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The use of ICT in guidance;
opportunities and goals
James P. Sampson, Florida State University
&
Raimo Vuorinen, ELGPN Co-ordinator
University of Jyväskylä, Finland
24 September 2012 Reykjavik, Iceland
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Current paradigm of lifelong guidance
and the implications to the use of
technology
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Introduction
 During the last years there has been increasing
attention across the globe towards lifelong guidance.
 The move from “education and training” to learning
changes the focus from structures and institutions to
development of individual lifelong career management
skills (Watts, Sultana, & McCarthy 2010).
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Introduction 2
 Well-functioning guidance systems improve education,
training & labour market efficiency & effectiveness
(lower drop-out, higher productivity, addressing skills
shortages and emerging competence areas)
 The priorities in the EU 2020 key strategies and the
Flagship initiatives imply the active role of citizens
through acquistision of CMS
 The role and locus of lifelong guidance in this respect
needs to be more widely recognized!
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Introduction 3
 Increased use of Information and Communication
Technology (ICT) highlighted as an essential component for
widening access to lifelong guidance services
 A consensus has emerged that both the counsellor and ICT
have an important role to play in the delivery of enhanced
career guidance services within the Internet. (Vuorinen
2006).
 Practitioner perceptions of role of technology will have an
impact on how their practice will evolve.
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Definition of Lifelong Guidance?
 What? Activities: e.g.information giving, advice, counselling,
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assessment, teaching, advocacy
For whom/With who? All citizens
When? Any age and point in their lives
Focus? Making meaningful life choices on learning and work.
Empowerment to manage learning and career
Career? Individual lifepaths in learning, in work and in other
settings in which these capcities and competences are
learned and/or used
Where? Education, training, employment, community, private
– EU Council of Ministries Resolution on lifelong guidance 2004
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Lifelong Career Management Skills
 “Career
management skills refer to a whole
range of competences which provide
structured ways for individuals and groups to
gather, analyse, synthesise and organise self,
educational and occupational information, as
well as the skills to make and implement
decisions and transitions.”
– ELGPN WP1 reflection note (Sultana 2009)
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Emergence of ICT in guidance
 Processing of career assessments by mainframe
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computers and minicomputers,
Local delivery of career assessments, information, and
instruction on personal computers,
Distance delivery of career assessments, information,
and instruction on the Internet
Distance service delivery
Social media via the Internet.
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Contexts for ICT applications in
guidance
 Usage of existing Internet-based services and
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resources within the individual guidance process
(searching and obtaining information, self
assessment exercises, decision making, action
plans) with or without the practitioner
Communication with clients using Internet-based
technology
Development of interactive web-based career tools
and digital portfolios
Personal Learning Environments, shared
documents, communication with peers
Usage of web-based learning environments in
providing careers education programmes (or
managing counsellor training programmes)
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Contexts for ICT applications in
guidance
 Usage of institutional web-sites or portals in managing
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guidance information and resources
Evaluation of guidance services
Promoting the usage of ICT and co-operation among
practitioners and stake holders (e.g. Social media)
Creating a common conceptual framework for national
guidance system
Promoting policies on guidance and counselling
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Similarities and differences in the perceptions of
practitioners in the use of ICT in guidance
in Finland 2001-2002 and 2010
(Vuorinen, Sampson & Kettunen 2011)
SIMILARITIES
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Practitioners were motivated in
their use of Internet in guidance
ICT was used in delivering career
information rather than promoting
career management skills from a
lifelong guidance perspective
Lack of coherent strategies for the
use of ICT
Need for peer support and ongoing in-service training
Concern of equal access and
ethical issues
Existing career information is
fragmented in Internet
DIFFERENCES
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Today students have better access to
the Internet and better ICT literacy.
Increased ICT resources and services
Internet has replaced printed materials
as information source
Perceived external pressure to increase
the use of Internet and social media
Practitioners use Internet more
extensively
More advanced administration software
Need for differentiated service delivery
mode is observed and acknowledged
Gap among students between low
readiness and high readiness has
increased
Chanced nature of Internet due the
social media and web 2.0
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Career Practitioners´ Conceptions of Social
Media in Career Services
Jaana Kettunen and Raimo Vuorinen, University of Jyväskylä, Finland
& James P. Sampson Jr., Florida State University, USA
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Defining the social media
“Social media is a process,
where individuals and
groups build up a common
understanding and
meanings with contents,
communities and web 2.0
techology.”
