professional
Practitioner's role
expert role
reflexive role
facilitating role
participating and engaging role
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Kettunen, J., Vuorinen, R., & Sampson, J. (2014). Practitioners experiences of social media in career services.
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Discussion
The challenge to guidance practitioners as a profession is to decide how to fully, and best use existing and emerging technologies
We have the opportunity to create new practices and paradigms to better reach individuals who need assistance with career exploration and decision making
If ICT is to play an increasing role in career services it is important
that practitioners function and utilize it in their practice within their scope of comfort and competence
to expand the awareness of the varying models of career interventions with online technologies
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SKILLS AND COMPETENCIES FOR EXISTING AND EMERGING TECHNOLOGIES IN CAREER GUIDANCE SERVICES
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Considerable research has been conducted on identifying the skills and competencies required for using ICT in career guidance services (e.g. Barnes & Watts, 2009; Bimrose, Barnes, & Atwell, 2010; Cogoi, 2005; Cedefop, 2009; Pyle 2000).
Careful consideration has also been given to ethical principles and guidelines related to the use of technologies in guidance practice (e.g. NBCC, NCDA, IAEVG).
Skills and competencies
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Kettunen, J., Sampson, J. P., Jr. Vuorinen, R. (2015). Career Practitioners Conceptions of Competency for Social Media in Career Services
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Discussions
Competency for existing and emerging technologies in career guidance services in not only about a particular set of new skills.
Success in developing competency for existing and emerging technologies in career guidance services is a dynamic combination of cognitive, social, emotional and ethical factors that are interwoven.
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Kiitos, thank you!
For further information, please contact:
Ms. Jaana KettunenFinnish Institute for Educational Research University of JyväskyläTel. + 358 40 805 4255E-mail: [email protected]
https://ktl.jyu.fi/en/staff/kettunen-jaana