Career Progression Framework for the Adult

Career Guidance Workforce in England

Career Guidance Career Progression Framework

Contents

1.0 Introduction 1

Background 1

2.0 Present Situation 2

Policy Developments

- A Licence to Practise

- A Registration System

- LLUK series of resources

2

3

3-4

4

3.0 What is the Purpose of the Career Progression Framework? 5

Who is the Career Progression Framework Aimed At? 5

What are the benefits? 6-8

Core principles 8

Key Operational Features

- Vertical and horizontal progression

- Levels and stages: terminology

- Job titles and roles

- Case studies

9

9

9

10

11

4.0 Illustration of the Career Progression Framework

- Case studies (A – I)

11

12-18

5.0 Further areas for discussion

- Registration/Licence to Practise

- Registration in an AACS context

- Interactive online facilities

- Practitioner and managerial roles

19

19

20

20

21

6.0 Conclusions 21-22

Appendix 1 23-24

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1.0 Introduction Background

1.1 The Career Progression Framework is a part of a Lifelong Learning UK (LLUK)

overarching resource designed to aid better understanding of workforce

development and progression routes within and across the careers sector in

England.1 It aims to inform and support individuals and organisations who provide

and deliver career information, advice and guidance2 services for adults in England

either as a primary function or an important part of service design and delivery3.

1.2 The rationale for introducing a Career Progression Framework in England is

firmly anchored in the government’s strategy for ensuring supply of skills in the

labour force matches employer demand. In an LLUK context, high priority is given to

the efficient functioning of the careers sector labour market and the importance of

personal fulfilment and high quality provision that can be derived from investment in

continuing professional development.

1.3 Its application is broad taking into account workforce developments within

the government-funded new adult advancement and careers service (AACS)4 and

other careers sector developments which operate within the private sector, higher

education and voluntary/community sectors. The content is derived from extensive

reviews of career progression frameworks within and outside of the careers sector.5

A detailed analysis of career progression frameworks that operate within allied

sectors such as schools, further education, higher education, youth service,

probation service, social services and health service was previously undertaken by

DMH Associates on behalf of LLUK (October 2009 to January 2010).

1.4 Ongoing consultations with key stakeholders in the LLUK career guidance

constituency panel and wider networks highlighted a need to consider options for

strengthening the ‘professionalisation’ of those working in the career information,

advice and guidance

1 The National Occupational Standards (NOS) for the career information, advice and guidance sector will be

reviewed in 2010/2011. In time, these will be linked directly to the LLUK resources outlined in section 1.3.

2 This term embraces ‘skills assessment’ given this viewed as integral to the guidance process.

3 The content has been designed with a UK-wide application in mind to help reduce duplication of effort and to

gain future cost efficiency savings.

4 DIUS (2008) Shaping the future: a new adult advancement careers service Department for Innovation,

Universities and Skills, London: HMSO

http://www.dius.gov.uk/news_and_speeches/announcements/~/media/publications/5/5203_1_dius_prospectus

5 Hughes, D. and Nijjar, A. (2009) Establishing a career progression framework for the new adult advancement

and careers service: an exploration of the options, Derby: DMH Associates on behalf of LLUK, November 2009 &

Hughes, D. and Nijjar, A. (2010) A Career Progression Framework for the new adult advancement and careers

service: the options and key findings, Derby: DMH Associates on behalf of LLUK, January 2010.

2

with adults in England. This included an investigation into options such as

introducing a formal ‘licence to practise’ and/or ‘register of practitioners’

arrangement.

1.5 During October – November 2009, a total of twenty differing frameworks

were examined. This was followed by ongoing consultations from December 2009 –

February 2010 with careers sector employers, managers, practitioners, professional

associations, researchers and government policy-makers (see Appendix 1).

Preference was stated for an online interactive tool, similar to that available within

the Institute for Learning (IfL) and Skills for Health Career Progression Frameworks.

As a result, the Career Progression Framework below offers a structure and content

that can be built upon over time within an electronic platform designed to

strengthen and support the efficient functioning and development of the careers

sector labour market in England.

2.0 Present situation

Policy developments

2.1 At a government policy level, there is strong interest in introducing

mandatory continuing professional development for all staff working in the AACS.

The overall findings from the earlier LLUK consultation exercise showed that a

‘licence to practise’ system was generally favoured by respondents, similar to that

operated by the Institute for Learning (IfL) within the Further Education (FE) sector in

England. However, this particular model is underpinned by a statutory mechanism

requiring all teachers who joined the FE sector since September 2007 to register with

the IfL within a given timescale and subject to agreed conditions. In the immediate

future there are no plans by government to introduce equivalent statutory

legislation for those working with adults in the career information, advice and

guidance sector in England, including the AACS. Therefore, lessons learnt from this

and other allied sectors operating outside of Further Education have informed the

overall structure and content of the LLUK Career Progression Framework.

2.2 The LLUK Career Progression Framework takes into account work in progress

on youth policy workforce development plans in England. The Children’s Workforce

Development Council (CWDC) is in the process of producing qualifications and skills

development frameworks for individuals working with children and young people in

provider organisations. It is intended to ensure some form of ‘synergy’ between each

of the separate but complementary frameworks. The fundamental reason for this is

that some individuals and employers provide career information, advice and

guidance services to both young people and adults as part of their everyday practice.

