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Professor Jenny Bimrose Dr Sally-Anne Barnes
IER, University of Warwick
ESRC Seminar – Digital Technologies29 November 2011
Skills & competencies required by career practitioners to develop
internet-based practice
Setting the scene in the UKEvidence: ICT & practice• Increasing use • Pressures to up-date• Inconsistent terminology
Policy:• Shrinking resources• Shifting priorities• Changing paradigms
Context:• ‘Digital natives’ & Web 3.0• Open and linked data• Professionalisation agenda for workforce• Pressures on service delivery
Workforce Capacity?
‘...the knowledge base of the Career Guidance workforce which is necessary to use ICT technology can be
lacking ... This is not conducive to the direction in which the occupation as a whole is moving...’
Ref: Cobbett, D., Dodd, F., Miller, S. and Shearer, L. (2009). Skills needs and training supply for career guidance – a gap analysis. Newcastle upon Tyne: Trends Business Research Ltd.
Research questions?Skills & competencies:
Which are required to deliver on ICT-based guidance?
Workforce capacity:Is there a skills gap?
Organisational issues:Engagement, perceived relevance & infrastructure support
Study 1: Investigation of the skills/ competencies required for practice
• Funded by CfBT – focus on practitioners /managers (2009 – 2010, England)
Study 2: the role of ICT in careers service transformation
• Funded by UKCES – focus on managers/ stakeholders (2010 – 2011, UK)
Study 1:Small scale, mixed method empirical studyInterviews, focus groups and online forum6 sites across delivery & geographical contextsStudy 2:Telephone interviews, digitally recordedBoth:Literature reviews
Methodologies
ICT: Current usage in CEIAGResources: most exploited
Communication: embryonic
Materials: under-developed
Key messages: literature
Impact: reliable evidence on the impact of ICT in delivery of careers guidance lacking
Gap: gap in understanding what comprises effective internet-based guidance
Costs: early indication that cost savings likely to be minimal
Skills: lack of consensus re: competencies/ skills required
Key findings: young people
Engagement: high levels with technologyMain uses: communicate, gather informationPreference: face-to-face communicationConcerns: about personal safetyAge-based: IT services based on age required
Young people’s aspirations for internet-based guidance
Multimedia informationChat roomsEmail communicationSocial networking
BUT retain face-to-face contact
Digital Skills: Social/Personal
Communication
General KnowledgeCreativityCollaborationSelf-Esteem
Parallel processingPersistence
Peer-to-peer learning
Risk-taking
Digital SkillsCognitive/PhysicalMulti-tasking
Logical thinkingProblem solvingTrial & error
learning
TechnicalHand-eye
coordinationTechnical
confidence
Web-designContent creation
Digital skills profiles of practitioners & managers (self report)• Majority ‘high’ or ‘medium’ for most essential
digital skills
• Web design & content creations - most support required
Overall: workforce well positioned to develop confidence and additional skills
to engage effectively in internet-based guidance delivery
Future Prospects?
Usage
• Limited
• Interesting practice
Potential
• Enthusiasm
• Generally!
Brakes
• Infrastructure
• Confidence
Success indicators
Training & staff developmentTechnical infrastructureSenior management vision &
supportMonitoring & evaluation
Theory and Practice
‘ICT-based training which is specifically tailored to the context of Career Guidance is lacking. For example, whilst ICT
competency training such as the ECDL is available, this is not provided through a grounded Career Guidance framework,
and as such does not ensure the targeted development of skills specific to using a computer for Career Guidance
purposes.’Ref: Cobbett, D., Dodd, F., Miller, S. and Shearer, L. (2009). Skills needs and training supply for career guidance – a gap analysis. Newcastle upon Tyne: Trends Business Research Ltd.
Some challenges for careers guidance Ethical issues:
identity, privacy and safety for clients (especially young people)
Professional identity:
changing nature of career practice and therefore the expertise offered by the practitioner
Working smarter:
capitalising on human resources (e.g. by pooling of expertise through the potential for collaboration) & resolving (e.g. intellectual property)
For more information…To download reports and related publications: www.warwick.ac.uk/ier