Fostering Innovation and Creativity in Career Fostering Innovation and Creativity in Career Education: Education:

Development and Validation of a Career Development and Validation of a Career Information Kit (CIK)Information Kit (CIK)

Presenter

Merrit B. Henry

Manager, Placement & Career Services, UWI, Mona.

PhD candidate, UTech, Jamaica.

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Presented at Presented at

The Second International Conference The Second International Conference on on

TVET in the CaribbeanTVET in the Caribbean at the at the

Hylton Rose Hall Hotel, Jamaica. Hylton Rose Hall Hotel, Jamaica.

May 13-15, 2015May 13-15, 2015

Introduction

Statement of the problem

Purpose of the CIK

Research questions

Significance of the CIK

Development of the CIK

Summary and Conclusion

Focus of PresentationFocus of Presentation

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Establishing Need for the CIK

Existence of dysfunctional career thinking in

Secondary Schools

Guidance counsellors’ opinion

Students’ opinion

IntroductionIntroduction

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Evidence of Dysfunctional Career Thinking

(DCT) at secondary level

Secondary level institutions unprepared to

identify and deal with DCT

Inadequate career information

Statement of the ProblemStatement of the Problem

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The millennial student.

Technological changes in classroom.

Technology in career education.

Innovation and Creativity in Career Innovation and Creativity in Career Education Education

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Develop and validate a reliable CIK for

mitigating dysfunctional career thinking

(DCT) among Jamaican secondary school

students

Purpose of the Purpose of the Study Study

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1. In what ways can a valid and reliable CIK be developed for mitigating DCT among secondary level students?

2. How reliable is the developed CIK for mitigating DCT among secondary school students?

Research QuestionsResearch Questions

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Students Career/Guidance Counsellors Administrators Employers

Significance of the CIKSignificance of the CIK

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Research Design

Target Population

Sample and Sampling Techniques

Description of Steps in Developing and

Validating the CIK

Development of the CIK - Development of the CIK - MethodologyMethodology

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Research and Development (R&D) Model,

(Creary & Creary, 2005)

Qualitative and quantitative techniques

Steps in the development of a product

Research DesignResearch Design

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Sample

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Professionals Students TotalLarge Group

Focus Group

8 52 10 70

Professionals and Students

Systems Approach Model of Educational Systems Approach Model of Educational Research and DevelopmentResearch and Development

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Research DesignResearch Design

Source: Henry (2014), adapted Dick, Creary &Creary (,2005) ppxxii-1

Research & Development Approach

Development of CIKBP

HR PractitionersCareer Professionals Validation Phase I

Large Group

Focus Group

Development of the Digital Demonstration Version of the CIK

Large Sample

Validation Phase II: The Developed Digital Version of the CIK

Testing of the Developed Digital Version of the CIK

Development of User Guide for the CIK

Mass Production/dissemination/Commercialisation of the CIK

Testing for Dysfunctional Career Thinking

Guidance CounsellorsThird Form Students

Third Form Students

Procedure for obtaining IP/Copyright for the CIK

Population: 1434 students - (701M;733F) from 6

Secondary schools (Third Form/ Grade 9)

Region 1- Kingston and St. Andrew

Target PopulationTarget Population

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Interraters/Professionals-Round table

discussions

Large group - third form students

Focus Group- third form students

Sample and Sampling Sample and Sampling TechniquesTechniques

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Development of the Career Information Kit Blue Print (CIKBP)

Validation of the CIKBP

Development of the digital demonstration version of the CIK

(converting the text (A-Z glossary, developed in CIKBP into

digital version.

Validation of the digital version of the CIK

Steps in Developing CIKSteps in Developing CIK

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Try out/ testing of the developed CIK to establish validity

and further confirm or refute the established reliability

Development of final version of the CIK

Development of User Guide for the CIK

IP/Copyright

Mass production and Commercialisation of CIK

Step by Step Approach to Step by Step Approach to Developing CIK cont’dDeveloping CIK cont’d

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Information obtained from websites of

educational institutions, newspapers, vacant

position requests from organisations and

supplemented by the researcher’s experience

Step1 - Development of the Paper Based Career Step1 - Development of the Paper Based Career Information Kit Blue Print (CIKBP)Information Kit Blue Print (CIKBP)

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Information divided in 2 sections:

Guidelines for choosing a career and 5 major

headings: description/definition, nature of job,

qualification, skills and competencies,

employment

Step1 cont’d -Development of the Step1 cont’d -Development of the Paper Based CIKBPPaper Based CIKBP

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Sample – 8 professionals – 1st phase, Round Table

discussions - content, appropriateness, appearance and

relevance of the information.