Content
Social
media
Sources: Kangas et al. (2007) and
Ahlqvist et al (2010)
Community
Web 2.0
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Defining the social media
 “form of communication which makes use of
information networks and information technology and
deals with content created by users in an interactive
way and in which interpersonal relationships are
created and maintained”
Source: Finnish Terminology Center (2010)
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Results
Five distinct categories of description reflecting the career
practitioners’ conceptions of social media in career services
Kettunen, J., Vuorinen, R., Sampson, J., Jr. (2012). Career practitioners´
conceptions of social media. Submitted for publication.
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Results
Career practitioners’ conceptions of social media in career
services
CATEGORIES
DIMENSIONS
OF VARIATION
unnecessary
dispensable
possibility
Attitude
Role in
guidance
Settings
Perceptions
Nature of
interaction
Guidance locus
Guidance
paradigm
Role of
practitioner
Kettunen, Vuorinen & Sampson 2012.
desirable
indispensable
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Category 1: Social media in
career services is unnecessary
Attitude
negative
Role in guidance
not relevant
Settings
everyday setting for
young people´s lives
Perception
threat
Guidance locus
supplier driven,
time and space specific
Guidance
paradigm
individual face to face
guidance
Role of
practitioner
expert role
Nature of
interaction
practitioner  individual
“It gives the
impression that
one has to hang
out there nightly,
and I wonder who
would want it that
way?”
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Category 2: Social media in
career services is dispensable
Attitude
sceptical
Role in guidance
passing fad
Settings
setting for creating and
sustaining connections
Perception
challenge
Guidance locus
supplier driven,
time specific
Guidance paradigm
individual guidance
Role of practitioner
advising role
Nature of
interaction
practitioner  individual
“So this
Facebook, it
might historically
be kind of short
phenomenon…
maybe it has been
given excessive
significance…”
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Category 3: Social media in
career services is a possibility
Attitude
unsure
Role in guidance
potentially useful means
Settings
setting for discussions
Perception
change
Guidance locus
demand driven,
time specific
Guidance paradigm
individual and
group guidance
Role of practitioner
supporting role
Nature of
interaction
practitioner  individual
“….we don´t quite
know how we
would take it….”
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Category 4: Social media in
career services is desirable
Attitude
positive
Role in guidance
complementary tool
Settings
setting for reflective
thought
Perception
reality
Guidance locus
citizen/user-centred,
time specific
Guidance paradigm
individual and
group guidance (with or
without practitioner)
Role of practitioner
reflexive role
Nature of
interaction
practitioner  individual
individual peers
“There could be
developed, some
kind of significant
career services in
there and for sure
some already
exists.”
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Category 5: Social media in
career services is indispensable
Attitude
Positive/excited
Role in guidance
way to extend service
Settings
setting for people
processing on their life
“We as
practitioners
should be present
there where our
clients and youth
process their life
questions.”
Perception
positive potential
Guidance locus
citizen/user-centred
Guidance
paradigm
self-help approach
Role of
practitioner
one resource among others
on individuals life
Nature of
interaction
individual  practitioner
individual community member
group (without or
with practitioner)
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Kettunen, Vuorinen & Sampson 2012
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Using Information and Communication
Technology to Integrate Face-to-Face
and Distance Guidance
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Service Delivery at a Distance
 Deliver services through the use of
e-mail, chat, telephone, or
videoconferencing
 Delivered to persons who may
– be underserved with face-to-face
services
– prefer the convenience of remote
assistance
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Distance Guidance
as a Necessity
 Persons with disabilities who have mobility
problems
 Persons in remote geographic areas who lack
access to resources and services
 Persons seeking access to practitioners in other
locations with specialized expertise
 Persons reluctant to seek help who use the
Internet as a safe place to start obtaining
resources and services
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Distance Guidance
as a Convenience
 Persons who want to access resources and
receive services outside of normal business
hours
 Persons who want to access resources and
receive services at their place of residence or
work
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Three Levels of Service Delivery
at a Distance
 Self-help services
– Responding to questions about Web-site
use
 Brief staff-assisted services
– Screening, recommending, orienting, and
follow-up of Web-site use
 Individual case-managed services
– Individual guidance at a distance
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Web Sites
 All levels of service delivery can make use
of Web sites that provide
– remote access to career assessments and
career information
– links and referrals to career services
 In brief staff-assisted and individual case-
managed services, specific content on a
Web site can be assigned on the ILP
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Web Sites
 A career center or school Web site can be
used by young people and adults in the
career resource room as well as at a
distance
 Staff modeling of Web site use can
stimulate the information-seeking behavior
of young people and adults
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Web Sites and Distance
Guidance
 Practitioner can refer an adolescent or
adult to specific content on a Web site
that relates to a problem being discussed
 The “teachable moment” provides
practitioners with an opportunity to help
