designing career services to cost-effectively meet individual needs james p. sampson, jr., gary w....

Designing Career Services to Designing Career Services to Cost-Effectively Meet Cost-Effectively Meet

Individual Needs Individual Needs

James P. Sampson, Jr., Gary W. Peterson, James P. Sampson, Jr., Gary W. Peterson, Robert C. Reardon, & Janet G. LenzRobert C. Reardon, & Janet G. Lenz

Florida State UniversityFlorida State University

Copyright 2003 by James P. Sampson, Jr., Gary W. Peterson, Copyright 2003 by James P. Sampson, Jr., Gary W. Peterson, Robert C. Reardon, and Janet G. LenzRobert C. Reardon, and Janet G. Lenz

All Rights ReservedAll Rights Reserved

Nature of the ProblemNature of the Problem

• Increasing numbers of individuals with Increasing numbers of individuals with varying needs are seeking career varying needs are seeking career servicesservices

• Increased funding is often not available Increased funding is often not available to meet this increased demandto meet this increased demand

• Staff need to explore different models Staff need to explore different models for meeting the career needs of for meeting the career needs of individualsindividuals

A Better ApproachA Better Approach

Limiting staff time in delivering Limiting staff time in delivering individual case-managed services individual case-managed services leaves more staff time for leaves more staff time for – briefbrief services that serve more services that serve more

individuals, orindividuals, or

– longerlonger services for individuals with more services for individuals with more extensive needsextensive needs

A Better ApproachA Better Approach

• Link readiness assessment to the Link readiness assessment to the delivery of career servicesdelivery of career services

• Goal: “The intelligent allocation of Goal: “The intelligent allocation of scarce resources” Tony Watts (2002)scarce resources” Tony Watts (2002)

ReadinessReadiness

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

Capability – Capability – InternalInternal to the client to the client

Complexity – Complexity – ExternalExternal to the client to the client

Readiness ModelReadiness Model

CapabilityCapability (low) (low) (high) (high)

CapabilityCapability

Cognitive and affective capacity to engage in effective career choice behaviors

How are my career choices How are my career choices influenced by the way I influenced by the way I thinkthink and and feelfeel??

CapabilityCapability• Honest exploration of values, interests, and skills

• Motivated to learn about options

• Able to think clearly about career problems

• Confident of their decision-making ability

• Willing to assume responsibility for problem solving

• Aware of how thoughts and feelings influence behavior

• Able to monitor and regulate problem solving

Readiness ModelReadiness Model ComplexityComplexity (high) (high)

(low)(low)

ComplexityComplexity

• Contextual factors, originating in the family, society, economy, or employing organizations that make it more difficult (or less difficult) to solve career problems and make career decisions

• How does the How does the world around meworld around me influence my career choices?influence my career choices?

ComplexityComplexity

• Family factors

• Social factors

• Economic factors

• Organizational factors

Family FactorsFamily Factors

• Family responsibilities and influence - may support or detract

• Deferral, e.g. compromise career development to meet needs of spouse or children or parents

• Role overload, e.g. roles of worker, parent, son/daughter, homemaker, student

• Dysfunctional family input, e.g., over-functioning parents

Social FactorsSocial Factors• Social supportSocial support, e.g. modeling, networking, and , e.g. modeling, networking, and

caring - goodcaring - good

• Stereotyping, Stereotyping, inaccurate knowledge about a inaccurate knowledge about a person based on his or her group membership. person based on his or her group membership. Groups include gender, race, ethnicity, age, Groups include gender, race, ethnicity, age, religion, sexual orientation, disability status, religion, sexual orientation, disability status, physical characteristics, poverty, social class, physical characteristics, poverty, social class, socio-economic status, nationality and socio-economic status, nationality and immigration status - badimmigration status - bad

• DiscriminationDiscrimination, acting on the basis of a , acting on the basis of a stereotype in a way that harms a person - bad. stereotype in a way that harms a person - bad.

Economic FactorsEconomic Factors

• General, e.g. rate of change in the labor market - influences stability of occupational knowledge

• Personal, e.g. – influence of poverty on housing, health care,

and childcare

– difficulty in funding education and training

Organizational FactorsOrganizational Factors

• Size, e.g., large organizations with an internal employment market - more options, more complexity

• Organizational culture, e.g., amount of support provided for career development - less support, more complexity

• Stability, e.g., less predictable opportunity structure, more complexity

Readiness ModelReadiness Model ComplexityComplexity (high) (high) CapabilityCapability (low) (low) (high) (high) (low)(low)

Readiness ModelReadiness Model ComplexityComplexity (high) (high) CapabilityCapability (low) (low) (high) (high) High readinessHigh readiness No support neededNo support needed ((Self-Help modeSelf-Help mode)) (low)(low)


CapabilityCapability (low) (low) (high) (high) Moderate readinessModerate readiness Moderate to low degree Moderate to low degree of support needed of support needed ((Brief Staff-AssistedBrief Staff-Assisted ServicesServices) ) (low)(low)


Moderate readinessModerate readiness Moderate to low degreeModerate to low degree of support neededof support needed ((Brief Staff-AssistedBrief Staff-Assisted ServicesServices))CapabilityCapability (low) (low) (high) (high) (low)(low)


Low readinessLow readiness High degree of High degree of support neededsupport needed ((Individual Case-Individual Case- Managed ServicesManaged Services))CapabilityCapability (low) (low) (high) (high) (low)(low)


Low readinessLow readiness Moderate readinessModerate readiness High degree of Moderate to low degreeHigh degree of Moderate to low degree support needed of support neededsupport needed of support needed ((IndividualIndividual Case-Case- ( (Brief Staff-AssistedBrief Staff-Assisted Managed ServicesManaged Services) ) ServicesServices))CapabilityCapability (low) (low) (high) (high) Moderate readinessModerate readiness High readinessHigh readiness Moderate to low degree No support neededModerate to low degree No support needed of support needed (of support needed (Self-Help modeSelf-Help mode)) ((Brief Staff-AssistedBrief Staff-Assisted ServicesServices) ) (low)(low)

A Generic Sequence for Services

1. Initial interview

2. Preliminary assessment

3. Define problem and analyze causes

4. Formulate goals

5. Develop individual learning plan (ILP)

6. Execute individual learning plan

7. Summative review and generalization

Initial InterviewInitial Interview

Gain qualitative information about the person's career problem

Screening also occurs at this step


The process of screening can The process of screening can be be simplesimple or or involvedinvolved


““What brings you here today?”What brings you here today?”

““I would like to find information comparing I would like to find information comparing the starting salaries of accountants and the starting salaries of accountants and auditors.”auditors.”

Concrete request with no problems Concrete request with no problems apparentapparent

No further screening needed -No further screening needed -refer to self-help servicesrefer to self-help services


Problematic use of resources detected Problematic use of resources detected by staff, by staff,

"Are you finding the information you "Are you finding the information you need?"need?"

If problems are apparent, more careful If problems are apparent, more careful screening then occurs.screening then occurs.


““I have changed programs of study I have changed programs of study several times and I am uncertain several times and I am uncertain about the future.” about the future.”

Vague request - potential problemsVague request - potential problems

More careful screening needed prior More careful screening needed prior to delivering servicesto delivering services


"Could I see information on the job "Could I see information on the job outlook for computer programmers?" outlook for computer programmers?"