More in-depth discussions are planned between LLUK and CWDC to inform the final

content of the proposed interactive workforce development frameworks. It is

strongly recommended that the Training Development Agency for Schools (TDA)

workforce development framework is also included in this planned dialogue. The

3

newly established Careers Profession Taskforce working group in England will also be

taking account of careers sector workforce developments as they unfold.

2.3 Policy-maker, employer and professional association discussions are

underway to assess the merits, or otherwise, of introducing a ‘licence to practise’

arrangement and/or ‘registration system’ formally recognised by an approved

external body/bodies. LLUK will be hosting a meeting specifically with the careers

professional associations in England in April 2010.

2.4 The ‘descriptors’ below provide a useful starting point for clarification on what is

meant by the terms ‘licence to practise’ and ‘registration system’.

A licence to practise describes the circumstances and conditions under which an

individual is allowed to operate in a given role.

In some cases, this may be:

• a legal requirement e.g. Teachers in Further Education who have joined the

profession after September 2007 must commit to set minimum

requirements for continuing professional development;

• a contractual requirement e.g. Advisers working in AACS may be required to

commit to set minimum requirements for continuing professional

development (CPD);

• a professional status requirement e.g. ICCS® Trainer who delivers a specific

product or service.

A registration system describes a management information system for recording

and monitoring a defined set of essential (and desirable) features i.e. recognised

qualifications, job role(s), competencies and CPD, that are aligned to meeting set

criteria.

One example: a new registration system will exist within the new AACS, as described

below by the Learning & Skills Council Service Specification (October 2009):

“The prime contractor will support the implementation of a national

induction scheme and a delivery staff registration scheme that will

include industry best practice and e-learning approaches.” (para.81)

The AACS delivery staff registration system is likely to be a mandatory requirement

essentially designed to capture workforce development data of interest to the

funding body and policymakers. However, it is noted that LSC are keen to move

beyond management information requirements for organisations, to a situation

4

whereby individuals in the AACS workforce become motivated to participate in

ongoing CPD and that this is formally recorded linked to contractual requirements.

A contrasting example: a professional registration system currently exists for

individuals working in the careers information, advice and guidance profession, as

described by a UK-wide Professional Association. This is a voluntary requirement that

involves meeting set criteria such as:-

• full membership;

• appropriate guidance qualification;

• evidenced commitment to CPD;

• subscribe to a specified Code of Ethics; and

• are currently practicing. (Institute of Career Guidance, 2010)6

2.5 Throughout the report, some key issues are highlighted that require greater

attention regarding the similarities and differences between (i) “a delivery staff

registration scheme that will include industry best practice and e-learning

approaches embedded within AACS” 7 and (ii) licence to practise and/or professional

registration within the careers sector in England, including aacs.

2.6 LLUK has developed a series of resources to inform and support workforce

developments in and across the UK careers sector. These include:

1. A careers sector functional map8

2. A workforce development strategy9

3. A new qualifications framework10

4. A competency framework11

5. A Career Progression Framework

Each of the above-mentioned complementary resources takes full account of the

career information, advice and guidance services delivered by individuals and

organisations in a wide range of settings throughout England. However, LLUK

resources (2) and (4) mentioned above, specifically relate to workforce development

issues within the government-funded AACS in England.

6 www.icg-uk.org

7 Learning & Skills Council (2009) The adult advancement and careers service – face to face careers and skills

advice channel. Service Specification p.20 para.81, October 2009

8 http://www.lluk.org/documents/Career_guidance_functional_Map_-_FINAL__Aug_09.pdf

9 Neary, S. & Jackson, H. (2010) A Workforce Development Strategy for the Adult Career Information, Advice and

Guidance Workforce in England. Derby: International Centre for Guidance Studies (iCeGS), Derby University

10

Johnson, C. (2010) Awarding Organisation Guidance: Career Information, Advice and Guidance for Adults in

England Practitioner Roles and Work-Based Vocational Training Qualifications, London: Lifelong Learning UK.

11

Henderson, L. (2010) Draft Lifelong Learning UK Competency Framework Version 5.

5

To implement the Career Guidance Career Progression Framework successfully,

individuals and organisations will need to be fully aware of the inter-dependencies

associated with each of the above-mentioned resources.

It is recommended that the Career Guidance Career Progression Framework should

not be viewed in isolation from other relevant LLUK resources (1) - (4) as outlined

above.

For illustration purposes, two examples are provided below.

Example 1: Individuals entering (or those already working within) the AACS may find

it helpful to identify the main functions or activities of the careers sector (refer to

Resource 1) and key drivers that support career progression in the new AACS

workforce development strategy (refer to Resource 2). In addition, knowing what’s

expected by employers and/or professional bodies will require some reflection on

competencies (refer to Resource 4). For information on qualifications in career

information, advice, and guidance (refer to Resource 3) and to see how these could

potentially fit together in relation to continuing professional development (refer to

Resource 5).

Example 2: Individuals working in the private sector may find it helpful to locate their

work experiences within a broader framework that shows the differing functions

within and across the careers sector (refer to Resource 1); to review recognised

qualification levels (refer to Resource 3); and to answer the question ‘where might I

fit into the overall sectoral picture?’ (refer to Resource 5). It may also be helpful to

make note of the competencies required for working a certain levels within the new

AACS (refer to Resource 4).

3.0 What is the purpose of the Career Progression Framework?

3.1 Its overall purpose is to provide greater transparency and coherence for

provider organisations and for individuals entering and/or working within career

information, advice and guidance settings in England.

Who is the Career Progression Framework aimed at?

3.2 The Career Progression Framework has been developed for individuals and

employers to highlight the wide range of potential opportunities for career

progression within the careers sector. This can be achieved through vertical and/or

horizontal movement at differing levels, within differing roles and settings, at a time

and place suited to an individual’s or organisation’s continuing professional

development needs.

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Research findings (Brown, Lauder & Ashton 2009) show an over-riding national

and international concern by employers with employee ‘performance,’ which

can bear little relationship to formal qualifications or levels of skills. They cite

“levels of qualification were important as a measure of ‘hard skills’ in

identifying appropriate candidates, but for virtually all jobs the primary focus

was on behavioural competences (soft skills) including initiative, perseverance,

time-management and team-working. Employers did not view technical (hard)

skills as a major problem. They could easily provide training for those who

needed to get up to speed with the latest technical developments. Their major

concern was finding suitable people with the appropriate behavioural

competences to ‘get the job done’ or ‘take the business forward’.” (p.16)

Extract taken from Education, Globalisation and the Knowledge Economy. ESRC Teaching and

Learning Programme. Visit: http://www.tlrp.org/pub/documents/globalisationcomm.pdf

3.3 Findings from the above-mentioned research suggest the content of the

Career Guidance Career Progression Framework must take into account the

flexibility required for individuals and employers to assess ‘hard’ and ‘soft’ skills and

to identify appropriate entry levels and progression routes for those within and

outside the AACS in England.

3.4 In this broad context, hard and soft skills are described in terms of

qualifications, competencies, prior learning and continuing professional

development. Refer to section 4 below for an illustration of the content and

progression routes linked to the new qualifications framework, competencies, prior

learning and continuing professional development. This work also informs and

supports the AACS workforce development strategy and implementation plan.

What are the benefits?

3.5 With so many differing job titles emerging within career information, advice

and guidance in England, there’s a need for a common language and currency to

assist workforce planning and development, as well as career progression pathways

for individuals working in the careers sector.

3.6 The Career Progression Framework provides benefits by helping:

• individuals to locate and demonstrate their achievements and to identify

potential opportunities for progression which may include:

- a continuing review of existing qualifications, prior learning and

competencies linked to a nationally recognised LLUK framework;

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- reflective practice that focus on currency and relevance of

qualifications, prior learning and competencies to help inform career

progression within or beyond the individuals current workplace; and

- a support network and resource for enhanced continuing professional

development.

• employers and managers to build a flexible and diverse workforce that

ensures consistency and quality in line with local needs which may

include:

- managing in a coherent and systematic way continuing professional

development at all levels in their organisation linked to a nationally

recognised LLUK framework;

- helping keep abreast of current developments in the occupational

mapping of the careers sector, awarding organisation qualifications,

the aacs competencies framework, the AACS workforce development

strategy and implementation plan and potential progression pathways

and routes;

- supporting more meaningful career discussions in the workplace with

potential entrants, new entrants and existing employees.

The framework and its application can also be used to inform:

� workforce planning and development;

� role description and redesign;

� appraisal, self assessment and personal development; and/or

� peer review and supervisory sessions.

3.7 For careers professional associations it offers the potential to:

• supply occupational information that will inform and support individuals’

career progression routes within and across the careers sector;

• actively promote career progression, diversity and equality in the workplace;

• closely monitor and report on trends in the demand and supply-side of

recruitment, participation and retention within the careers sector; and

• make explicit careers professional association registration requirements in

line with membership regulations.

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3.8 Funding bodies supporting the work of provider organisations will expect

added-value returns for their investment. The proposed Career Guidance Career

Progression Framework should facilitate improved tracking and monitoring of:

• workforce development participation, retention and continuing professional

development achievements within and outside of the AACS in England;

• the impact of the AACS workforce development strategy and implementation

plan, competency and new qualifications frameworks; and

• the proposed AACS national registration system that may possibly link

contractual compliance arrangements to a licence to practise arrangement.

Core Principles

3.9 Findings from the consultation phase of the development of this framework

indicated that it should be based upon relevant and coherent principles. Drawing

upon these findings, the following eight core principles are recommended.

The Career Guidance Career Progression Framework should:

• be available to all individuals who provide and deliver career information,

advice and guidance services within and outside the AACS in England12

;

• provide opportunities for those delivering career information, advice and

guidance13

services to demonstrate career progression and self-development

throughout their career on an ongoing basis;

• enable multiple points of entry and movement into, across and within

workforce groups and settings;

• be based on shared ethics, values and agreed outcomes that will have a

positive impact on service delivery, for the benefit of end-users;

• value knowledge and skills by recognising competency, prior learning and

reflective practice;

• be transferable and portable between service provider organisations and

settings, using a common language and systems understood by all

stakeholders;

• build upon, and be consistent with, competencies to be identified through the

forthcoming Competency Framework for the aacs, and the relevant

qualifications to be proposed through the QCF; and

• provide the basis for a comprehensive professional registration system(s) for

those working in career information, advice and guidance services.

12

This includes those working for organisations whose primary function is not the provision of information, advice

and guidance (IAG), and those who are working on a volunteer basis. 13 This term embraces ‘skills assessment’ given this viewed as integral to the guidance process.

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Key Operational Features

3.10 Building on these core principles, it is possible to identify a number of key

operational features for the Career Guidance Career Progression Framework. These

include the following:

Vertical and horizontal progression

3.11 It is important that the framework should recognise and support individuals

to progress vertically through organisations and/or between work groups; for

example, by supporting individuals to move to new posts involving greater

responsibility or requiring greater specialist expertise. However, it is equally

important that the framework should recognise and support individuals to progress

horizontally within an organisation or within an existing post; for example by

supporting individuals to improve their skill set or extend their range of duties.

3.12 It should be emphasised that vertical and horizontal progression are not

mutually exclusive options for individuals; indeed they will often interact. For

example, although some individuals may wish to develop their skill set and/or range

of duties within an existing post as an end in itself, others may see this as a step in a

more ambitious career progression plan enabling them to move up the promotional

and/or formal qualification ‘ladder’.

Levels and stages – terminology

3.13 It is suggested that vertical progression is recognised within the framework

at three differing levels or tiers. As indicated earlier, the terminology used to

describe the differing levels is fully recognised as ‘contested territory’. Following in-

depth consultation and reviews, the following three progression tiers emerged as an

acceptable way forward:

(i) a foundation tier: most likely to include a person working to a clearly defined

range of activities, application of skills, knowledge and competencies in a given

context. There is ongoing support and some form of management/supervision

provided by the employing organisation as well as relationship building with

immediate peers.

(ii) a para-professional tier: most likely to include a person who assists or works

alongside a foundation tier worker and/or professional but is not actually a certified

member of that profession e.g. paramedic (not a doctor), paralegal (not a lawyer)

para-educator (i.e. teaching assistant – not a teacher). There is ongoing support and

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some form of autonomy in decision making, with management/supervision provided

by the employing organisation as well as relationship building with immediate peers.

(iii) a professional tier: most likely to include a person who has a high level of

autonomy, required to undertake critical analysis, critical reflection, decision-making

and organisation, and the ability to switch between context and generalisation as a

frequent part of the role. In addition, application of substantive skills, knowledge and

understanding in integrated ways will feature as may supervisory or managerial

responsibilities.

3.14 Entry to, and movement across, levels would be determined by a number of

criteria, including: completion of recognised qualifications, current and previous job

roles, evidence of recognised competencies, and a demonstrable commitment to

continuing professional development (CPD). Vertical progression could be formally

endorsed by a process of professional registration, discussed below (see sections 4.0

and 5.0), and supported by the relevant qualifications proposed through the QCF and

the Competency Framework for the AACS.

3.15 It is suggested that horizontal progression is determined by a combination of

evidence of recognised competencies and a demonstrable commitment to

continuing professional development (CPD). The recognition of horizontal

progression would draw upon mechanisms existing ‘in-house’ within provider

organisations including: recorded self-evaluation; recorded reflective learning;

mentoring and reviews by peers and/or supervisors. The proposed Competency

Framework for the aacs will provide an important structure to record and recognise

horizontal progression, as well as supporting vertical progression. At this stage, it is

recommended that the final AACS Competency Framework is overlaid on top of the

horizontal column and three tiers of the Career Progression Framework. Use of

technology will help facilitate this process to present the competencies in a grid

format.

Job titles and roles

3.16 Lifelong Learning UK has produced an occupational map of the careers sector.

The contents could be embedded within an interactive tool to help individuals

identify job titles and short descriptors to inform and support individuals’ career

progression pathways. In the absence of up-to-date National Occupational Standards

for Advice and Guidance, it is recommended that job titles and short descriptors

specifically include competency requirements. Examples of these can be embedded

within the Career Progression Framework illustrated between the vertical and

horizontal columns.

Case studies

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3.16 Some examples of relevant case studies which reflect differing contexts, job

roles and circumstances in which individuals operate are illustrated in section 4

below.

4.0 The Career Progression Framework

Horizontal progression – expanding duties,

competencies & CPD

Vertical progression – qualifications, job

roles, competencies & CPD

Within the Qualifications Framework there are three proposed qualifications directly

relevant to the AACS: Level 3 Award: Supporting clients to overcome barriers to

learning and work; Level 4 Diploma: Career Information and Advice; and Level 6

Diploma: Career Guidance and Development. The level 4 and 6 awards each contain

six management-related units which are part of the suite of optional units available.

