GoogleTranslate Service


Developing internet based careers guidance

March 25th, 2010 by Graham Attwell

Last year, together with my colleagues Jenny Bimrose and Sally Anne Barnes from the Institute for Emplyment Research at the University of Warwick in the UK, I ran a number of focus groups with young people on the use of technology for Careers Advice, Information and Guidance. The focus groups were part of research comissioned by the CfBT, a UK based educational charity. The main aim of the resaerch was to examine the skills needed by Personal Advisers working in the publicly funded Connexions service to deliver internet based guidance.

The full report is not yet published. But the executive summary of the report is now available for free download from the CfBT web site.

Whilst obviously the report is focused on the UK careers  advice,  information and guidance services, the issues raised are pertinent far further afield.

Here are two excerpts from the summary report.

Demand from young people for internet-based guidance

Progress towards achieving widespread access to advanced internet based services through phones and / or mobile devices seems unstoppable, with young children exposed to new technologies from birth. Internet-based devices now offer a range of functions way beyond basic phone-calls and SMS text-messaging with social interactions unrestricted by time or space. Young people use information and communications technology (ICT) not just for accessing information, but for creating and sharing knowledge.

All of the young people who participated in our study were able to access the internet either at home, school or college, on a daily or weekly basis. They also accessed the internet using various means (for example, mobile devices and games consoles as well as personal computers). Although many parents / carers were monitoring young people’s level of ICT usage, the nature of internet access was not being restricted – irrespective of age group.
Overall, we found a high level of ICT usage by young people, with internet-based services an integral part of their social networking, communication and entertainment. Findings from our study also indicate how young people think that internet-based services could be an effective way of delivering guidance services more flexibly and effectively in the future.

However, the importance of shaping these services in a way that reflects the current usage by young people is clear. So, for example, the majority of young people in our study use technology to gather information. This suggests an increase in the use of online multi-media to develop personalised information, together with increased access to different types of high quality, online information. Additionally, it indicates the need for P.A.s to coach young people in how to distinguish amongst reliable, unreliable and biased sources of online labour market information. Other ways young people in this study felt their current usage of internet-based services should shape guidance services in the future related to chat rooms; online, multi-media; personalised information; and email communication.

Despite high levels of ICT competence and the trend towards more openness, collaboration, peer communication and user-generated content, the young people still highly valued their face-to-face contact with P.A.s, because of their professional expertise. However, where P.A.s are accessed on-line, they will need to demonstrate a level of proficiency in internet-based technologies at least equal to those of the clients accessing their expertise to maintain their respect.

Internet-based guidance

There is a strong policy steer for organisations delivering guidance services to young people in England to make greater use of internet based services to deliver guidance, despite there being much still to be learned about this aspect of professional guidance practice. For example, reliable evidence on the impact of introducing internet-based services is currently lacking and the potential for cost savings is unknown.

A range of internet-based services are, or could be, used to deliver guidance, including for example, email, web chat, SMS messaging, mobile phones, website, software and video conferencing. An important first step in delivering effective and efficient internet-based guidance services would be agreement about a common, up-to date language to describe exactly what it comprises. Not only is there a lack of consistency in the terms currently used to describe this area of practice (e.g. web-based guidance; e-guidance; internet-based guidance), but the types of services listed under these terms vary. Once Connexions organisations are able to specify which internet based services they wish to offer to clients, then the training support required will be easier to identify. For example, one Connexions organisation may decide to increase its offer of guidance to young people via a telephone helpline, whilst another wishes to develop guidance by email and yet another decides to concentrate on supporting P.A.s to develop multi-media labour market information resources to deliver as part of group work with young people. Training requirements for each of these methods of delivery would be slightly different.

Where guidance organisations have already embraced technology in the delivery of services, there seems to be a tendency to invest resources in training a group of practitioners to specialise in particular areas of practice. For example, Career Services New Zealand has trained one group of practitioners to work on a telephone helpline service alongside their face-to-face work, whilst another group has been trained to offer e-mail guidance.

Comments are closed.

  • Search Pontydysgu.org

    News Bites

    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • RT @socialtheoryapp New event: Hybrid social theory and education research: working with conceptual interdisciplinarity | Social Theory Applied socialtheoryapplied.com/2019/…

    About 4 hours ago from Cristina Costa's Twitter via Twitter for Android

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories