1. Jenny Bimrose IER University of Warwick
Using LMI effectively as part of developing Career Adapt-ability Competencies  
Jenny Bimrose
IER University of Warwick

2. Aim:
To explore the potential for enhancing the effectiveness of LMI in career practice through its integration with career adapt-ability competencies

3. Objectives To review career adapt-ability & its empirical base
To reflect on the role of labour market information (LMI) in careers practice
To consider ongoing research & development into making LMI more accessible
To review the potential for the integration of these two concepts

4. What is career adapt-ability?
Origins: Super’s developmental theory, subsequently Career Construction theory (Savickas, 1997)
Emphasis: creation of the self, and career, as “a story that individuals tell about their working life” (Savickas, 2013: 150)
Focus: the individual’s psychosocial resources, not employability or labour market needs
Integrates: individual readiness & resources & the concomitant responses & results

5. Career adapt-ability: definition
‘The capability of an individual to make a series of successful transitions where the labour market, organisation of work and underlying occupational and organisational knowledge bases may be subject to considerable change’
Ref: Bimrose, J., Barnes, S-A., Brown, A. and Hughes, D. (2011) 'The role of career adaptability in skills supply',  Wath-upon-Dearne: UK Commission for Employment & Skills

6. Mark Savickas (career construction)
Professor of Family and Community Medicine Family & Community Medicine at North East Ohio Medical University Headed up the process of developing an international evidence base for a measure of career adapt-ability.

7. BASIC TENDENCY TO STRIVE FOR EQUILIBRIUM WITH THE ENVIRONMENT

9. HELP PEOPLE TO DEAL WITH THEIR OWN DEVELOPMENT
CAREER ADAPT-ABILITY
HELP PEOPLE TO DEAL WITH THEIR OWN DEVELOPMENT
CONCERN
CONTROL
CURIOSITY
CONFIDENCE

10. CONCERN DO I HAVE A FUTURE? FUTURE ORIENTATION WORK ROLE SALIENCE
PLANFUL ATTITUDES

11. CONTROL WHO OWNS MY FUTURE?
The theory views control as an aspect of intrapersonal processes that foster self-regulation, not interpersonal processes that impact self-regulation.
Deliberate Organized
Disciplined

12. CURIOSITY
WHAT WILL I DO WITH
MY FUTURE?
EXPLORE
EXPERIENCE
DAYDREAM

13. CONFIDENCE
CAN I DO IT?
SELF-CONFIDENCE
SELF-ESTEEM
COURAGE

14. CAAI (UK): Sample statements
24 item inventory: 4 core constructs
Please rate how strongly you feel you have
developed each of the following abilities using the 5 point scale
below.
Strongest Very strong Strong Somewhat strong Not strong
(5) (4) (3) (2) (1)
Taking responsibility for my actions
Acting in line with my values and principles
Relying on myself
Observing different ways of doing things

15. Thank you Adaptability dimension Attitudes and beliefs Competence
Coping behaviours
Career ‘problem’
Concern
Planful
Planning
Aware
Involved
Preparing
Indifference
Control
Decisive
Decision making
Assertive
Disciplined
Wilful
Indecision
Curiosity
Inquisitive
Exploring
Experiment
Risk taking
Inquiring
Unrealism
Confidence
Efficacious
Problem solving
Persistent
Striving
Industrious
Inhibition
Thank you

16. Thank you Career problem Career questions Career intervention
Adaptability dimension
Career problem
Career questions
Career intervention
Concern
Indifference
Do I have a future?
Orientation exercises
Control
Indecision
Who owns my future?
Self management training
Decisional training
Curiosity
Unrealism
What do I want to do with my future?
Information seeking
Confidence
Inhibition
Can I do it?
Self-esteem building
Thank you

17. Career Adapt-ability: evidence base
International
Life Design Group
13 country study (CAAS) – Special issue of JVB (2012)
UK – qualitative indicators
Mid-career workers (N=64)
Older women (N=36)
UK – quantitative CAAI
Confirmatory factor analysis
4 Universities (N=753)

18. Career adapt-ability pilot projects: HE (2014)
6 pilots, hosted by:
Birmingham University
De Montfort University
Glasgow Caledonian University
Higher Education Careers Services Unit
Newman University
University of Warwick

19. Career adapt-ability: Professionals
CABA (Chartered Accountants’ Benevolent Association) commissioned a customised version of the career adapt-ability scale for its membership (2014 – 2016), to link with CPD
Due to be launched online before Christmas (2016)

20. Key findings For practice:
identifies competencies/strategies needed to survive in a volatile labour market
provides a clear indication of targeted interventions relevant for practice
raises awareness of self-defeating behaviours
emphasises limitations of ‘Western’ concepts of career development

21. Key findings For public policy: Raising aspiration Encourage autonomy
Allocate resources to greatest effect
Relevant across the life-course
Potential for greater integration of ICT

22. LMI: Career adapt-abilities

23. Theory & Practice: now LMI?

24. Role of LMI in Career Practice?
Key differentiator
makes career
guidance distinct
from other helping
professions

25. LMI: What is it? LMI comes from a range of sources and includes:
information on general employment trends
(i.e. unemployment rates; skills gaps; future demand)
data on the structure of the labour market
(i.e. what jobs exist, how many, which sectors)
information about the way the labour market functions
(i.e. how people get into jobs & move between employers)
data focusing on equality and diversity
(i.e. which individuals are employed in different sectors and at what levels?)

26. Defining LMI Labour market information:
[raw] data from a range of sources
Labour market intelligence:
interpretation of labour market information
Ref: DfES (2004) LMI Matters! Understanding labour market information, Nottingham: DfES, p.11.