Note: The diagram above has been designed to ensure tier alignment with the three

proposed qualifications directly relevant to the aacs workforce development plans,

as well as other higher level career progression qualifications and routes that extend

up to and beyond PhD level. For example, the professional level above would be

associated with a Level 6 qualification or above. The final presentation of this

diagram can be further refined and enhanced within a proposed interactive online

system.

Foundation

Para-professional

Professional

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4.1 Case studies

Case study A

Jobcentre Plus

Robert graduated last year with a 2:2 in psychology and could not secure a job

therefore registered with Jobcentre Plus. He received support in researching jobs

and identifying suitable vacancies. Centre staff were impressed with Robert and

encouraged him to apply for a job at the centre.

Robert was successful in his application and has worked at his local centre for 6

months, mainly carrying out administrative duties and some front desk work. He has

become more interested in working as an adviser and has been speaking with one of

the Jobcentre Plus Advisers about the entry requirements.

During his last appraisal he spoke with his supervisor about work-shadowing one of

the Advisers and taking an NVQ 3 in Advice and Guidance. He has already attended

one day courses in communication, equal opportunities and dealing with

confrontation.

Connection to career progression framework

Robert could use the career progression framework to help him identify aspects of

his degree which he could use towards gaining his NVQ and which would be relevant

to the new role he wants as a JobcentrePlus Adviser. The framework could also help

Robert to plan his longer-term career aspirations within the career guidance sector.

Case study B

Information Adviser – volunteering community organisation

Olenka’s husband came to the UK from Poland a little over 2 years ago. One year

later Olenka joined him along with their 3 children. Their youngest child started

secondary school that same year, since then Olenka has been volunteering for 6

months in her local Polish Centre which provides a range of social and advice

services.

She liked how they helped her with accessing schools and healthcare when she first

arrived in the UK. She already knew some English and undertook a short English as

Second Language course upon arrival, which she was told about at the Polish Centre.

She found the course helpful and enjoyed meeting the other students who started

asking her for help because she was so friendly and had adjusted to the new culture

so well. (cont’d)

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When the Polish Centre heard about this, they asked her if she would mind helping

out a few hours a week. She agreed as she had appreciated all the help they had

given her.

She has found the experience of volunteering very rewarding and within a matter of

weeks, clients started to ask specifically for her.

She has now increased her hours volunteering at the Centre and would like to

explore ways in which her role could be formalised.

Connection to career progression framework

Olenka’s supervisor could use the career progression framework, and the emerging

competences framework, to help draw up a job description in order to apply for

funding and to formalise Olenka’s role. In addition, by being able to locate herslf

within a recognised career progression framework, Olenka’s motivation and sense of

purpose would be further enhanced.

Case study C

FE Student Services

Sarah has been working in a call centre for an energy company for 4 years. She has

been in a customer service role advising callers on the most suitable tariffs for their

needs. She likes using her knowledge of the company’s products to help people

optimise their energy requirements.

In the last year, however, the role has changed. While there had always been some

targets, this has now become a central focus of the role, and she feels she is not able

to help customers in the way she would like. In order to lift her spirits she decided to

take a course in Italian for her upcoming summer holiday in Italy. She hadn’t been to

college since her teenage years and was nervous about taking the course. In

addition, because she is partially-sighted she was a little concerned about how the

course would be taught.

In order to help address these concerns she phoned the college and spoke with the

course tutor who directed her to the College Student Services.

Following a successful experience on the Italian course, and being impressed with

the support she received from Student Services, she returned to the college after her

holiday looking for advice on a more academic course.

She had a careers guidance interview and did career matching exercise during which

advice work was highlighted. This has got her thinking about the possibility of

working in the college student Services or a similar setting as an Adviser herself. She

is looking forward to the challenge of developing her career in this new direction.

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Connection to career progression framework

Sarah and her careers adviser could use the career progression framework to help

her plan her career path and draw up a list of courses which would allow her direct

entry to various advisory roles in different settings.

Case study D

Private Practitioner

Harpreet got 8 GCSEs at grade C and above, 3 A levels and went on to an Applied

Psychology degree. Following this she took the Postgraduate Diploma in Career

Guidance and worked in a careers advisory service for 3 years, mainly with adults

seeking a career change.

While she was considering her options, she thought about becoming a careers

service manager but then attended a seminar on ‘coaching in the workplace’ and

found this to be a close match for her existing skill-set. She took some coaching

courses through CIPD and joined various networks for independent Coaches.

Through a networking event, she met a Coach who had her own private practice and

who was seeking to expand her business. Harpreet had been thinking about setting

up independently but thought this was a good opportunity to learn from someone

more experienced. They formed a professional partnership and she is now happy as

a Coach, working primarily with managers in large organisations. She is acquiring

qualifications in team building and psychological assessment tools such as Myers

Briggs Type Indicator (MBTI).

Connection to career progression framework

Harpreet could use the career progression framework to help her to pinpoint the

levels of expertise she has developed in her previous work and how they can be

transferred to the commercial sector. Being able to articulate her expertise within

the context of a recognised career progression framework, would help in the

production of marketing materials for the new company.

