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Effective career services for all clients: Practical tools and techniques for career practitioners

Effective career services for all clients: Practical tools and techniques for career practitioners. Janet G. Lenz, Ph.D. Presentation to the Australian Association of Career Counsellors March, 2008. First: A credit to my “partners in crime & career theory”. Issues in Career Services.

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Effective career services for all clients: Practical tools and techniques for career practitioners

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  1. Effective career services for all clients: Practical tools and techniques for career practitioners Janet G. Lenz, Ph.D. Presentation to the Australian Association of Career Counsellors March, 2008

  2. First: A credit to my “partners in crime & career theory”

  3. Issues in Career Services • Too many individuals needing help • Not enough practitioners or service delivery settings • Lack of application of theory in practice • “Throwing out the baby with the bath water”

  4. Effective Career Services • Designing career services programs • Organizational issues • Philosophical issues • Policy issues • Government & legislative mandates • Career services delivery cube • Staff competencies • Client needs • Intervention complexity

  5. Synthesis of three career services dimensions:client needs, intervention complexity, staff competencies • Level ofClient Needs • Level of Competenciesand Skills ofCounselors and Staff • Level of CareerInterventionComplexity Source: Sampson, J. P., Jr., Reardon, R. C., Peterson, G. W., & Lenz, J. G. (2004). Career counseling and services: A cognitive information processing approach. Pacific Grove, CA: Brooks/Cole.

  6. Effective Career Services Key question: • What can career practitioners do to help individuals • with diverse needs and motivations • to use appropriate resources in a timely and efficient manner to • enhance their career problem-solving and decision-making skills?

  7. Cost Considerations • Lack of literature in this area • Article by Reardon (1996) • Analyzing costs related to service delivery/theoretical perspectives • Costs of using various career assessments

  8. The Setting • 4-year public university • 40,000 students enrolled in 16 different colleges

  9. Service Delivery Setting • Open to students & community members • Based on instructional systems principles • Application of Cognitive Information Processing (CIP) theory to practice

  10. Theory to Practice: A CIP Approach • Both practitioner and client play an active role • Manageable number of concepts • Model is practical, easy to learn and apply, yet accounts for complexity • Emphasis on “getting inside the client’s head” to look at how information is processed • Ultimate aim--individuals learn how to become effective career problem solvers and decision makers.

  11. CIP Theory--Pyramid Domains

  12. Translating Concepts for Client Use Pyramid What’s involved in career choice The content of career choice What you need to know The CASVE Cycle A guide to good decision making The process of career choice What you need to do 13

  13. Screening • Readiness-- • The capability of an individual to make appropriate career choices taking into account the complexity of family, social, economic, and organizational factors that influence career development Source: Sampson, J. P., Jr., Reardon, R. C., Peterson, G. W., & Lenz, J. G. (2004). Career counseling and services: A cognitive information processing approach. Pacific Grove, CA: Brooks/Cole.

  14. CIP Readiness Model • Complexity • (high) • Capability • (low) (high) • (low)

  15. Differentiated Service Delivery Instead of one level of service for all, three levels of service are needed to meet individual needs ranging from those who are: self-motivated and able to learn successfully on their own suffering from low readiness for decision making who need substantial assistance to successfully learn 16

  16. Levels of Service Delivery • Self-Help Services • Brief Staff-Assisted Services • Individual Case-Managed Services

  17. Self-Help Services • Guided by the user • Served in library-like or remote setting • High decision-making readiness • Little or no assistance needed

  18. Brief Staff-Assisted Services • Guided by a practitioner • Served in library-like, classroom, or group setting • Moderate decision making readiness • Minimal assistance needed

  19. Individual Case-Managed Services • Guided by a practitioner • Served in an individual office, classroom, or group setting • Low decision-making readiness • Substantial assistance needed

  20. CIP Readiness Model • Complexity(high) • Low readinessModerate readiness • High degree of Moderate to low degree • support needed of support needed • (Individual Case-(Brief Staff-Assisted • Managed Services) Services) • Capability • (low) (high) • Moderate readinessHigh readiness • Moderate to low degree No support needed • of support needed(Self-Help Mode) • (Brief Staff-Assisted • Services) • (low)

  21. Varied Service Levels Individual Enters Brief Screening Self or Staff Referral Comprehensive Screening Self-Help Services Brief Staff-Assisted Services Individual Case-Managed Services

  22. Initial Interview • “What brings you here today?” • “I would like information comparing the starting salaries of physical therapists and nurses.” • Concrete request with no problems apparent • No further screening needed -refer to self-help services

  23. Preliminary Assessment • Screening instrument—usedto determine readiness for career choice and level of assistance needed

  24. Formulate Goals & Learning Activities • Counselor and client develop goals to narrow the gap • Develop an Individual Learning Plan (ILP)

  25. Individual Learning Plan (ILP) • Reinforces notion of career counseling as “learning event” • Involves client in problem solving • Collaborative brainstorming • Helps reduce anxiety about “what next?”

  26. Career Resource Room • Can be used with all types of clients • Trained resource room staff • CareerKey-Guide to library resources • Uses standard occupational classification system

  27. Career Resource Room • Assessment Resources • Career & educational planning information • Instructional modules • Occupational information • Multimedia resources • Employer literature & job listings • Access to physical & virtual resources

  28. A Word About Assessments • Consider type of clientele served • Assessing various domains of the Pyramid • More is not better—consider value-added • Varied career assessments

  29. Career Assessment Methods Response clear ambiguous clear Stimulus ambiguous

  30. Career Assessment Examples • Occp. Alternatives Question (OAQ) • Unstructured Card Sort • Problem Space

  31. Potential Elements of the Problem Space Option Knowledge Self-efficacy Cultural and Problem- Spiritual Solving Dysfunctional Imperatives Thoughts Skills & Beliefs Mental Health Status Personal Meaning Self Knowledge: Time pressure to Disabling Affect Solve Problem Relationships with significant Relationships others at Work

  32. Self-Help Services in Career Resource Rooms • Keys to effectiveness • Classification schema & index • Resource guides • Clear signage • Physical environment

  33. Career Resources in BriefStaff-Assisted Services • Initial interview • Practitioner develops ILP with the individual • Individual executes ILP activities • Staff checks in periodically

  34. Career Resources in Individual Case-Managed Services • Practitioner remains with client in resource room • Taking advantage of the “teachable” moment • Process information • Monitor negative thinking

  35. Use of Web Sites

  36. Services via the Internet • Matching site resources to user needs • Suggestions for using resources and links • Resources included have been evaluated and/or validated • “Safety net” provided

  37. Virtual Career Resources

  38. Staffing • Policy on which staff work in resource area • Staff schedule & staffing levels • Staff training & supervision • Ongoing training & development • Use of paraprofessionals *Adapted from Sampson, J. P., Jr., Aspects of a successful career service. Available at: www.career.fsu.edu/techcenter

  39. Staff Training • Clarify staff roles with respect to levels of service delivery • Core Resources • Specialized Resources

  40. Effective Career Services • Consider types of individuals seeking services • Screen for readiness • Match service to needs • Consider design of physical & virtual resources • Create a learning event

  41. For Additional Information Janet G. Lenz, Ph.D. jlenz@admin.fsu.edu www.career.fsu.edu/techcenter/ www.career.fsu.edu Appreciation is expressed to Drs. Gary Peterson, Bob Reardon, & Jim Sampson for their contribution to the content of this presentation

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