Presentation at an NVL seminar in Iceland 9 November 2016

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Guidance for low qualified adults in the light of The New Skills Agenda
9 November 2016 – Reykjavik, Iceland
Jaana Kettunen,
Finnish Institute for Educational Research,
University of Jyväskylä, Finland
Using ICT in outreach and guidance for
low-qualified adults

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Outline
 Evolving role of ICT in guidance
(career services )
 Evolving role of practitioners
 Skills and competencies of career
professionals

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Introduction
 The increasing use of information and
communication technologies (ICT) in career-related
activities is placing new demands on career
practitioners and on the organizations (Bimrose &
Barnes, 2010; Sampson, Osborn, Dikel, &
Sampson, 2011)
 Access to services, including e-services, is changing
and requires that both users, providers and public
administrations have sufficient digital skills.
 Social media is fast becoming as much a necessity
as an opportunity and competency to work in this
new mode is an area of increasing importance.

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Defining social media
“Social media is a process,
where individuals and groups
build up a common
understanding and meanings
with contents, communities
and web 2.0 technology.”
Sources: Ahlqvist et al., (2010) and
Kolbwich & Maurer (2006)

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Evolving role of career professionals
expert in
content
expert in
process
expert in
managing
the social
space

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The role of information
and communication
technology in career
services can be seen in
three ways; as a tool, as
an alternative, or as an
agent of change.
Career practitioners
have generally used
technology in one of
the three ways: to
deliver information, to
provide automated
interaction and to
provide channel for
communication.
Roles of ICT
Evolving role of ICT

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suggested that ICT be
used for the following
four functions :
informing,
experiencing,
constructing and
communicating.
proposed a similar
model of three
functions:
understanding, acting
and coping.
Roles of ICT
Evolving role of ICT

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The internet has evolved
from a resource to
facilitate communication
and disseminate
information to the
collaborative construction
of knowledge using social
media and mobile devices
Social media in career
services was experienced
as a means for delivering
information, a medium for
one-to-one
communication,
an interactive working
space, and an impetus for
paradigm change and
reform.
Roles of ICT
Evolving role of ICT

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The ICT can be the
means for
transformation of
separate sector-based
and provider-centered
provision into user-
centered lifelong
guidance system.
Roles of ICT
Evolving role of ICT

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11. Current state
 What is your impression/experience of
information and communication
technology (including social media), its
character and purpose?
 Select and mark the
option that best describe
your current impression/
experience?

12. Current state –
pair conversation
 Share and reflect
your impressions
 How are your
impressions alike or
different?

13. Kettunen, J., Vuorinen, R., Sampson, J. P., Jr. (2015).
Practitioners experiences of social media.
Practitioners experiences

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delivering
information
delivering
career services
collaborative
career
exploration co-careering
Emergence of the utilization in guidance and counselling
Emergence of the utilization
Kettunen, J., Sampson, J. P., Jr. Vuorinen, R. (2015).
Career Practitioners Conceptions of Competency for Social Media in
Career Services

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Co-careering
orientation
Career
education
orientation
Career
practice
orientation
Information
orientation
Four orientations

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Information orientation
 technology focused
 operational understanding
of ICT and ways of using
varying online
technology/tools as means
for delivering information
 media literacy skills
 proficiency in locating, and
evaluating various types of
online content and
services in a critical and
active manner

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Career practice orientation
 content focused
 practical skills to use ICT
not just for delivering
information but also as a
medium for one-to-one
communication
 proficiency in using various
types of online content and
services in specific context
and work settings
 motivate and assist
individuals in processing
information/data

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Career education orientation
 pedagogically focused
 emphasis on methods, techniques
and activities that foster career
learning process and acquisition
of career management skills
 opportunities for novel practices
that support increased user
engagement with both career
professionals and career
information (e.g. increased use of
interactive and multimedia content)
 appropriate structuring and active
facilitation in terms of guiding and
shaping the discourse with
individuals and groups

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Co-careering orientation
 Systematising and improving the quality and
efficiency of career guidance services
through transformation of separate sector-
based and provider-centered provision into
user-centered lifelong guidance system
 multi-synchronous ways of communication
where direct communication and
asynchronous means are combined to
satisfy the varying needs of individuals
 well-structured and well-thought-through
professional goals and strategies that fit
those goals
 requires a cognisant, properly managed and
monitored online presence

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Kettunen, J., Sampson, J. P., Jr. Vuorinen, R. (2015).
Career Practitioners Conceptions of Competency for Social Media in
Career Services
Skills and competences of practitioners

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 Practitioners need to establish a strong presence in social
media related to both initial choices and life-long career
decision making.
 One central prerequisite for versatile and functional utilisation
ICT is a good understanding of how different career-related
questions become relevant at different stages of an individual’s
life and how technology may be best used in different
approaches
 If the goal is to use the opportunities provided by new
technologies, it is important to assess and develop
practitioners’ beliefs about technology and career services as a
whole as well as hone their practical skills regarding these
technologies.
Discussion

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References
 Kettunen, J., Vuorinen, R., & Sampson, J. P. (2015).
Practitioners’ Experiences of Social Media in
Career Services. The Career Development
Quarterly, 63, 268-282.
https://jyx.jyu.fi/dspace/handle/123456789/46809
 Kettunen, J., Sampson, J.P., & Vuorinen, R. (2015).
Career practitioners´ conceptions of competency for
social media in career services. British Journal of
Guidance & Counselling, 43, 43-56.
https://jyx.jyu.fi/dspace/handle/123456789/45919

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For further information, please contact:
Ms. Jaana Kettunen
Finnish Institute for Educational Research
University of Jyväskylä
Tel. + 358 40 805 4255
E-mail: jaana.h.kettunen@jyu.fi
https://ktl.jyu.fi/en/staff/kettunen-jaana
Takk fyrir, Thank you