Would Would notnot require comprehensive require comprehensive screeningscreening

"I am having difficulty in my field of study "I am having difficulty in my field of study and I need to learn about my options"and I need to learn about my options"

Would require comprehensive screeningWould require comprehensive screening

Preliminary AssessmentPreliminary Assessment

Screening instrument used to provide information about the individual'sindividual's career problem and readiness for career choice

Screening (Comprehensive)Screening (Comprehensive)

Characteristics of effective screening Characteristics of effective screening instrumentsinstruments

• being relatively being relatively quickly administeredquickly administered

• being being hand scorablehand scorable

• having appropriate having appropriate normsnorms

• relativelyrelatively inexpensive inexpensive

Preliminary AssessmentPreliminary AssessmentSelected Hand-Scoring Screening MeasuresSelected Hand-Scoring Screening Measures Career Decision ScaleCareer Decision Scale My Vocational SituationMy Vocational Situation Career Decision ProfileCareer Decision Profile Career Factors Inventory Career Factors Inventory Career Beliefs InventoryCareer Beliefs Inventory Career Attitudes and Strategies Inventory Career Attitudes and Strategies Inventory Career Maturity Inventory-Revised Career Maturity Inventory-Revised Career Thoughts InventoryCareer Thoughts Inventory

Define Problem & Analyze CausesDefine Problem & Analyze Causes

Understand the problem as a gap between where the person is and where the person needs to be

Consider possible causes

Formulate GoalsFormulate Goals

The counselor and the individual individual develop goals to narrow the gap

Develop an Individual Learning PlanDevelop an Individual Learning Plan

Help the person to identify a sequence of resources and activities to meet the person’s goals

Individual Learning Plan orIndividual Learning Plan orIndividual Activity Plan isIndividual Activity Plan isNotNot a Personal Career Plan or an a Personal Career Plan or anIndividual Career PlanIndividual Career Plan

Potential Advantages of ILP UsePotential Advantages of ILP Use

• Link resources to goalsLink resources to goals

• Promote client-practitioner Promote client-practitioner collaborationcollaboration

• Model brainstorming in problem Model brainstorming in problem solvingsolving

• Monitor progress of the individualMonitor progress of the individual


• Enhance staff training and Enhance staff training and supervisionsupervision

• Provide evaluation and Provide evaluation and accountability dataaccountability data

• Promote creativity in choosing Promote creativity in choosing resourcesresources


• Promote the individual’s self-esteem by Promote the individual’s self-esteem by

– actively involving the individual in actively involving the individual in planningplanning

– briefly explaining the potential briefly explaining the potential outcomes of resource useoutcomes of resource use

• Reduce the anxiety of the individual by Reduce the anxiety of the individual by providing a concrete plan for servicesproviding a concrete plan for services

Execute Individual Learning PlanExecute Individual Learning Plan

Follow-through with the ILP

The practitioner provides– encouragement, encouragement, – information, information, – clarification, clarification, – reinforcement, and reinforcement, and – planning for future experiencesplanning for future experiences

Summative Review & GeneralizationSummative Review & Generalization

Discuss progress toward achieving goals

Make plans for future use of career services

Discuss future use of problem-solving skills

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Effective Career InterventionsEffective Career Interventions

• Since individual needs vary, Since individual needs vary, effective career interventions should effective career interventions should vary among individualsvary among individuals

• Similar services for each individual Similar services for each individual is not likely to effectively meet needsis not likely to effectively meet needs

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Intervention OptionsIntervention Options

• Self-Help ServicesSelf-Help Services

• Brief Staff-Assisted ServicesBrief Staff-Assisted Services

• Individual Case-Managed ServicesIndividual Case-Managed Services

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Self-Help ServicesSelf-Help Services

• High decision making readinessHigh decision making readiness

• Little or no assistance neededLittle or no assistance needed

• Guided by the userGuided by the user

• Served in library-like or remote settingServed in library-like or remote setting

• Selection and sequencing by resource Selection and sequencing by resource guidesguides

• Records kept - Aggregate data for Records kept - Aggregate data for program evaluation and accountabilityprogram evaluation and accountability

108108

Self-Help ServicesSelf-Help Services

• Self-help career servicesSelf-help career services

4444

Brief Staff-Assisted ServicesBrief Staff-Assisted Services

• Moderate decision making readinessModerate decision making readiness

• Minimal assistance neededMinimal assistance needed

• Guided by a practitionerGuided by a practitioner

• Served in library-like, classroom, or group Served in library-like, classroom, or group settingsetting