27. LMI: challenges for practitioners
Identify (what’s required?)
Retrieve (which sources?)
Interpret (making sense?)
Disseminate (who is the target audience?)
Mediate (what does it mean?) 27

28. LMI: challenges for clients
Sharing information helps develop new perspectives on a problem:
Giving new intelligence
Correcting mis-information
Ref: Egan, G. (2001). The skilled helper: a problem-management approach to helping, Belmont, California: Brooks/Cole

29. LMI: role in careers guidance
Traditionally (i.e. Western), career
decision-making has been regarded as a
rational, linear process:
Assessing skills & abilities
Evaluating job requirements
Making a ‘perfect’ match
i.e. the ‘matching approach’ to guidance

30. ‘Trying to place an evolving
Matching at the heart?
Matching assumes a degree of stability in the labour market:
‘Trying to place an evolving
person into the
changing work environment ... is like trying to hit a butterfly with a boomerang’ (p.263)
Ref: Mitchell, L.K. & Krumboltz, J.D. (1996) ‘Krumboltz’s learning theory of career choice and counseling’, in Brown, D., Brooks, L. & Associates (Eds) Career Choice and Development (3rd Ed), San Francisco, California, Jossey Bass.

31. Alternatives to matching
Unmediated: give clients/students direct access to high quality LMI Humanistic: encourage clients/students to use LMI to support a broader process of personal growth Learning: use LMI for specific purposes (e.g. challenge misconceptions)

32. LMI: Professional identity?
‘Expert’
(Trait & Factor)
‘Facilitator’
(Humanistic)
‘Teacher’
(Social Learning)
‘Sign poster’
(Occupational Allocation)
LMI 32

33. Careers Professionals

34. What should LMI be?
Anything else you would add to list?
Accurate
Impartial
Robust
Up-to-date
User-friendly
Accessible
High-quality
Current
Useful
Detailed
Reliable
Relevant
Appropriate
Trustworthy
Timely
Dynamic
Fit-for-purpose
© 2015 Institute for Employment Research, University of Warwick

36. To develop a careers LMI data tool that supports individuals make better decisions about learning and work using national data sources
Integration of more data, including:
Short-term - Course data; Job vacancy data
Long-term - More on skills & abilities (O*NET); European data
Modding day to develop marketable apps
Implementation of data cubes
© 2015 Institute for Employment Research, University of Warwick

37. Funded by:
Developed by consortia:

39. Overview of data and indicators
Employment: historical, projected and replacement demand (Working Futures based on LFS, BRES)
Pay and earnings (estimates based on ASHE and LFS)
Hours (ASHE)
Unemployment rates (LFS)
Number of vacancies (ESS)
Occupational descriptions (ONS)
Skills, abilities and interests (O*NET)
Current vacancies (fuzzy search)
Higher education destinations (HESA)
LMI SOURCES

40. Big questions… Employment levels by occupation
How many jobs are there? How many in my area? What are the past trends? What are likely future trends?
Labour Force Survey, Working Futures
Average earnings by occupation
How much do people get paid for this job? How much at the start of their career? How much in my area?
Annual Survey of Hours and Earnings
Unemployment by occupation
What proportion of people in this occupation are currently out of work?
Annual Population Survey
Profile of qualification level by occupation
What level of qualification do people have in this job and what am I likely to need?
Vacancies by occupation
How many vacancies are there for this job? What proportion are hard to fill?
Employer Skills Survey

41. Can be used along side other, qualitative information… for example, icould
Data alongside career videos to encourage and inspire young people to think broadly about their careers.

42. JobHappy, by Harry Jones
The JobHappy App won runner up in the UKCES CareerHack competition (2014).
This app was designed to support people with their career choices by presenting a range of information (such as job description and tasks, qualification requirements, salary data, employment forecasts, regional data and a selection of courses). For users unsure of their career, they can input their skill levels, which enables JobHappy to generate and recommend matching careers using the skills data for each occupation, unemployment rates and how difficult it is to fill vacancies. Once a user has chosen a career they can use the app to find vacancies in their local area or more widely.

43. What does the future hold? What does the future hold?

44. Integrating career adapt-ability & LMI
Labour Market Information
Career adapt-ability
Availability of up-to-date LMI
Possibility of more consistent LMI messages
Personalised and targeted LMI
Flexible delivery
Aligns with ‘curiosity’
Adds value to different stages of career learning and exploration
Targeted exploration of career pathways
More context-sensitive

45. Theory & Practice: New Knowledge

46. For more information…
Graham Attwell Skype: GrahamAttwell Web: Further information:

47. References
Bimrose, J., Barnes, S-A., Brown, A. and Hughes, D. (2011) 'The role of career adaptability in skills supply',  Wath-upon-Dearne: UK Commission for Employment & Skills
Bimrose, J. and Hearne, L. (2012) 'Resilience and Career Adaptability: Qualitative Studies of Adult Career counselling' Journal Of Vocational Behavior
McMahon, M., Watson, M. and Bimrose, J. (2012) 'Career Adaptability: A Qualitative Understanding from the Stories of Older Women' Journal Of Vocational Behavior – 768
Savickas, M.L. (1997) Career Adaptability: An Integrative construct for Life-Span, Life-Space Theory, The Career Development Quarterly, 45, 3, pp
Savickas, M.L., Nota, L., Rossier, J., Dauwalder, J.P., Duarte, M.E., Guichard, J., Soresi, S., Van Esbroeck R. & van Vianen, A.E.M., (2009). Life designing: A paradigm for career construction in the 21st Century. Journal of Vocational Behavior, 75, 3, pp
Savickas, M.L. & Porfeli, E.J. (2012) Career Adapt-Abilities Scale: Construction, reliability and measurement equivalence across 13 countries, Journal of Vocational Behaviour, 80, pp