Kuopio September 18 2012 Seminarium - Voice of Users

1. Kuopio September 18 2012 Seminarium - Voice of Users

2. Tomas Mjörnheden • The Adult Education Authority of Göteborg, Sweden • Planning officer- Evaluation- Quality assurance- Development Short presentation

3. Voice of Users – A question of quality? • To start with – something aboutperspective, quality and need, • Voice of users • To plan your studies

4. What is quality? It is in the eye of the viewer ”Peoples palace” in Bucharest. Ceausescu´s dream building The owners of BMW often point vehicle quality, but for others it just may be only boring

5. What is quality?3 actors Same perspective on quality?? The organisation/school The society The students/clients/users

6. What is quality? • Quality should be aimed at the needs of the customer, present and future."(Dr Edwards Deming) • …satisfy the customer (students) needs and expectations (a service) the ability to satisfy, preferably exceed the needs and expectations? • Eg:- Trust and reliability?- Simplicity and flexibility?- Restoring ability (handle unexpected situations, or when something goes wrong)?- Staff competence, attitude and behavior

7. Why? • Globalisation • Morecomplex society • Changes around work, professions and labour market • Increased expectations of career guidance – the process • Increased expectations of result • Increased demand of more professionalization • Limited resources – more efficiency

8. The surgery was successful ….. The client died….

9. Basic model* for student evaluation Result Outcome Short and long time Structur/resources Process Output Are we doing things right? Are we doing right things? * Ekonomistyrningsverket (ESV) 2006

10. Voice of Users – A question of quality? I believe… I think… I think…I believe…

11. Voice of users - background • Nordic research project (Denmark, Finland, Island, Norway and Sweden) • Funded by the Nordic Council of Ministers and the NVL • Project time 1 Jan 2010 – June 2011 • Target group – adult student, guidance counsellor and management • Method of data collection was through interviews with focus groups and questionnaire study.

12. Aim and research questions • Contribute to the body of knowledge on the effectiveness and quality of adult guidance • Cross-country comparison • Which forms of educational and vocational guidance have adults met? • What are the benefits of guidance for adult users? • How satisfied are they with the guidance services? • Do we listen to the voices of adult users of guidance and are they involved in developing the guidance services?

13. Types of guidance Educational and vocational guidance is defined as the assistance on educational, vocational and personal issues, provided by practitioners, teachers or web based self-help.What kind of vocational and educational guidance did you participate in? 13

14. In general, how satisfied or dissatisfied were you with the career guidance you got? -3 very dissatisfied and +3 very satisfied.

15. Outcome of guidance - Educational The following statements describe possible benefits of vocational and educational guidance. To what extent do you agree or disagree with these statements in terms of the outcomes of your guidance experience?*Figure: Agree or strongly agree 15

16. Outcome of guidance - CareerThe following statements describe possible benefits of vocational and educational guidance. To what extent do you agree or disagree with these statements in terms of the outcomes of your guidance experience?*Figure: Agree or strongly agree 16

17. Outcome of guidance – Personal developmentTo what extent do you agree or disagree with these statements in terms of the outcomes of your guidance experience?*Figure: Agree or strongly agree 17

18. 5 levels taxonomi

19. Example level1 – get information • What information? (rights, services) • How is it transmitted? • When will it be communicated? • How to ensure that it is accurate information? • How do we know that the information has been understood?

20. Level 2 – feedback of information / dialogue/ activity • What opportunity are given for feedback? • When given the opportunity to feedback? • In what way are given the opportunity to feedback? • What are the results? And feedback of results? • Is there a systematic approach?

21. Level 3 – forum for debate / discussion / conversation • Is there an opportunity for group discussion? • Who can enter? • What can be discussed? • When can it happen? • How are the results afterwards?

22. Level 4 och 5 – Participation to influence and make decisions • Is there a forum for students to discuss strategic issues? • Is it possible for students to make, or be part of strategic decisions? • If yes, how prepared is these forums and how to document discussions / decisions?

23. 5 levels taxonomi Yes Hmmm No No No

24. Summary of some results (Finland) 48% the web Finland(17% SE) (7% - 48%) 62% career guidance(62% - 88% ) 39% guidance by teachers and integrated in lessons 42% (14% - 39%) (12% - 42%) Limited possibility to give feedback(35% FI) (28% - 55% )

25. Continuation - summary of results Most(Finland) • Encouraged me to continue studies (63%) • I learned something about my abilities (62%) • I learned something about my interest (60%) • Guidance encouraged my self confidence (57%) • I acquired decision making skills (44%) Studera Planera Besluta Arbete Least (Finland) • Guidance as support to make decissions about job (18%) • Guidance helped my job search (20%) • Acquired skill to further develop my career (25%)

26. CMS – Career Management Skills

27. From noun to imperativ Nouns A study plan Verb Planning your studies (an activity) Imperativ Pass examination get a job

28. Individual study plan – adult education Göteborg

29. Goal achievement and study plan * Get a job Highereducationafterwards Self confidence Study plan No study plan * Adulteducation 2010 Göteborg

30. Rapport finns att ladda ner www.goteborg.se/vux under rubriken Dokument. Voice of users(länk) The times are a changing The world is changing