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Tristram Hooley Presentation in Oslo, Norway 19th August 2015
Get yourself connected
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This work builds on two strands of work
• Work on the evidence base and policy relevance of career education and guidance (e.g. Hooley, 2014; Hooley and Dodds, 2015).
• Work on the role of new technologies in guidance (e.g. Hooley, Hutchinson and Watts, 2010a&b; Hooley, 2012, Longridge, Hooley and Staunton, 2013).
• There is a need to more completely join these strands and look at the efficacy and impact of new technologies in guidance.
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About the paper
• Authors: Tristram Hooley, Claire Shepherd and Vanessa Dodd.
• Based on a review of literature, exploration of new technologies and 9-10 international case studies.
• Seeks to provide a high level exploration of the role of new technologies that can support the development of policy.
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What I’m going to cover
Technology and career
Delivering careers work with new technologies
Implications for policy
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Some key economic trends
• The internet/technology as an employment sector• Automation• The rise of informal economies, internet enabled
entrepreneurship and micro-labour markets (e.g. taskrabbit).
• Changes in practice and regulation around intellectual property.
• Big data.• The shifting importance of geography
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Changing nature of work
OECD (2014) argues that the internet has led to:• the creation of new jobs;• the transformation of existing jobs in ways that require
workers to learn new skills and master new processes;• the movement of jobs internationally which inevitably
means that occupations and sectors grow in some countries whilst declining in others; and
• the loss of some existing forms of work.
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The growth of e-learning
• Enhancing learner experiences. E-learning can provide learners with additional resources and support that can enhance their existing studies.
• Increasing efficiency. E-learning can increase efficiency, reducing the need for expensive learning spaces and increasing the productivity of human resources.
• Improving access. E-learning can enable more people to access learning and open up educational opportunities for people who otherwise would struggle to access.
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Changing nature of transition
• E-recruitment (for both learning and work)
• The importance of personal branding
• The growth of public shaming
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Generational differences?
Digital native vs digital immigrant?
Generational vsExperiential
Visitor vs resident?
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Online/digital requires
• Skills
• Knowledge
• Experience
Some of these are new for online
Some of them are old skills used in a new context
7 Cs of digital career literacy
Changing
Collecting
Critiquing
Connecting
Communicating
Creating
Curating
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What I’m going to coverTechnology and career
Delivering careers work with new technologies
Implications for policy
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Technology has always been a part of guidanceParsons desired “every facility that science can devise”.
Watts’ outlined four phases of ICT use. • Mainframe (1960s)• Microcomputer (1980s)• Web (1990s)• Digital (2000s and beyond)
Practice and evidence continue to grow – but there is no clear or globally accepted model.
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Advantages of online delivery
Online career guidance can:• transcend geography;• provide equality of access;• provide immediacy of access;• provide confidential and discrete services;• provide flexible provision;• provide ‘specialist’ services;• provide campaign support; and• potentially provide cost savings.
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Types of online career guidance provision• Information
• Automated interactions
• Communication
• mCareers
• Blended services
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Information
• Most countries now have fairly developed online provision of career information.
• This information covers a wide range of (fairly predictable) topics and can be presented in a range of media.
• Tensions exist between public and private provision of information.
• Also important questions about how information is best organised and interrogated.
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Automated interactions
• Automation is not replacing careers professionals (yet).• But there are a wide range of computer assisted career
guidance systems (CAGS). • Also a range of more limited forms of automated career
support (e.g. CV builders).• Some interesting experiments in using automation to
simulate work and provide opportunities for career learning.
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Communication
• One-to-one• One-to-many/many-to-one• Many-to-many
Communication can be between a wide range of parties. Not just careers professionals and clients.
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mCareer
• Mobile and other peripatetic devices are becoming increasingly important to individuals’ lives.
• There is a growth in mlearning and a growing evidence base that supports its use.
• Three main types of mCareer applications currently available.– Mobile CAGS– Automated career support apps– Mobile networking (many-to-many)
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Blending living
We live in an increasingly blended world (physical and digital)
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Blended services
• Much of the evidence around online learning and online guidance highlights the importance of blended delivery.
• Models of blended guidance
Primarily face-to-face
Primarily online
Professional led
Rotation model Enriched-virtual model
Client led Self-blend model
Flex model
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What I’m going to coverTechnology and career
Delivering careers work with new technologies
Implications for policy
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
A framework for policy
• To build the digital career literacy of the population.
• To stimulate the development of the online market in careers provision.
• To quality assure the online market in careers provision.
• To compensate for market failure.
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Building digital literacy: Key actions
• building digital career literacy into the development of Norway’s proposed career competency framework;
• developing resources that support individuals to acquire digital career literacy through self-study, interaction with career professionals and services and the wider education system;
• ensuring that publicly funded Norwegian career services work with individuals to develop their digital career literacy; and
• building an understanding of digital career literacy into the training of career professionals in Norway.
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Stimulating the market: Key actions
• funding innovation and the development of products and services;
• developing underpinning resources such as the UK’s LMI for All resource which enable developers and careers providers to build services on top of a public sector infrastructure; and
• exploring the business models of existing private sector online careers providers in Norway.
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Quality assuring the market: Key actions• developing national approaches to quality assurance. For
example it might be possible to draw on the UK’s matrix Standard to provide a method of formally quality assuring and badging quality online career guidance services;
• ensuring that the development and use of digital resources is included in the code of ethics of career professionals in Norway;
• ensuring that initial training and CPD of career practitioners addresses the use of digital resources..
• developing and disseminating the evidence base on the use of digital technologies in career guidance.
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Compensating for market failure: Key actions• ensuring integration and coherence in provision. An
unregulated market is likely to produce regular overlaps and duplications; it is also unlikely to provide a coherent and integrated framework. One important role for government is to provide resources that help individuals to understand what exists and how these resources might be combined together usefully;
• identifying and addressing areas that are not covered by the market and seek to fill these gaps.
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Relevant papers• Hooley, T. (2012). How the internet changed career: framing the relationship between career
development and online technologies. Journal of the National Institute for Career Education and Counselling (NICEC). 29: 3-12.
• Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyväskylä, Finland: European Lifelong Guidance Policy Network (ELGPN).
• Hooley, T. and Dodd, V. (2015). The Economic Benefits of Career Guidance. Careers England. • Hooley, T., Hutchinson, J. and Watts, A.G. (2010a). Careering Through the Web: The Potential of
Web 2.0 and Web 3.0 Technologies for Career Development. London: UKCES. • Hooley, T., Hutchinson, J. and Watts, A. G. (2010b). Enhancing Choice? The Role of Technology in
the Career Support Market. London: UKCES.• Longridge, D., Hooley, T. and Staunton, T. (2013). Building Online Employability: A Guide for
Academic Departments. Derby: International Centre for Guidance Studies, University of Derby. • Organisation for Economic Co-operation and Development (OECD). (2014). Skills and Jobs in the
Internet Economy (OECD Digital Economy Papers No. 242). Paris: OECD.
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Tristram Hooley
Professor of Career EducationInternational Centre for Guidance StudiesUniversity of Derbyhttp://www.derby.ac.uk/icegs [email protected]@pigironjoe
Blog athttp://adventuresincareerdevelopment.wordpress.com