1. Publisher to insert
cover image here
Chapter 9
Designing, Implementing, And Evaluating Career Development Programs and Services
Developed by:
Jennifer Del Corso

2. Reasons for Program Planning
Not possible to provide career planning services to all students on one-to-one basis; other approaches are needed.
Cost-effective
Using a systematic development process improves the quality. 2

3. Counselor Roles in Program Planning
Advocacy - convincing other of the importance of career planning services
Coordination - working closely with other stakeholders: department heads, teachers, employers, etc.
Participation - helping to deliver services
Design and development - designing services by following the program planning process 3

4. Step 1: Define the target population.
Determine whom your program will serve- elementary to college; agency to job service office.
Identify their characteristics -- such as gender, racial-ethnic mix, socioeconomic class, reading level. 4

5. Step 2: Determine the needs of the target population.
Look at data that may already exist.
Use a questionnaire or focus groups.
Use knowledgeable consultants who can identify typical developmental needs.
Review the needs of the environment. 5

6. Step 3: Write measurable objectives to meet needs.
An objective is a clear statement of a desired outcome, often including how to determine whether the outcome is achieved.
Writing objectives
forces counselors to specify what they want to accomplish.
lays the basis for content and evaluation. 6

7. Format for Writing Objectives
By the end of this (curriculum, workshop, unit), participants will be able to
( ).
Remember that each of these endings must be measurable. 7

8. Step 4: Determine how to deliver the career planning services.
Offer special career planning courses or units within existing curriculum
Offer workshops
Create a virtual career center
Use a comprehensive Web-based career planning system described in Chapter 7
Provide self-help materials 8

9. Step 5: Determine the content of the program.
Content flows from the objectives -- since it is the content that will produce the desired outcomes.
Break content into units, then determine
time needed
whether curriculum or other resources can be acquired, or need to be developed 9

10. Step 6: Determine the cost of the program.
Staff time for designing and delivering program
Software, such as a Web-based career planning system
Equipment
Materials
Duplication costs
Facilities
Refreshments 10

11. Step 7: Begin to promote and explain your services.
Consider using an advisory committee that can help with promotion.
Communicate clearly and often to supervisors so that there will be adequate administrative support.
Promote to those who will receive the services and potentially their parents.
Consider starting with a pilot test. 11

12. Step 8: Deliver the full-blown program.
This step will be easy if the first seven steps have been completed.
First impression for launching program is important
Energy spent on long planning cycle will result in a higher end product 12

13. Step 9: Evaluate the program.
Reasons to evaluate
Did program produce the outcomes stated in the objectives?
How can the program be improved the next time it is delivered?
What information should be provided to supervisors and other stakeholders? 13

14. Methods of Evaluation Questionnaire Exit interview
Pre-post questionnaire or test
Follow-up study 14

15. Why Evaluation Is Important
Determine if participants are reaching the predetermined objectives
Improve services
Provide accountability
Determine whether outcomes are worth expenditures 15

16. Types of Evaluation
Formative - purpose is to improve an ongoing program
Summative - purpose is to determine whether to retain a program 16

17. Steps in Planning Evaluation
Decide whether to do formative, summative, or both
Identify the specified attitudes or behaviors to be evaluated
Identify the sources of the evaluation data
Determine how and when to collect data
Determine how the data will be analyzed 17

18. Stakeholders
A stakeholder is any person or entity who is affected by a program of services.
Stakeholders must be considered when planning evaluation.
Different stakeholders may desire different kinds of feedback (evaluative data). 18

19. Types of Data
Qualitative - measures the perceived value of the services and the extent to which measurable objectives have been reached - in ways other than numbers
Quantitative - collects and reports numbers 19

20. Benchmarks for Evaluation
Outcomes must be compared to a desired standard, such as the following:
Goals of individual clients (one-to-one counseling)
Measurable objectives
National Career Development Guidelines
State or local guidelines
Theory 20

21. Using the Results of Evaluation
To determine if services met the needs of the participants
To improve the services
To provide feedback to stakeholders
To determine if outcomes were worth the expenditures 21

22. Roadblocks to Evaluation
Staff has fear of negative results and possible consequences.
Guidance services are often non-systematic, not lending themselves to evaluation.
Some counselors believe that their work cannot be quantified and evaluated.
Time is always insufficient, so evaluation is given low priority. 22

23. Step 10: Revise the program.
No program is ever perfect at first delivery.
Be sure to gather information from others involved in the program soon after its completion.
Make notes about changes you want to make next time.
Revise the program at next delivery. 23