Get Yourself Connected

Get yourself connected
Tristram Hooley
Presentation in Oslo, Norway 19th August 2015
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.
www.derby.ac.uk/icegs
www.derby.ac.uk
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.
www.derby.ac.uk
What Im going to cover
Technology and career

Delivering careers work with new
technologies
Implications for policy
www.derby.ac.uk
www.derby.ac.uk
www.derby.ac.uk
www.derby.ac.uk
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
www.derby.ac.uk
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.
www.derby.ac.uk
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.
www.derby.ac.uk
Changing nature of transition

E-recruitment (for both learning and work)
The importance of personal branding
The growth of public shaming
www.derby.ac.uk
Generational differences?
Digital native vs digital
immigrant?
Generational
Visitor vs resident?
vs
Experiential
www.derby.ac.uk
Online/digital requires
Skills
Knowledge
Experience
Some of these are new for

online
Some of them are old skills
used in a new context
www.derby.ac.uk
www.derby.ac.uk
www.derby.ac.uk
Technology has always been a part of

guidance
Parsons 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.
www.derby.ac.uk
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.
www.derby.ac.uk
Types of online career guidance

provision
Information
Automated interactions
Communication
mCareers
Blended services
www.derby.ac.uk
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.
www.derby.ac.uk
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.
www.derby.ac.uk
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.
www.derby.ac.uk
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)
www.derby.ac.uk
Blending living
We live in an increasingly blended world (physical and
digital)
www.derby.ac.uk
Blended services
Much of the evidence around online learning and online
guidance highlights the importance of blended delivery.
Models of blended guidance
Primarily faceto-face
Primarily online
Professional
led
Rotation model
Enriched-virtual model
Client led
Self-blend
model
Flex model
www.derby.ac.uk
www.derby.ac.uk
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.
www.derby.ac.uk
Building digital literacy: Key actions

building digital career literacy into the development of
Norways 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.
www.derby.ac.uk
Stimulating the market: Key actions

funding innovation and the development of products and
services;
developing underpinning resources such as the UKs 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.
www.derby.ac.uk
Quality assuring the market: Key

actions
developing national approaches to quality assurance. For
example it might be possible to draw on the UKs 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.
www.derby.ac.uk
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.
www.derby.ac.uk
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. Jyvskyl, 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.
www.derby.ac.uk
Tristram Hooley
Professor of Career Education
International Centre for Guidance Studies
University of Derby
http://www.derby.ac.uk/icegs
t.hooley@derby.ac.uk
@pigironjoe
Blog at
http://adventuresincareerdevelopment.wordpress.com
www.derby.ac.uk

Get Yourself Connected

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Get Yourself Connected

Uploaded by

Copyright:

Available Formats

Get yourself connected

This work builds on two strands of work

About the paper

What Im going to cover

Technology and career

Some key economic trends

Changing nature of work

The growth of e-learning

Changing nature of transition

Some of these are new for

What Im going to cover

Technology has always been a part of

Advantages of online delivery

Types of online career guidance

What Im going to cover

A framework for policy

Building digital literacy: Key actions

Stimulating the market: Key actions

Quality assuring the market: Key

Compensating for market failure: Key

You might also like