Online Career Learning Interventions:Leveraging Service Delivery Potential

2013 CANNEXUS Conference

Tannis GoddardPresident

Training Innovations Inc.tannis.goddard@training-innovations.com

Photo Slide

Session Objectives

Learn current perspectives about integrating technology within Career Services

Examine how interactive online spaces can be utilized as a method for delivering career development services

Consider pedagogical underpinnings for online career learning

Explore different design and delivery models – in particular examples from programming in BC

Reflect on key practitioner competencies and delivery strategies for online Career Development practice

What are practitioners asking?

1.How can technology be used in our services?

2.Can a practitioning relationship form online?

3.Does it work? If, yes, how?4.Is it Ethical?5.Can online Practitioning be

professionally rewarding?

What do you think?

1. What opportunities and challenges do you imagine for integrating technology into Career Services?

2. What competencies do you think we require as Career Practitioners to integrate technology in our services and practice?

Who’s Engaging in Online Career Services in BC?

Reasons for Participating:30% have parental responsibilities during the day38% prefer online format16% unable to attend other programs (location or wait list)16% mixed reasons

Demographics18 - 29 year olds – 19%30 - 39 year olds – 36%40 - 49 year olds – 27%50 - 64 year olds – 17%65+ - 1%57% Female / 43% Male87% complete the intervention Career e-Volutions 2008 – 2011

sample size – 358 individuals

Transformational Technology Team - 2010

AccessAccess

Policy Maker

Interest

Pedagogy & DesignPedagogy & Design

Social Media

Org Competence & Interest

Practitioner Competenc

e & Training

Practitioner Competenc

e & Training

Evaluation

Citizen / User

Competence

Tech Tools

Policy Maker

Interest

Policy Maker

Interest

Social MediaSocial Media

Organization

Competence & Interest

Organization

Competence & Interest

EvaluationEvaluation

Citizen / User

Competence

Citizen / User

Competence

Tech ToolsTech Tools

Uses of Technology

1. Deliver Information2. Provide an Automated Interaction3. Provide a Channel for Communication

One-to-oneOne-to-manyMany-to-many

ICT as a Resource or ServiceResourcesUnderstanding an individuals’ resource needsProviding ICT-based resource recommendationsOrienting individuals to the materialsFollowing up to verify the value of the resources

ServicesPractitioning exchange – purposeful focused engagement to enhance an individual’s career development skills – building from a constructivist, meaning making perspectiveRelocating the use of ICT from a geographical or ease of information access solution to a solution of learning and engagement

Vuorinen & Sampson 2009

What are academics & experts saying?

The Internet will play a transforming role in career guidance practice: Increases access to services Frees services from the constraints of time and place Can enhance existing services and create new paradigms

of career support Impacts the skill sets Practitioners will need Requires ongoing research into the conditions for

effectivenessHarris-Bowlsbey, 2005

McMahon and Patton 2006Hooley, Hutchinson & Watts, 2010

Why Consider Online Delivery? Distribution across time and space Multi-modal and needs-based delivery User controlled engagement Text-based, narrative communication &

counselling“Writing is thinking that can be stopped and tinkered with”

(Gage, J. 1986)

Permanent and permeable process Reusability and re-repurposing Affords transparent supervision

Career Learning

Learning about the content and process of career development and creating meaning and understanding about oneself in relation to the world of work.

A Service Approach - Online Career Learning Learning & counselling that

takes place using an electronic web-space, where the helping relationship occurs through the use of synchronous and

a-synchronous communication methods.

Individuals have control in accessing and completing their

development process while also engaging in an interactive process

with their career facilitator to create meaning and understanding.

Video Introduction

http://youtu.be/3gT6KI5SIc8

http://www.training-innovations.com/node/171

Pedagogy and Design

“In order for questioning of personal assumptions and self-reflection to occur, the environment must provide the support and the ability to dialogue and critically reflect on the material presented and on the self”.

Cranton, P. (1994)

Purpose -- Scope -- Theory of Practice Funding Model -- Expected Outcomes

Designing e-Career Learning Interventions

Information :: Explore relevant career concepts

Personal Application :: Engage in activities to apply concepts to self

Interaction :: Communicate with e-Practitioner and, potentially, other online participants to co-create meaning.

Technical Tools

Information

Activity

Interaction

Benefits of Online Career Interventions Records the Client’s current career story Distributed support and service can be provided Access and timing is controlled by Clients, within a

systematic structure Allows for thoughtful reflection Targeted resources support personalized career learning Perspectives can be revisited Revised career stories can be captured

e-Career Practitioning

The rapport between Practitioner and Client in cyberspace is developed not by reacting to another person’s physical presence and spoken word, but by entering the client’s mental constructs via the written word

(Anthony, K. 2000, p.626)

Establishing a Working Alliance

Convey vision, commitment and quality in marketing materials

Design effective intake and registration processes Make yourself visible through photos, bios & videos Share working timelines and contact options

Demonstrate enthusiasm and confidence Respect the power of the written

word

Facilitating a Client’s Experience

Notice online cues and engage pro-actively and with curiosity:

share observations by summarizing, linking, questioning and expanding the dialogue

enquire about and revisit the development and changes in clients’ online narrative…providing constructive support in there-authoring of their career story

Return to and revisit counselling and learning goals

Counselling in Text“…when I write, I think”

Think about your client – their goals, where they are in their process – scan earlier communication

Assess the clients’ and your own emotional and cognitive frame of reference

Assess your available time and the urgency of the situation Consider the most effective communication strategy for the

situation Develop a ‘matching’ strategy with clients Consider tone, clarity & rhythm in your message

Bolton, G. et al. (2004)

Delivery Model Examples

Fully facilitated, predesigned, online interventions (all or most contact through an e-learning space)

Customized topical delivery based on assessed Client need

Blended delivery (defined f2f components with integrated online components)

Application of learning following f2f

Client Feedback on Design & Delivery Activities = 91% Effective Reflective Dialogue = 86% Valuable Practitioner Responses to clients’ reflections = 100%

Valuable Ability of communication to personalize experience

= 96% Valuable Private Messaging = 72% Valuable Discussion Forum = 35% Effective Practitioner Effectiveness = 87% exceeded

expectations

In the client’s own words… “I just felt very satisfied overall, I never had done an on-

line program like this before and I felt pretty unsure doing this for the first time. Indeed I was a little anxious in the beginning but once I got use to how the program was designed, I was amazed!”

“My counsellor was very supportive” “She posted and called exactly when she said she

would, and she was always up to date with where I was at in the course. She always very promptly answered any questions that I had.”

In the client’s own words… “It was cool to have her comment directly on what I

wrote and be given the opportunity to write back. It was good to look back on what we wrote as it can be easy to forget exactly what was said”

“Reflections made me focus on what was relevant at the time – it gave me an opportunity to expand my "thinking" on each topic and really reflect on how it relates to me”

“Everything that I wanted to discuss was in her mind already and she was ready with insight and suggestions”

“It was inspiring, uplifting and empowering”

Emerging Lessons Purpose & goals need to be understood across the

organization Goals need to match Client’s abilities & access to

technology Pedagogical design needs to guide the service goals

and roles – technology itself does not guide the learning

Practitioners require training that includes: theoretical grounding, modeling, skill development and practice

Emerging Lessons con’t

Practitioners requires online supervision and supervisors need training on providing support

Common understanding of ethical and security issues need to be understood and monitored

Internal operating and reporting systems need to be designed to support, not inhibit, online delivery

Constant evaluation through the deployment phase is essential to ensure effectively delivery

Thank you

It has been a pleasure to participate in CANNEXUS 2013!