Designing Career Services to Cost-Effectively Meet Individual Needs James P. Sampson, Jr., Gary W. Peterson, Robert C. Reardon, & Janet G. Lenz Florida State University Copyright 2003 by James P. Sampson, Jr., Gary W. Peterson, Robert C. Reardon, and Janet G. Lenz All Rights Reserved

Nature of the Problem Increasing numbers of individuals with varying needs are seeking career servicesIncreasing numbers of individuals with varying needs are seeking career services Increased funding is often not available to meet this increased demandIncreased funding is often not available to meet this increased demand Staff need to explore different models for meeting the career needs of individualsStaff need to explore different models for meeting the career needs of individuals

A Better Approach Limiting staff time in delivering individual case-managed services leaves more staff time for Limiting staff time in delivering individual case-managed services leaves more staff time for –brief services that serve more individuals, or –longer services for individuals with more extensive needs

A Better Approach Link readiness assessment to the delivery of career servicesLink readiness assessment to the delivery of career services Goal: “The intelligent allocation of scarce resources” Tony Watts (2002)Goal: “The intelligent allocation of scarce resources” Tony Watts (2002)

Readiness 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 – Internal to the client Capability – Internal to the client Complexity – External to the client Complexity – External to the client

Readiness Model Capability Capability (low) (high) (low) (high)

Capability Cognitive and affective capacity to engage in effective career choice behaviors How are my career choices influenced by the way I think and feel? How are my career choices influenced by the way I think and feel?

Capability 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 Model Complexity (high) Complexity (high) (low) (low)

Complexity 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 world around me influence my career choices?How does the world around me influence my career choices?

Complexity Family factors Social factors Economic factors Organizational factors

Family 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 Factors Social support, e.g. modeling, networking, and caring - goodSocial support, e.g. modeling, networking, and caring - good Stereotyping, inaccurate knowledge about a person based on his or her group membership. Groups include gender, race, ethnicity, age, religion, sexual orientation, disability status, physical characteristics, poverty, social class, socio-economic status, nationality and immigration status - badStereotyping, inaccurate knowledge about a person based on his or her group membership. Groups include gender, race, ethnicity, age, religion, sexual orientation, disability status, physical characteristics, poverty, social class, socio-economic status, nationality and immigration status - bad Discrimination, acting on the basis of a stereotype in a way that harms a person - bad.Discrimination, acting on the basis of a stereotype in a way that harms a person - bad.

Economic 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 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 Model Complexity (high) Complexity (high) Capability Capability (low) (high) (low) (high) (low) (low)

Readiness Model Complexity (high) Complexity (high) Capability Capability (low) (high) (low) (high) High readiness High readiness No support needed No support needed (Self-Help mode) (Self-Help mode) (low) (low)

Readiness Model Complexity (high) Complexity (high) Capability Capability (low) (high) (low) (high) Moderate readiness Moderate readiness Moderate to low degree Moderate to low degree of support needed of support needed (Brief Staff-Assisted (Brief Staff-Assisted Services) Services) (low) (low)

Readiness Model Complexity (high) Complexity (high) Moderate readiness Moderate readiness Moderate to low degree Moderate to low degree of support needed of support needed (Brief Staff-Assisted (Brief Staff-Assisted Services) Services) Capability Capability (low) (high) (low) (high) (low) (low)

Readiness Model Complexity (high) Complexity (high) Low readiness Low readiness High degree of High degree of support needed support needed (Individual Case- (Individual Case- Managed Services) Managed Services) Capability Capability (low) (high) (low) (high) (low) (low)

Readiness Model Complexity (high) Complexity (high) Low readiness Moderate readiness Low readiness Moderate readiness High degree of Moderate to low degree High degree of Moderate to low degree support needed of support needed support needed of support needed (Individual Case- (Brief Staff-Assisted (Individual Case- (Brief Staff-Assisted Managed Services) Services) Managed Services) Services) Capability Capability (low) (high) (low) (high) Moderate readiness High readiness Moderate readiness High readiness Moderate to low degree No support needed Moderate to low degree No support needed of support needed (Self-Help mode) of support needed (Self-Help mode) (Brief Staff-Assisted (Brief Staff-Assisted Services) Services) (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 Interview Gain qualitative information about the person's career problem Screening also occurs at this step

Initial Interview The process of screening can be simple or involved The process of screening can be simple or involved

Initial Interview “What brings you here today?” “What brings you here today?” “I would like to find information comparing the starting salaries of accountants and auditors.” “I would like to find information comparing the starting salaries of accountants and auditors.” Concrete request with no problems apparent Concrete request with no problems apparent No further screening needed - refer to self-help services No further screening needed - refer to self-help services

Initial Interview Problematic use of resources detected by staff, Problematic use of resources detected by staff, "Are you finding the information you need?" "Are you finding the information you need?" If problems are apparent, more careful screening then occurs. If problems are apparent, more careful screening then occurs.