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Case study E

Higher Education practitioner

Lin Yao returned to full-time work when her youngest child started secondary school,

after being a full-time mum. Prior to starting her family, she had done mostly

administrative roles in Insurance. While her children were growing up she also did

some part-time retail work.

As she started to look for work full-time work in administration, she registered with a

recruitment agency. She was offered a temporary job in her local university in a

reception and administration role in Student Services. She did well and the manager

was pleased with her proactive approach to her work and her ease with students.

She has been looking into the various jobs within Student Services and especially

likes the idea of working in the careers service, as she thinks it will help her guide her

own children in their career decision making.

She has realised that it will take a number of years to qualify and has therefore opted

for a role in the information side of the Service. She has spoken with the Information

Manager about formal routes and short courses and is eager to start a course.

Connection to career progression framework

Lin Yao could use the career progression framework to help review the various roles

within university careers services, identify the role she wishes to aspire to and

determine the quickest route to achieve this.

Case study F

Library Assistant/Signpost Adviser

Lee is 60 years old and was a factory Foreman before he was made redundant. He

has always loved books and has made extensive use of his local library for the last 30

years as he has lived in the same town. He has helped his children and now his

grandchildren to acquire the same love of books through taking them to the library.

Over the years, he has become well known and liked by the library staff.

Lee wants to continue working and as he was discussing this with one of the library

staff one day he was made aware of a part-time vacancy in the library. He

successfully applied for the job and has now been been in post for 7 months.

Lee has excellent rapport and familiarity with the library, the local area and a wide

range of library visitors and users. As a consequence, Lee finds that he gets asked a

lot of wide-ranging questions. Talking one day with the Head of Library, she asked

Lee if he would like to take on a Signposter role. He asked her what would be

involved, liked the sound of it and took up the role. (cont’d)

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He has just completed his induction training and is enjoying the contact with small

groups involved in his new role and has signed up for training in: health and safety,

customer service and manual handling.

Connection to career progression framework

The Library could use the career progression framework to help attract other

volunteers, by showing how although Lee he did not have direct relevant experience

a lot of his work and skills equip him to do this new role very well. In addition, the

career progression framework would provide further positive feedback to Lee by

enabling him to locate his past experiences and prior learning within his new-found

vocation.

Case study G

Expert practitioner

Peter is in his early fifties and trained as a Careers Adviser soon after completing his

degree in sociology 30 years ago.

Initially he worked as a careers adviser in schools and then went on to work with

unemployed young people for a few years; at this time he also became a Union

Steward. He then went back to work in schools and during an office re-organisation,

he was asked if he would work in a school for youngsters with moderate to severe

learning difficulties and disabilities (LDD). This was a significant new challenge for

Peter as his previous experience with youngsters with LDD had been limited and the

challenge reinvigorated his passion for guidance work.

While he found this new role demanding, he especially appreciated and was

motivated by the positive feedback he received from the young peoples’ parents and

the school, as it helped him realise he was making a real difference.

With this new-found energy, Peter wanted to also make more of his role in the

Union and thus became a Union Learning Adviser for his local branch. He has

attended numerous specialist training courses and widened his network of contacts.

He now formally supports careers service colleagues in their work with young people

with LDD in local schools. This includes mentoring, delivering training and giving

advice on specific issues. He likes what he does and plans to carry on in these roles.

17

Connection to career progression framework

Peter could use the career progression framework to ensure he maintains his skill-

set at the required level. Also he could use it in his role as a Union Learning Adviser

to help colleagues articulate and endorse the added value that new knowledge and

skills in LDD matters would bring.

Case study H

Learning Adviser

After John left school in 1984 he completed a BTEC Diploma in Business and

Administration and spent some time working in various hotels as a waiter and then

Assistant Grounds worker.

He then spent some time travelling in Europe and working in a bar in Spain; he

returned back to the UK and began his new employment in a national call centre,

dealing with telephone enquiries. Having learnt the basic skills as an Information

Adviser, he decided to save his money in order to go travelling again. After a year

John returned home and in 1998 was re-instated in his previous role. After two

further years as an Information Adviser he successfully applied for a job as a Learning

Adviser, and has remained in this role ever since.

John enjoys his role, and has even added to his qualifications by completing an NVQ

3 in Advice and Guidance which he has found to be very beneficial in his job. He has

been married for four years and has two young daughters and describes himself as

very content with life in general.

Connection to career progression framework

John could use the career progression framework to review his current skills and

identify areas for continuing professional development, including the strengthening

of his communication and telephone skills. Although John appears to be settled in

the role of Learning Adviser, the career progression framework could help him focus

on longer-term career development possibilities.

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Case study I

Nextstep adviser

Alison left school at 16 having gained 3 GCE grade Cs in Religious Education, Home

Economics and English. Her very first job involved working as a Care Assistant in a

Local Authority Elderly Persons Home. Here she developed a strong interest in

working with people. Aged 20 years old, she enrolled on a part-time European

Computing Drivers License (ECDL) course where she developed new ICT skills. She

then had a break in her career to have a family before returning to paid employment

aged 42 at Dr Barnado’s as an Information Assistant.

