1. DESIGNING, IMPLEMENTING, AND EVALUATING CAREER DEVELOPMENT PROGRAMS AND SERVICES Career Development Interventions in the 21 st Century 4 th Edition Spencer G. Niles and JoAnn Harris-Bowlsbey Prepared By Jennifer Del Corso

2. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-2 Reasons for Program Planning Not possible to provide career planning services to all students on one-to-one basis; other approaches are needed. Using a systematic development process improves the quality.

3. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-3 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

4. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-4 Step 1: Define the target population. Determine whom your program will serve. Identify their characteristics -- such as gender, racial-ethnic mix, socioeconomic class, reading level.

5. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-5 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.

6. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-6 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.

7. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-7 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.

8. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-8 Step 4: Determine how to deliver the services. Offer special career planning courses or units within existing curriculum Offer workshops Use career planning software Develop or use websites Provide self-help materials

9. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-9 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

10. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-10 Step 6: Determine the cost of the program. Staff time Software, if any Equipment Materials Duplication costs Facilities Etc.

11. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-11 Step 7: Begin to promote the services. Consider using an advisory group 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.

12. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-12 Step 8: Deliver the full-blown program. This step will be easy if the first seven steps have been completed.

13. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-13 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?

14. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-14 Methods of Evaluation Questionnaire Exit interview Pre-post questionnaire or test Follow-up study

15. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-15 Why Evaluation Is Important Determine if participants are reaching the predetermined objectives Improve services Provide accountability Determine whether outcomes are worth expenditures

16. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-16 Types of Evaluation Formative - purpose is to improve an ongoing program Summative - purpose is to determine whether to retain a program

17. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-17 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

18. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-18 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).

19. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-19 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

20. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-20 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

21. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-21 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

22. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-22 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.

23. Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 9-23 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.