A workshop presented by Gideon Arulmani (2010) Career development for young people who have...

A workshop presented by Gideon Arulmani (2010)

Career development for young people who have disengaged or who are at

risk of disengaging:

Policy and system support

16th March 2010.(2.00 to 4.00 pm)


Sources• Kendall, S. and Kinder, K. (2005). Reclaiming Those Disengaged

from Education and Learning: a European Perspective. Slough: NFER. (Austria, England, Belgium Hungary, the Netherlands, Norway, Spain, Switzerland and Wales).

• Enhancing career development: The role of community-based career guidance for disengaged adults (2005) National Centre for Vocational Education Research (NCVER).

• Helena Kasurinen and Mika Launikari (2009) Career Guidance for Youth-at-risk in Finland

• It’s Crunch Time: Raising youth engagement and attainment (2007)Australian Industry Group.


Dimensions of disengagement

Not in:

• education

• employment

• training

NEET


Manifestations of disengagement

• Flight: Absent and disconnected: - irregular, truancy, dropout

• Fight: Present, but absent - disruptive, destructive, - behavioural problems


Why disengagement?

1. Impact of educational structure:Comprehensive vs. selective; higher incidence of diengagement in ‘selective’ systems

2. Effect of inclusion and exclusion:segregation may exacerbate disengagement.

3. Lack of congurence with ‘prescribed’ modes of career development:boredom, distraction, disconnect from existing attitudes to work, unchallenged.


Why disengagement?

4. Socio-economic and community factors

• Home background and area of residence were seen as being key influences on disengagement.

• For example, in the UK socio-economic status was seen as being a stronger predictor of achievement than early attainment.

• In five of the countries, minority ethnic groups were noted as being over-represented in the disengaged group – this was evident in the Netherlands, Austria, Norway, Spain and England.


Why disengagement?

5. Family environment

• parents do not value school.• condone non-attendance.• have low or too high expectations. • family events: such as bereavement, divorce,

or new stepfamily, can also have an impact.


Why disengagement?

6. Pupil factors

• Lack of social skills.

• Not attending school, for example, due to bullying.

• Friends beyond school resulting in non-attendance and disengagement.

• Lack of academic ability.

• Having special educational needs.

• Substance misuse.

• Previous negative experiences of school.

• Students who have to repeat a school year or those who have to change from a higher to lower level of education.


Why disengagement?

7. Curriculum factors

• The perceived irrelevance of the curriculum to life.

• Inappropriate exam and assessment procedures.

• Reduced time for ‘pastoral’ provision because of the pressure to cover the prescribed curriculum.

• Inappropriate teaching methods with schools focusing on curriculum and subject content rather than on learners.


Why disengagement?

8. Influence of vocational education:

• Vocational qualifications do not have parity of esteem with academic qualifications.

• There is a danger of seeing vocational education as the ‘solution’ to disengagement.

• Greater focus is required on person-centered approaches to career development rather than providing a vocational ‘alternative’.


“Established models,

associated with outcome-driven thinking...

based on linear development through

education to a lifetime career,

may be useful for some

but are unlikely to engage all young people.”

Reid, 2008.


The accumulation of disadvantage

Arulmani, G. & Nag-Arulmani, S. (2001)

13A workshop presented by Gideon Arulmani (2010)

Human Development Reports

The Less Visible Factors

• Cognitive Development.• Education and Literacy (drop outs, completion rates).• Employability (preparation to enter the world of work).

Specific social, cultural and psychological variables seem to predict differences between the child in

poverty and the more advantaged.`

Arulmani, G. & Nag-Arulmani, S. (2001)

14A workshop presented by Gideon Arulmani (2010)

Accumulation of disadvantage

• It seems possible to locate points of vulnerability along the spectrum of human development.

• The experience of disadvantage seems to have a cumulative impact on development culminating in the internalization of psychological barriers.


Accumulation of disadvantage

Early Childhood Middle Childhood Adolescence

Lower access to stimulation material.

Lower exposure to speech and language stimulation.

Lower range of significant others who can stimulate child.

Lower school enrollment and irregular attendance.

Lower academic performance.

Short term orientation to future; lower ability to symbolically represent future outcomes.

Parental attitudes closely related to school drop-out.

Lower Self-esteem.

Typical motivational patterns (e.g. lower emphasis on personal effort; higher dependence on others).

Lower scores on planning and goal setting.

Stronger orientation to earning than training.

Poor literacy acquisition.


The Jiva Project:Capacity building for career counselling and

livelihood planning.India


Extract from: Work Orientations and Responses to Career Choices: An

Indian Regional Survey (WORCC-IRS) (2006)

• A survey undertaken by The Promise Foundation that covered 13 different regions of India.

• Close 10000 participants• 8 languages


Influences on Career Choice

25

20

10

45

0

5

10

15

20

25

30

35

40

45

50

Friend Teacher Others Parents

%

Friend

Teacher

Others

Parents


Subject / Career Options

• Science

• Commerce

• Humanities

• Vocational Subjects

?