Initial Interview “I have changed programs of study several times and I am uncertain about the future.” “I have changed programs of study several times and I am uncertain about the future.” Vague request - potential problems Vague request - potential problems More careful screening needed prior to delivering services More careful screening needed prior to delivering services

Initial Interview "Could I see information on the job outlook for computer programmers?" "Could I see information on the job outlook for computer programmers?" Would not require comprehensive screening Would not require comprehensive screening "I am having difficulty in my field of study and I need to learn about my options" "I am having difficulty in my field of study and I need to learn about my options" Would require comprehensive screening Would require comprehensive screening

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

Screening (Comprehensive) Characteristics of effective screening instruments being relatively quickly administeredbeing relatively quickly administered being hand scorablebeing hand scorable having appropriate normshaving appropriate norms relatively inexpensiverelatively inexpensive

Preliminary Assessment Selected Hand-Scoring Screening Measures Career Decision Scale Career Decision Scale My Vocational Situation My Vocational Situation Career Decision Profile Career Decision Profile Career Factors Inventory Career Factors Inventory Career Beliefs Inventory Career Beliefs Inventory Career Attitudes and Strategies Inventory Career Attitudes and Strategies Inventory Career Maturity Inventory-Revised Career Maturity Inventory-Revised Career Thoughts Inventory Career Thoughts Inventory

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

Develop an Individual Learning Plan Help the person to identify a sequence of resources and activities to meet the person’s goals Individual Learning Plan or Individual Activity Plan is Not a Personal Career Plan or an Individual Career Plan Individual Learning Plan or Individual Activity Plan is Not a Personal Career Plan or an Individual Career Plan

Potential Advantages of ILP Use Link resources to goalsLink resources to goals Promote client-practitioner collaborationPromote client-practitioner collaboration Model brainstorming in problem solvingModel brainstorming in problem solving Monitor progress of the individualMonitor progress of the individual

Potential Advantages of ILP Use Enhance staff training and supervisionEnhance staff training and supervision Provide evaluation and accountability dataProvide evaluation and accountability data Promote creativity in choosing resourcesPromote creativity in choosing resources

Potential Advantages of ILP Use Promote the individual’s self-esteem byPromote the individual’s self-esteem by –actively involving the individual in planning –briefly explaining the potential outcomes of resource use Reduce the anxiety of the individual by providing a concrete plan for servicesReduce the anxiety of the individual by providing a concrete plan for services

Execute Individual Learning Plan Follow-through with the ILP The practitioner provides –encouragement, –information, –clarification, –reinforcement, and –planning for future experiences

Summative Review & Generalization Discuss progress toward achieving goals Make plans for future use of career services Discuss future use of problem- solving skills

40 Effective Career Interventions Since individual needs vary, effective career interventions should vary among individualsSince individual needs vary, effective career interventions should vary among individuals Similar services for each individual is not likely to effectively meet needsSimilar services for each individual is not likely to effectively meet needs

41 Intervention Options Self-Help ServicesSelf-Help Services Brief Staff-Assisted ServicesBrief Staff-Assisted Services Individual Case-Managed ServicesIndividual Case-Managed Services

42 Self-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 guidesSelection and sequencing by resource guides Records kept - Aggregate data for program evaluation and accountabilityRecords kept - Aggregate data for program evaluation and accountability

108 Self-Help Services Self-help career servicesSelf-help career services

44 Brief 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 settingServed in library-like, classroom, or group setting Selection and sequencing by ILPSelection and sequencing by ILP Records kept - Aggregate data for program evaluation and accountabilityRecords kept - Aggregate data for program evaluation and accountability

110 Brief Staff-Assisted Services Self-directed career decision makingSelf-directed career decision making Career course (with large group interaction)Career course (with large group interaction) Group counseling (short term)Group counseling (short term) WorkshopWorkshop

Self-Directed Career Decision Making Use of information and self- assessment resources by an individual in a library-like setting with staff support

Self-Directed Career Decision Making Client-focused flexibility is a key characteristic An individual can decide to see the same staff member by returning the next time the staff member is on dutyAn individual can decide to see the same staff member by returning the next time the staff member is on duty Or, an individual can return any time the center is open and see a staff member on dutyOr, an individual can return any time the center is open and see a staff member on duty

Self-Directed Career Decision Making Client-focused flexibility Individuals are not required to conform to scheduled appointments each weekIndividuals are not required to conform to scheduled appointments each week Individuals (with staff input) decide how much time is needed to use resources and to seek staff assistance.Individuals (with staff input) decide how much time is needed to use resources and to seek staff assistance.

