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Career orientation
1. Orientation 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
1
2. The 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)
2
3. Traditional 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.
3
4. Counselling and Guidance Within
a Context of Uncertainty
Societal Context
Family
Personal
Selfidentity
Career
4
5. Societal Contexts
Rapidly Changing Social, Cultural and
Economic Realities
•Poverty/Structural Unemployment
•Violence
•Migration
•HIV/AIDS
•The Education System
•Globalization
5
6. Some 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
6
7. Revised 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 activity7
8. Services 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 person’s 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.)
8
9. Constructs 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 individual’s 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.
9
10. A Proposed Research/Service Grid
Advising
Guidance
Counselling
Occupational Occupational Occupational
Occupational
Advising
Guidance
Counselling
Vocational
Career
Vocational
Advising
Vocational
Guidance
Vocational
Counselling
Career
Advising
Career
Guidance
Career
Counselling
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.
10
12. Older Adolescents in High School
Problems Identified
Schooling
Identity and SelfConcept
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 .
12
13. Coping Strategies of Adolescents
Individual Problem
Solving
Disengagement –
distancing, avoidance
Resignation
Giving Up
13
14. The 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
14
15. The “High 5” (+1)
A Changing Theme For Career Development
1.
2.
3.
4.
5.
+
Change is constant
Focus on the journey
Follow your heart
Keep learning
Access your allies
6. 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 .
15
16. The 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
people’s careers develop.
16
17. The 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.
17
18. Guidance & 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.
18
19. Professional 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
19
21. Career Guidance and Counselling
Orientation Workshop:
Implementing 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
21
22. Guidance & 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
22
23. Orientation 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
23
24. Orientation 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
24
25. Orientation 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
25
26. Group Facilitation Model
Group
Design
Pos
t Gr
oup
e6
inati
on
St
ag
Term
e5
Wor
king
e2
e4
Tran
sitio
n
Member
Needs &
Roles
e1
e3
Initia
l
p
rou ss
G ce
o
Pr
Ap Lea
pr de
& oac r
Sk he
ills s
Plan
ning
St
ag
St
ag
St
ag
St
ag
St
ag
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.
26
27. Orientation 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
27
28. Outcome Focused Evidence-Based Practice
Quality Improvement
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/crwg
28
30. Orientation 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
30
31. Orientation Workshop Evaluation
Before
Regarding the Primary Objectives
of this workshop, and
knowing what you know now,
how would you rate yourself
before the workshop, and how
would you rate yourself now?
After
Unacceptable
Unacceptable
Acceptable
Acceptable
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)
people’s career development
4
10
6
5
1
1.6
0
0
1
6
19
3.6
7
11
3
4
1
1.3
0
0
2
6
18
3.6
8
5
4
5
1
1.4
0
0
1
5
17
3.3
3 Knowledge regarding basic skills
used in career-life planning
4 Tools for demonstrating the value
of careers guidance & counselling
Awareness of the importance of
5
career-life planning in TVET
31
6
5
6
5
1
1.7
0
0
0
3
20
3.4
32. Evaluation 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
32
33. Orientation Workshop Evaluation
Generally Speaking,
Unacceptable
0
1
1. how useful did you find the workshop?
2. how would you rate the workshop facilitation?
3. how would you rate the workshop facilities
(room, etc.)?
4. how would you rate the food?
Acceptable
2
3
4
Ave
--
--
--
1
25
4.0
--
--
--
1
25
4.0
--
--
--
18
5
3.0
--
--
--
14
3
2.7
33
34. Orientation Workshop Evaluation
For each component of the workshop listed
below, please assess how useful
that component was for you.
Unacceptable
Acceptable
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
Skill Practice
10. Demonstrating value (evaluation)
--
--
--
9
17
3.7
--
--
--
8
16
3.7
11. Infrastructure
--
--
3
13
10
3.3
12. Action planning
--
--
--
7
19
3.7
34
9.
35. Final 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
35
36. Orientation to Career Guidance and
Counselling in Developing Countries
Questions or Comments?
Thank you
William Borgen
borgen@interchange.ubc.ca
Bryan Hiebert
hiebert@ucalgary.ca
36
Editor's Notes
These are not limitations, BUT factors that need to be considered or taken into account when doing career guidance
What have I learned.
Countries are looking for answers that address the issues of individuals and also serve the broader good…
Kenya … levels of education declining because younger ones see that is has not helped older ones…
Nigeria…unsafe on the roads at night because young people who can’t find employment are stopping vehicles and robbing them…
Bias against technical and vocational education because of the prestige and security that has traditionally accompanied professional occupations
Training programs are being implemented without the uses of counselling or psychological processes which has led to problems with recruitment and retention of students, or their successful attachment with the labour force upon completion of their studies, resulting I ….
Bhutan, 50% of the population is 15 years of age or younger, system can’t absorb them in the traditional manner, and wants guidance and counselling to assist in order to help the young people and to preserve the country.
The context in which people are making occupational, vocational and career decisions is evolving rapidly and unpredictably.
Internationalization – in India has a technical business that is completely directed in this case by German and Japanese companies who train workers in precise methods and monitor quality control, owner hopes for 10 years of work until less expensive labour is found somewhere else in the world. There is no attempt to train beyond the very specific needs of the company.
In many countries in Africa and parts of eastern Europe and Asia, internally and externally displaced people, making decisions within the context of refugee camps, as a result of discrimination and conflict.
Perceived Status of Occupations is getting in the way
In Saudi Arabia and other countries in the gulf states there is a problem with the perception that citizens take professional training and guest workers perform trade and service work. Two consequences… all money generated by those occupations leave the country and there are not enough professional jobs for the local citizens..
Bhutan
Too many young people for the labour market….
Need to consider our assumptions regarding our work and a need to strengthen research, theory and practice connections between counselliing psychology, vocational psychology and career development practice.
A need to consider occupational and career development in ways that are appropriate to the culture in which they occur.
Organization for Economic Cooperation and Development
2001 – Journal of Vocational Behavior indicated a need for rigor, bounded by methods but somewhat bounded by them as we all are… recognition of the need for qualitative approaches to address new types of questions but concerned about their transparency….
How can our methods promote sustainabity on the part of clients for whom it is now normal to live in rapidly changing life/career contexts? How do our questions and What is needed to assist
First we are challenged to move to recognize our cultural encapsulation and to begin the process of moving to an orientation of cultural pluralism, in our research and our services.
Utilize the indigenous helping system
In India the senior members of the extended families..
In Nigeria following our workshop, action plans of instructors from the vocational high schools and colleges began with discussions with the village elders, shamen and witch doctors…
In Bhutan building upon the caring and respect that seems to be inherent in their Buddist culture.
Work across the boundaries of our traditional disiciplines to see what each can offer.
Currently there are three major islands in operation
Vocational Psych – be clear on what can be preserved and built upon and what will need to be changed…
Counselling and Counselling psychology – approaches and qualitative methods
Need to take into account
Career Practitioners – distilling information from both into practice often with inadequate training.
Individual needs
Contextual needs – with a focus on individual, group and the broader culture
Changeprocesses need to change? Teach people decision making processes for themselves, make the process more transparent.
Different logic Replicate processes or provide stories for others to relate to?
Opportuinity for vocational Psych to build upon a strong tradition of rigor to encorporate new methods – extend what Rich I an proposed in 1990. Both/and…
No heavy duty statistics
Only % and frequency counts