Parent’s Desire

60

40

30 30

5

25

5 5

0

10

20

30

40

50

60

70

Boys Girls

Pare

nt's

Des

ire

Science

Commerce

Arts

Vocational


Occupational Prestige

• Social and cultural forces grade occupations on a hierarchy of prestige.

• The respectability attributed to an occupation plays a powerful role in shaping interest directed toward that occupation.

• Children begin to recognise prestige linked differences among jobs and thereby learn to include or eliminate occupational alternatives.


Occupational Prestige Hierarchy

• The impact of prestige on career preferences has been documented in both the Indian and the international literature.

• Prestige ratings of 28 occupations with corresponding indications of Interest, Self Confidence and Parent Approval.


Occupations receiving the lowest prestige ratings are those belonging to the blue collar and vocational category.


Socio Economic Status and Subject Preferences

4

4.5

3.5

4

3.5

33

0.5

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Low Upper Middle

Socio Economic Status

Inte

rest

Lev

el Science

Commerce

Arts

Vocational


Social Cognitive Theory (SCT): Key Concepts

• Formulated by Albert Bandura in the 1980s as a refinement of his Social Learning Theory.

• SCT analyses the diverse ways in which beliefs of personal efficacy operate within a network of socio-cultural and socio-economic influences, to shape life paths.


Social Cognitive Theory (SCT): Key Concepts

• Formulated by Albert Bandura in the 1980s as a refinement of his Social Learning Theory.

• SCT analyses the diverse ways in which beliefs of personal efficacy operate within a network of socio-cultural and socio-economic influences, to shape life paths.


Three Social

Cognitive Mechanisms

Self Efficacy

Outcome Expectations

Goal Setting

...are particularly relevant to understanding career development


Social Cognitive Theory

1. Self Efficacy Beliefs 2. Outcome Expectations 3. Goal Setting

Performance Accomplishments

Vicarious Experience

Verbal Persuasion

Imagined outcome

Projected anticipation

Future orientation

Symbolically represent future outcomes



Self-efficacy Beliefs:

• Beliefs about one’s ability to be successful in the performance of a task

• Self-referent thought influences behaviour

• Quality of self efficacy beliefs influence whether:

- behaviour will be initiated- how much energy will be expended- maintenance of this behaviour in the face of

obstacles


Influences on self efficacy beliefs

Performance Accomplishments (Success Experiences)

• Actual performance on a task.

• Accomplishments that are success experiences move the individual closer to mastery experiences.

• A success experience contributes to self-efficacy only when the individual is able to attribute the reason for success to personal effort.

“I got one right... Now let me try the next.”




• Observation of a social role model

• Promotes a similar belief in oneself and influences personal self-efficacy for that task

• The more similar to oneself the more powerful is the vicarious experience

• The greater the real or assumed similarity of the model to the observer, the powerful is the model’s success or failure on the observer’s self-efficacy

• The failure of important role models causes a decline in self-efficacy for that task

“If she can do it... Maybe I can too.”



Verbal Persuasion

• Encouragement from someone else that they possess the capabilities to be successful at a particular task

• Repeated verbal feedback that questions a person’s capabilities could lead to:

- Avoidance of that activity- Giving up in the face of barriers- Weak engagement with the task

• Undermines motivation and promotes disbelief in one's capabilities

“She told me I can do it... She believes in me.”



to affect the quality of

Self Efficacy beliefs



Verbal Persuasion

interact reciprocally

I tried and it worked!

If she can do it let me try...!

She told me I can do it...!






Verbal Persuasion

Imagined outcome


Future orientation




Outcome Expectations• Expectation that a certain consequence would result from a certain

action

• Estimation of the quality of the outcome

• Are only imagined and notional outcomes

• Particularly relevant in an environment where the linkage between effort and outcome are imperfect

• A person may not invest effort in an activity for which she has a high potential, if the outcome expectation for that activity is negative


Outcome Expectations: Implications for career development

• If outcome expected does not match projected anticipation or imagined outcome, may not engage with the process.

• If a service or a scheme is not congruent with what the person thinks he/she deserves, may not value the scheme

• Examples:

- going against the common belief

- scepticism

- loss of support from others if that action is taken

- loss of prestige

- gender incongruence






Verbal Persuasion

Imagined outcome


Future orientation




Goal Setting • Capacity to symbolically represent and conceptualise future effects

of present actions.

• Engagement in an activity that has an effect in the future

• Determination to reach a target

• Requires:

- ability to react in a self-evaluative manner to own behaviour- internal standards of performance

• Goals call for sustained action over a period of time


Social Cognitive Theory: Impact and Relevance

• Merely believing does actually record success

• Expectation alone will not produce the desired outcome

• Must be mindful of the individual’s ability levels


Tackling disengagement

Curative Preventative

• focused on routes. back into learning.