She really enjoyed giving out information and advice and working to support children

and vulnerable adults. She had a 12-month temporary contract of employment so

needed to start thinking and planning ahead for her next career move. (cont’d)

Alison also wanted to go to university but didn’t have the confidence to apply. She

met with a local nextstep adviser to talk about career options and decided she

wanted to become a careers adviser. She recognised that she needed to further her

experience and qualifications. She obtained a job working in a private training

company and was then sponsored to complete her NVQ 3 in Advice and Guidance.

Alison spotted a job opportunity with nextstep in the East Midlands region and

submitted her application. She also applied to study on a Qualification for Careers

Guidance (QCG) programme at her local university and was accepted on the basis of

her NVQ portfolio and prior learning/work experience. Alison recently won a

National Careers Award in recognition of her excellence in practitioner research and

development work.

Connection to career progression framework

Alison could use the career progression framework to help her apply for an

additional pay reward in her organisation. She can show how the project that won

the National Careers Award demonstrates how she works at a higher level than her

current job description requires.

Note: Additional case studies can be added to extend the range of examples provided

above. There is also scope to include video clips and quotes available from provider

organisations, employees and professional associations (similar to good and

interesting practice within the Skills for Health Career Progression Framework).

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5.0 Further areas for discussion

5.1 Throughout the development process four fundamental questions have

constantly emerged which have yet to be fully addressed:

- who pays for an interactive online ‘Career Progression Framework’ and

associated CPD development work, similar to the Skills for Health Career

Progression Framework?

- what will be the requirement for participation in a licence to practise or

registration system and who will regulate/police this?

- what will be incentives and levers used to ensure increased diversity,

participation, retention and continuing professional development in the

careers sector workforce?; and

- who takes the lead role in overseeing the careers sector workforce

development and implementation plans within and outside of the aacs?

Whilst it is outside of the remit of our work to begin to attempt to answer these

fundamental questions, we have provided an overview of emergent issues to help

crystallise discussions on the next steps for implementation. The similarities and

differences between (i) a delivery staff registration scheme that will include industry

best practice and e-learning approaches embedded within aacs; and (ii) licence to

practise and/or professional registration within the careers sector in England are

currently running parallel. LLUK has recently taken action to bring together the

careers professional associations to explore more fully the issues and options

available. This is a positive and beneficial development.

Registration/Licence to Practise

5.2 An embedded system of professional registration is an important operational

feature of the Career Guidance Career Progression Framework, in line with other

allied sectors. Indeed, there was a clear signal from the consultation phase that this

would be highly desirable. Without a system of registration with a recognised

external body, or bodies, it would be difficult to endorse an individual’s professional

status in relation to the proposed three vertical tiers with due formality and

credibility.

5.3 Endorsing horizontal progression would be less problematic; i.e. service

provider organisations could use a variety of existing ‘in-house’ CPD mechanisms,

supported by the proposed aacs Competency Framework, to record and endorse

experience and skills development. In an AACS context, the proposed national

delivery registration scheme is likely to become mandatory linked to contract

compliance with a record or ‘log’ of CPD participation and achievement rates.

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5.4 The option of ‘licence to practise’ presents issues concerning the end-goal of

a single licence to practise or multiple licences to practise specifically linked to

products and services? The latter is fairly common in careers sector private practice

arrangements. These issues should be discussed in more between careers

professional associations and LLUK.

Registration in an AACS context

5.5 The concept of a delivery staff registration scheme seems to be a fairly

straightforward process that linked to contract compliance arrangements. However,

the extent to which professional registration might be a mandatory requirement has

yet to be determined. If a pre-requisite this would incur financial cost to either the

individual and/or their employer. Of course, some individuals will be motivated to

register by a sense of professional pride and by the many other personal and

professional benefits related to signing up to a professional code of ethical conduct

and practice and investment in professional development. The critical issue is

whether or not professional registration will simply be left to individuals’ discretion?

5.6 There are two other important issues related to a voluntary system of

professional registration that need to be discussed and clarified. Firstly, there is the

need to agree which external body, or bodies, would provide the necessary

regulation. Secondly, there is the issue of whether professional registration should

be available in all three tiers within the proposed framework, or whether it should

only be available at ‘para-professional’ and ‘professional’ tiers. It could be argued

that professional registration at the foundation tier might be inappropriate for a

variety of reasons, and that not making it available at this level might provide an

added incentive for individuals to invest in CPD in order to progress their personal

and professional development.

Interactive online facilities

5.7 There is scope to examine, in more detail, the potential to take advantage of

opportunities for developing interactive online facilities for individuals and

employers that make explicit workforce development requirements, including

continuing professional development, within and across the career information,

advice and guidance services in England. The new aacs platform offers a vehicle to

capture contract compliance data, including workforce participant, retention and

achievements in continuing professional development. However, to what extent will

the new AACS platform become the primary vehicle for embedding the Career

Guidance Career Progression Framework for the adult careers sector in England?

There is a strong argument for LLUK to also host an interactive online facility to

inform and support capacity building within and across the careers sector in England.