Questionnaire fielded.

Preliminary adjustments made based on feedback from the

professionals.

Step 2- Development of the Paper Based CIKBP-Step 2- Development of the Paper Based CIKBP-

ValidationValidation

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All participants agreed that the CIK is a very important

development as career information is lacking in the

schools.

Content- relevant; easy to understand.

Recommendation - electronic version of CIK.

FindingsFindingsCareer Professionals-Discussion 1Career Professionals-Discussion 1

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More user friendly and appealing to target

group

15 high demand areas selected from 325 careers

Field work and studio production

Step 2 Cont’d - Development and Validation of Step 2 Cont’d - Development and Validation of the Digital Version - CIK the Digital Version - CIK

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Round Table Discussion 2-Professionals

validation of CIK in areas such as user

friendliness, content and face validity

Step 2 cont’d -Development and Step 2 cont’d -Development and Validation of the Digital version-Validation of the Digital version-

CIKCIK

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Emergence of final versions of CIK –

paper and electronic

Animation

Addition of self assessment component

Additional skills and competencies

Step 3 - Modification and Description of Step 3 - Modification and Description of the Digital Version of the CIK the Digital Version of the CIK

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Introduced words to describe animation as images

scroll across the screen

Volume of background music reduced/removed

Pause created for change of narrators

Additional animation

Professionals satisfied with developed product

Step 4 – Further Modification and Step 4 – Further Modification and Description of the Digital Version of the CIKDescription of the Digital Version of the CIK

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Sample -52 grade 9 students representing 3

secondary schools in targeted population

Viewed CIK in classroom setting and gave

feedback on usefulness, user friendliness,

comprehensiveness

Utilisation of questionnaire-quantitative

Step 5-testing Digital Version of the Step 5-testing Digital Version of the CIKCIK

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The CIK provided new information about:

Various careers About yourself Career decisions Third Form subject choice Career choice for tertiary Career choice for after secondary

FindingsFindingsValidity and Reliability:Validity and Reliability:testing- testing-

large group large group

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Improvement in Career Thinking

Percentage (N=52)

Decide on career 73.1

Make subject choices 78.8

Make career decisions 92.3

Plan further studies 71.2

Plan for field of work 65.4

FindingsFindingsValidity and Reliability – Large Group (cont’d)Validity and Reliability – Large Group (cont’d)

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Sample -10 students-traditional co-education

educational institution

Qualitative approach

Viewed CIK-discussion on user-friendliness,

relevance and importance of content

Step 6 –Step 6 –Testing CIK Using Focus Testing CIK Using Focus GroupGroup

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User-friendliness– use of graphics, presentation style of narrators,

matching of personality with careers

Usefulness– comprehensive information, introduced new

careers, more reflective, better appreciation for some careers

Focus Group:Focus Group: User-friendliness, Usefulness and User-friendliness, Usefulness and Relevance of CIKRelevance of CIK

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Relevance

helped to make informed career choices,

understanding the importance of Mathematics

and English Language, importance of skills

requirement for relevant career.

Focus Group:Focus Group: User-friendliness, User-friendliness, Usefulness and Relevance of CIK cont’dUsefulness and Relevance of CIK cont’d

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All feedback considered, CIK was accepted for

development of the final version

Significant changes were made from the

recommendations of the professionals

Further Modification: Digital Further Modification: Digital Version of the CIKVersion of the CIK

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How reliable is the developed CIK for mitigating dysfunctional career thinking among secondary school students?

Reliability test – questionnaire to professionals

Focus on user-friendliness, relevance, appropriateness and usefulness

Test for ReliabilityTest for Reliability

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Responses to questions sought based on Likert Scale & Cronbach Alpha Reliability Coefficient

(Glinn & Glinn, 2003) sought

Test for Reliability (cont’d)Test for Reliability (cont’d)

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Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on

Standardised Items N of Items

.821 .852 7

Cronbach Alpha Reliability Coefficient-Cronbach Alpha Reliability Coefficient-Professionals Professionals

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Professional Reliability Test The Cronbach Alpha for the Professionals questionnaire is .821 and proves that the instrument used was reliable.

Reliability Statistics

Cronbach's AlphaCronbach's Alpha Based on

Standardised Items N of Items

.531 .559 19

Reliability - StudentsReliability - Students

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A Cronbach Alpha of .531 shows the level of reliability as indicated by students

The research and development scientific methodology

was utilised for the development of the CIK

The CIK was found to be user friendly, useful and

relevant by professionals and students

The CIK should help in the mitigation of DCT.

Summary and ConclusionSummary and Conclusion

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