• Selection and sequencing by ILPSelection and sequencing by ILP

• Records kept - Aggregate data for Records kept - Aggregate data for program evaluation and accountabilityprogram evaluation and accountability

110110

Brief Staff-Assisted ServicesBrief Staff-Assisted Services

• Self-directed career decision makingSelf-directed career decision making

• Career courseCareer course(with (with largelarge group interaction) group interaction)

• Group counseling (Group counseling (shortshort term) term)

• WorkshopWorkshop

Self-Directed Career Decision MakingSelf-Directed Career Decision Making

Use of information and self-assessment resources by an individual in a library-like setting with staff support


Client-focused flexibilityClient-focused flexibility is a key is a key characteristic characteristic

• An individual can decide to see the same An individual can decide to see the same staff member by returning the next time staff member by returning the next time the staff member is on dutythe staff member is on duty

• Or, an Or, an individual individual can return any time the can return any time the center is open and see a staff member on center is open and see a staff member on dutyduty


Client-focused flexibilityClient-focused flexibility

• Individuals Individuals are not required to conform are not required to conform to scheduled appointments each weekto scheduled appointments each week

• Individuals (with staff input) decide how Individuals (with staff input) decide how much time is needed to use resources much time is needed to use resources and to seek staff assistance.and to seek staff assistance.


Advantages:Advantages:• High volume of individuals servedHigh volume of individuals served• Staff with varying skill levels can be usedStaff with varying skill levels can be used• Responsiveness to high and low demandResponsiveness to high and low demand• Accommodates individuals working togetherAccommodates individuals working together• Lower service delivery costLower service delivery cost• Emphasizes the responsibility of the Emphasizes the responsibility of the

individualindividual


SuccessSuccess depends on: depends on:

• Moderate level of client readinessModerate level of client readiness

• Good instructional design of assessment Good instructional design of assessment and information resourcesand information resources

• Common staff trainingCommon staff training

• Staff teamworkStaff teamwork

• Staff self-confidenceStaff self-confidence

Misconceptions about Self-Directed Misconceptions about Self-Directed Career Decision MakingCareer Decision Making

• Individuals will not self-disclose in an Individuals will not self-disclose in an open library-like settingopen library-like setting

• It will be very disruptive if an individual It will be very disruptive if an individual becomes emotionalbecomes emotional

• Helping relationships need to be Helping relationships need to be developed with one individual at a timedeveloped with one individual at a time

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Individual Case-Managed ServicesIndividual Case-Managed Services

• Low decision making readinessLow decision making readiness

• Substantial assistance neededSubstantial assistance needed

• Guided by a practitionerGuided by a practitioner

• Served in an individual office, classroom, Served in an individual office, classroom, or group settingor group setting

• Selection and sequencing by ILPSelection and sequencing by ILP

• Individual records keptIndividual records kept

112112

Individual Case-Managed ServicesIndividual Case-Managed Services

• Individual counselingIndividual counseling

• Career courseCareer course(with (with smallsmall group interaction) group interaction)

• Group counseling (Group counseling (longlong term) term)

Screening & Selecting OptionsScreening & Selecting Options

Individual ChoiceFigure 1



Independent Useof the Internet or Other Resources



Brief ScreeningCareer Center Reception

Self

Referral



Individual Choice

Self-HelpServices

Figure 1



Comprehensive ScreeningCareer Center Library

Individual Choice

Self-HelpServices

Self or Staff Referral

Figure 1




Individual Choice

Self-HelpServices

Figure 1




Individual Choice

BriefStaff-Assisted

Services

Figure 1




Individual Choice

IndividualCase-Managed

Services

Figure 1




Individual Choice

Self-HelpServices

BriefStaff-Assisted

Services


Services


Figure 1




Individual Choice

Self-HelpServices

BriefStaff-Assisted

Services


Services


Figure 1


Self

Referral


6767

Matching Service Levels to NeedsMatching Service Levels to Needs

• HighHigh readiness - readiness - self-help servicesself-help services

• ModerateModerate readiness - readiness -brief staff-assisted servicesbrief staff-assisted services