Self-Directed Career Decision Making 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 individualEmphasizes the responsibility of the individual

Self-Directed Career Decision Making Success depends on: Moderate level of client readinessModerate level of client readiness Good instructional design of assessment and information resourcesGood instructional design of assessment and information resources Common staff trainingCommon staff training Staff teamworkStaff teamwork Staff self-confidenceStaff self-confidence

Misconceptions about Self-Directed Career Decision Making Individuals will not self-disclose in an open library-like settingIndividuals will not self-disclose in an open library-like setting It will be very disruptive if an individual becomes emotionalIt will be very disruptive if an individual becomes emotional Helping relationships need to be developed with one individual at a timeHelping relationships need to be developed with one individual at a time

52 Individual 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, or group settingServed in an individual office, classroom, or group setting Selection and sequencing by ILPSelection and sequencing by ILP Individual records keptIndividual records kept

112 Individual Case-Managed Services Individual counselingIndividual counseling Career course (with small group interaction)Career course (with small group interaction) Group counseling (long term)Group counseling (long term)

Screening & Selecting Options Individual Choice Figure 1

Screening & Selecting Options Individual Choice Figure 1 Independent Use of the Internet or Other Resources

Screening & Selecting Options Individual Choice Figure 1 Brief Screening Career Center Reception Self Referral Independent Use of the Internet or Other Resources

Screening & Selecting Options Individual Choice Figure 1

Screening & Selecting Options Individual Choice Figure 1 Brief Screening Career Center Reception

Screening & Selecting Options Individual Choice Self-Help Services Figure 1 Brief Screening Career Center Reception

Screening & Selecting Options Comprehensive Screening Career Center Library Individual Choice Self-Help Services Self or Staff Referral Figure 1 Brief Screening Career Center Reception

Screening & Selecting Options Comprehensive Screening Career Center Library Individual Choice Figure 1 Brief Screening Career Center Reception

Screening & Selecting Options Comprehensive Screening Career Center Library Individual Choice Self-Help Services Figure 1 Brief Screening Career Center Reception

Screening & Selecting Options Comprehensive Screening Career Center Library Individual Choice Brief Staff-Assisted Services Figure 1 Brief Screening Career Center Reception

Screening & Selecting Options Comprehensive Screening Career Center Library Individual Choice Individual Case-Managed Services Figure 1 Brief Screening Career Center Reception

Screening & Selecting Options Comprehensive Screening Career Center Library Individual Choice Self-Help Services Brief Staff-Assisted Services Individual Case-Managed Services Self or Staff Referral Figure 1 Brief Screening Career Center Reception

Screening & Selecting Options Comprehensive Screening Career Center Library Individual Choice Self-Help Services Brief Staff-Assisted Services Individual Case-Managed Services Self or Staff Referral Figure 1 Brief Screening Career Center Reception Self Referral Independent Use of the Internet or Other Resources

67 Matching Service Levels to Needs High readiness - self-help servicesHigh readiness - self-help services Moderate readiness - brief staff-assisted servicesModerate readiness - brief staff-assisted services Low readiness - individual case-managed servicesLow readiness - individual case-managed services

Taxonomy of Decision States DecidedDecided UndecidedUndecided IndecisiveIndecisive

Decided Individuals Can specify a choiceCan specify a choice But may need help to clarify or implementBut may need help to clarify or implement

Decided-Confirmation Aspecify a choice,Able to specify a choice, But wish to confirm or clarify appropriatenessBut wish to confirm or clarify appropriateness

Decided-Implementation Able to specify a choice But who need help with implementation

Decided-Conflict Avoidance Present as decided to reduce conflict and stress, when undecided or indecisive

Undecided Individuals Cannot specify a choiceCannot specify a choice Need self, occupational, and decision-making informationNeed self, occupational, and decision-making information

Undecided - Deferred Choice Unable to choose But have no need to make a choice

Undecided - Developmental Need to choose Are unable to commit Lack self, occupational, and/or decision-making knowledge

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

Undecided - Multipotential Characteristics of undecided Along with an overabundance of talents, interests, and opportunities

Undecided - Multipotential Often overwhelmed with available options May experience pressure from significant others for high levels of achievement

Indecisive Individuals Cannot specify a choiceCannot specify a choice Typically need informationTypically need information Also have a maladaptive approach to decision making in generalAlso have a maladaptive approach to decision making in general

Indecisive Individuals Similar to undecided individuals with knowledge gaps Differ with more negative self- talk, attentional deficits, or confused thoughts

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

Taxonomy of Decision States Decided Individuals 1) Confirmation 2) Implementation 3) Conflict Avoidance Undecided Individuals 1) Deferred Choice 2) Developmental 3) Multipotential Indecisive Individuals

83 Matching Service Levels to Decision Status Decided and undecided individuals are best served by self-help and brief staff-assisted services

84 Matching Service Levels to Decision Status Indecisive individuals are best served by individual case-managed services

Similarities 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 Interventions Awareness of external influences on career choiceAwareness of external influences on career choice The value of taking time to reflect on learningThe value of taking time to reflect on learning Client follow-through continues after service deliveryClient follow-through continues after service delivery

Selecting Career Interventions The goal of this model is to avoid overserving or underserving individuals by using screening to match needs with services The goal of this model is to avoid overserving or underserving individuals by using screening to match needs with services

88 Cost-Effective Services The right resource used by the right person used by the right person with the right level of support with the right level of support at the lowest possible cost at the lowest possible cost

For Additional Information Thank You