• enabling appropriate targeting of resources

• evaluation of initiatives.

• strengthen transition stages.

• bridge gap between vocational and academic education.

• promote self-efficacy.

• strenghten self-mediation.

• realistic goal setting.

• promote future orienation.


Case Study 1:Employment Skills Training Project

Analysis of the Maldivian social cognitive environmentrevealed consistent patterns of commonality and specificityalong career beliefs.


Development of a programmeSearched within social cognitive environment for thoughthabits and patterns:

• High emphasis on acquiring college education• It is the government's responsibility.• My father will do it for me.• It’s too hard for me.• I would rather be unemployed.• Negation of personal responsibility• Giving up in the face of barriers

Saying NO rather than YES to personal engagement

with work and career development


The social marketing campaign

Slogan

Youth Employment Services

YES!

YES! BECAUSE I CAN

“Yes” Career Counselling Programme


The social marketing campaign

Logo and Slogan


Universalist principles interpreted

into a specific cultural context


Harnessing diversity

Some evidence(Arulmani, G & Agisa Abdulla 2007)*

Glassian Effect Sizes indicating the impact of career guidance oncareer beliefs

* Capturing the ripples: Addressing the sustainability of the impact of social marketing. Social Marketing Quarterly

1.85

7.55

0

1

2

3

4

5

6

7

8

Career Guidance only Yes Career Guidance

Eff

ect

Siz

e

Acultural approach

Blended commonalities

with specificities


Case Study 2:The Promise Foundation, India:

Career guidance and livelihood planning project

Analysis of social cognitive environment revealed the

following key social cognitions pertaining to work:

- Work is an integral part of life

- Work is an extension of life

- Work is related to life stages

Jiva

“Life” in most Indian languages


The Jiva FrameworkThe Jiva ‘spiral’! The Jiva Career Spiral

Mental ‘tick’ marks! The Jiva Tick mark

The changing and the unchanged. Changing and unchanged

Green and blue! Green and Blue!


Principle 1: The Jiva Spiral: A non linear approach to career development

• Career and livelihood development occur in a spiral!

• Over time one returns to where one started, but in qualitatively different manner.

Cultural Value:The circularity of life


Principle 2: The Jiva Tick MarkAssess before you accept

• Weigh up prosand cons and thenaccept or reject.

• How relevant is anopportunity to one'sinterests and aptitudes?

• Is an opportunity merely a job offering or is it an opening into a real career?

Cultural Value:Nishkama: Dispassionate decision making


Principle 3: Green and blueA healthy career cares for the ‘other’

• “When you set the sky as the limit are you also turning the earth brown?”

Cultural Value:Sensitivity to the ‘other’


Principle 4: The Changing and the Unchanged

A healthy career allows change with stability • The individual is growing; the world

of work is also changing.

• A career develops in finding the balance between what changes and what does not change.

• Personal interests for example, are liable to change while aptitudes are deeper traits.

• Healthy careers and livelihoods are in tune with a dynamic and moving world and at the same time grounded in values that areconstant.

Cultural Value:Paradox of change and constancy


Principle 5: Give, in order to getSkills for life long development

• A career lies in the interface between garnering of personal gain and services rendered to society.

• Career development

suffers or even grinds to a halt when the dynamic tension between this ‘giving’ and ‘receiving’ is disturbed.

Cultural Value:Ashramas: Life stages have life responsibilities


Theory to Practice• Group 1: Performance accomplishment and career

development• Group 2: Vicarious experience and career development • Group 3: Verbal persuasion and career development • Group 4: Outcome expectations and career

development • Group 5: Goal setting and career development

30 minutes for small group discussions30 minutes for short presentation.


Discussion Point: Group 1: Are there any weak links in the transition stages.

Group 2: Any comment: Greater focus is required on person-centered approaches to career transitions rather than providing a vocational ‘alternative’.

Group 3: Reduced time for ‘pastoral’ provision because of the pressure to cover the prescribed curriculum.

Group 4: Is it necessary to review content of training programmes for careers counsellors for skills transfer pertaining

to multicultural competencies:

- Culture sensitive counselling.- Promotion of self-efficacy.- Skills to work with parents / community.

HOW could this achieved?


Almost eight months after Time 3 of this study, a young man visited theresearcher. Full of confidence he walked into the researcher’s officeand said that he had attended a six month course on screen printingand now had a regular job.

Then, rather shyly he said had something to give the researcher. Hedrew a soiled envelope from his pocket and said “I received my firstsalary today. I want you to use this to help someone else in the wayyou helped me.” Inside the envelope was a fifty rupee note. A largesum of money for a boy from his background.

Moved, but curious I asked him which of the intervention groups he hadbelonged to. The boy looked up and said, “The group where we learned tothink differently.”

Outcomes of a study on the promotion of self-efficacy for career development

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