• LowLow readiness - readiness - individual case-managed servicesindividual case-managed services

Taxonomy of Decision States

• DecidedDecided

• UndecidedUndecided

• IndecisiveIndecisive

Decided IndividualsDecided Individuals

• CanCan specify a choice specify a choice

• But may need help to clarify But may need help to clarify or implementor implement

Decided-ConfirmationDecided-Confirmation

• AAble to specify a choice, specify a choice,

• But wish to But wish to confirmconfirm or or clarifyclarify appropriatenessappropriateness

Decided-ImplementationDecided-Implementation

• Able to specify a choice

• But who need help with implementation

Decided-Conflict AvoidanceDecided-Conflict Avoidance

• Present as decided to reduce conflict and stress, when undecided or indecisive

Undecided IndividualsUndecided Individuals

• CannotCannot specify a choice specify a choice

• Need self, occupational, and Need self, occupational, and decision-making informationdecision-making information

Undecided - Deferred ChoiceUndecided - Deferred Choice

• Unable to choose

• But have no need to make a choice

Undecided - DevelopmentalUndecided - Developmental

• Need to choose

• Are unable to commit

• Lack self, occupational, and/or decision-making knowledge

Undecided - DevelopmentalUndecided - Developmental

Rather than dysfunctional, these individuals do not have the knowledge or experience to make a choice

Undecided - MultipotentialUndecided - Multipotential

• Characteristics of undecided

• Along with an overabundance of talents, interests, and opportunities

Undecided - MultipotentialUndecided - Multipotential

• Often overwhelmed with available options

• May experience pressure from significant others for high levels of achievement

Indecisive IndividualsIndecisive Individuals

• CannotCannot specify a choice specify a choice

• Typically need informationTypically need information

• Also have a maladaptive Also have a maladaptive approach to decision making approach to decision making in generalin general


• Similar to undecided individuals with knowledge gaps

• Differ with more negative self-talk, attentional deficits, or confused thoughts


Executive processing limits the development of decision-making skills, occupational knowledge, and self-knowledge

Taxonomy of Decision StatesDecided Individuals

1) Confirmation2) Implementation3) Conflict Avoidance

Undecided Individuals1) Deferred Choice2) Developmental3) Multipotential

Indecisive Individuals

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Matching Service Levels Matching Service Levels to Decision Statusto Decision Status

DecidedDecided and and undecidedundecided individuals are individuals are best served by best served by self-helpself-help and and briefbrief staff-assistedstaff-assisted services services

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Matching Service Levels Matching Service Levels to Decision Statusto Decision Status

IndecisiveIndecisive individuals are best served individuals are best served by by individual case-managedindividual case-managed servicesservices

Similarities Among InterventionsSimilarities Among Interventions

• Use of the Pyramid & CASVE cycleUse of the Pyramid & CASVE cycle

• Practitioner use of helping skillsPractitioner use of helping skills

• Relationship developmentRelationship development

• Use of assessment resourcesUse of assessment resources

• Use of information resourcesUse of information resources

Similarities Among InterventionsSimilarities Among Interventions

• Awareness of external influences on Awareness of external influences on career choicecareer choice

• The value of taking time to reflect on The value of taking time to reflect on learninglearning

• Client follow-through continues after Client follow-through continues after service deliveryservice delivery

Selecting Career InterventionsSelecting Career Interventions

The goal of this model is to avoid The goal of this model is to avoid overservingoverserving or or underservingunderserving individuals by using screening to individuals by using screening to match needs with servicesmatch needs with services

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Cost-Effective ServicesCost-Effective Services

The right The right resourceresource

used by the right used by the right personperson

with the right level of with the right level of supportsupport

at the lowest possible at the lowest possible costcost

For Additional InformationFor Additional Information

www.career.fsu.edu/techcenter/

Thank You

designing career services to cost-effectively meet individual needs james p. sampson, jr., gary w....

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