Should such an arrangement take place it will be essential to ensure strong linkage

between this and the CWDC and TDA career progression and skills frameworks.

21

Practitioner and Managerial roles

5.8 As stated above, one of the proposed core principles of the framework is that

it should be available to all individuals who provide career information, advice and

guidance services delivered within and outside the AACS in England. It follows from

this that the framework should be capable of accommodating both service

practitioners (i.e. those individuals with essentially client- or customer-facing roles),

and managers working within and outside the AACS (including those with ‘high level’

managerial and strategic planning roles). The inclusion of both customer-facing roles

and supervisory/managerial is further supported by the following:

• some individuals with customer-facing roles will also have significant

management responsibilities;

• the relevant qualifications to be proposed through the QCF14

contain six

management units (although these are in the minority and the qualifications

are essentially practitioner-focussed);

• the proposed Competency Framework for the AACS includes some ‘functional

competencies’ that have links to leadership and management tasks, as well as

‘generic competencies’ that apply to all customer-facing roles.

5.9 If the Career Progression Framework were to focus exclusively on service

practitioners, and did not accommodate managerial roles, the tendency might be to

align the levels of vertical progression with, simply, the practitioner-focussed QCF

qualifications at the exclusion of other achievements. Although there is a strong

argument for supporting a Career Progression Framework that embraces both

customer-facing roles and supervisory/managerial roles, it is suggested that the

distinction between these two types of role merits further discussion.

6.0 Conclusion

6.1 LLUK has encouraged employers, the Children’s Workforce Development

Council (CWDC), managers, practitioners, training providers, professional

associations, further and higher education institutions and the research community

to come together to find practical solutions to strengthen the ‘professionalisation’ of

those working in career information, advice and guidance with adults in England.

6.2 The Career Progression Framework offers structure and content that can be

built upon within an interactive online platform. The issue of which electronic

14

Refer to QCF levels outlined in page 13

22

platform(s) should be used requires further discussion between LLUK, DBIS and the

new Skills Funding Agency.

6.3 Significant progress has been made, particularly in relation to aligning the

new qualification credit framework levels with the suggested progression tiers within

the Career Progression Framework. In addition, it is broadly accepted that the

proposed AACS competency framework will be overlaid onto the horizontal career

progression pathway, complemented by job titles and role descriptors. The next

stage of development requires strategic decisions to be made on the relationship, if

any, between AACS workforce development strategy and wider careers sector

continuing professional development implementation plans.

6.4 The relation between LLUK, CWDC and TDA career progression and skills

development framework could benefit from more detailed scrutiny which has not

been possible due to differing timescales for completing the respective development

work. It is encouraging to note that LLUK and CWDC are engaged in regular

communication on this issue.

6.5 LLUK plans to host an April meeting that brings together careers professional

associations in England to explore in more detail licence to practise and professional

registration systems.

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Appendix 1

List of organisations who were consulted and/or participated in the design

and development of the Career Guidance Career Progression Framework.

We would like to take this opportunity to formally thank individuals and

organisations for sharing their ideas and opinions to help shape the development of

a credible and robust ‘Career Progression Framework’. Seventy-one organisations

kindly assisted with the initial and subsequent follow up consultation exercises. We

are greatly indebted to them for their input and invaluable contributions.

Aberdeen City Council igen

ACEG Institute for Learning

Adult education in Gloucestershire Institute of Career Guidance

AGCAS Jacquelyn Day Associates

ALP Job Centre Plus

Association of Colleges Leap Ahead

Boundary Partnership Learning and Skills Council

Bourneville College Lincolnshire County Council

Careers South West LLUK

Careers Wales North West London LSC

Childrens’ Workforce Development Council London South Bank University

CLD Trainer Manchester City Council

Colleges Wales Management Standards Centre

Connexions Hub Service Museum, libraries and Archives Council

Connexions Northumberland NAEGA

Connexions Nottinghamshire Newham Sixth Form College

Connexions South London Regional Unit Next Steps West Midlands

Connexions South West Next Steps Yorkshire

Connexions Stockport NIACE

Coventry University Careers Training Unit Norfolk Guidance Services

CXL North Notts College

Department of Business, Innovation and Skills North Notts Lifelong Partnership

Ealing, Hammersmith and West London

College Nottingham Trent University

East Berkshire College Open University

Future Pathways Proskills

Future Skills Scotland Prospects Services Ltd

Guided Skills Learning Royal Forest of Dean College

Guideline Career Services Sheffield Hallam University

Hertfordshire Career Services SKILL

iCeGS Skills for Health

Skills for Justice UKCES

Stevenson Ltd UK Resource Centre for Women in Science,

Engineering & Technology

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Stockton County Council UNISON

Stockport County Council University of East London

Stoke College University of Northampton

Suffolk County Council University of Reading

Suffolk Youth Connexions Warwick University

The Advice and NVQ Centre West Lothian Council

The Age and Employment Network WV Lifelong Learning Network

The University of Derby Wirral Metropolitan College

TUC

Produced for Lifelong Learning UK by

Dr Deirdre Hughes & Aminder Nijjar