individuals immediately process and
apply what they are learning
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Pyramid of Information Processing Domains
Thinking about
my decision
making
Client Version
Knowing how I
make decisions
Knowing
about myself
Knowing about
my options
What you need to know to make a career choice
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CASVE Cycle - Client Version
Knowing I Need
to Make a Choice
Knowing I Made a
Good Choice
Implementing
My Choice
Choosing An
Occupation, Program
of Study, or Job
Understanding
Myself and
My Options
Expanding and
Narrowing My List
of Options
What you need to do to make a career choice
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Translating Concepts for
Client Use
 Pyramid
– What’s involved in
career choice
– A guide to good
decision making
– The content of career
choice
– The process of
career choice
– What you need to
know
– What you need to do
– Goal – making an
informed choice
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 The CASVE Cycle
– Goal – making a
careful choice
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Differentiated Service Delivery
 Instead of one level of service for all, three
levels of service are needed to meet individual
needs ranging from those who are:
– self-motivated and able to learn successfully on
their own
– suffering from low readiness for decision-making
who need substantial assistance to successfully
learn
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Differentiated Service Delivery
 The three levels of service include
– Self-help services for young people and
adults with high readiness for decision
making
– Brief staff-assisted services for young
people and adults with moderate readiness
– Individual case-managed services for young
people and adults with low readiness
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Definition of Readiness
 Readiness is the capability of an individual to
make informed and careful career choices
taking into account the complexity of family,
social, economic, and organizational factors
that influence career development
 Readiness also includes possessing adequate
language skills and literacy skills for
communication and learning
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Two-Dimensional Readiness Model
Complexity (high)
Low readiness
High degree of
support needed
(Individual CaseManaged Services)
Capability
(low)
Moderate readiness
Moderate to low degree
of support needed
(Brief Staff-Assisted
Services)
(high)
Moderate readiness
Moderate to low degree
of support needed
(Brief Staff-Assisted
Services)
High readiness
No support needed
(Self-Help mode)
(low)
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Aim of Differentiated Service
Delivery
 Young people and adults should receive the
level of help they need, no more and no less
 The aim of the differentiated service delivery
model (the CIP approach) is to provide
– the right resource
– used by the right person
– with the right level of support
– at the lowest possible cost
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Differentiated Service Delivery
Model
Individual Enters
Brief Screening
Self or Staff
Referral
Comprehensive Screening
Self-Help
Services
Brief
Staff-Assisted
Services
Individual
Case-Managed
Services
Complete differentiated model of delivering career resources and services
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A Generic Sequence for Services
1. Intake
2. Screening
3. Problem identification
4. Goal setting
5. Service delivery planning
6. Resource and service use
7. Problem review
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Common Elements of Face-to-Face
and Distance Guidance
 Web Site
 Resource Guides
 Diagnostic Assessment
 Individual Learning Plans
 Information Handouts
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Ethical Issues
 Informed consent
 Client suitability
 Client access and financial capability
 Counselor competence
 Training
 Credentialing
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Ethical Issues
 Client technology skills
 Confidentiality
 Cultural sensitivity
 Limited awareness of location-specific
issues
 Lack of clarity about practitioner
credentials
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Web Site Ethical Issues
 Violation of confidentiality or security
 Links to invalid assessments and
information
 Lack of practitioner support when needed
 Practitioner dependency on the Web site to
compensate for a lack of competency
 Individuals with little access to the Internet
due to a lack of financial resources
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Models for Designing and Using
Distance Guidance
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Coping With Overwhelming
Information
 Internet Web sites are an increasingly
popular source of information
 Easy to become overwhelmed by the
amount and diversity of information
on the Internet
 Make very selective use of Web sites
as homework resources
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Coping With Overwhelming
Information
 Use a model that helps clients limit the
scope of information by linking Web site
content with specific client goals
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Model for Client Web-Site Use
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Three goals for client use of Web
sites
1. Help the client to understand the
nature of his or her problem
2. Assist the client to act in ways that
help to solve his or her problem
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3. Help the client to better cope with
problems that cannot be completely
solved
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Web vs. Practitioner-Based
Information
 Practitioners can give clients
information or refer them to valid
information from carefully selected
Web sites
 There are benefits in providing
information to clients via the Internet
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Web vs. Practitioner-Based
Information
 Web-based information may be more current
and more complete than information provided
by a practitioner
– Assumes that the information provided on the Web
is valid
– This assumption is not always true
 Obtaining Web-based information may reduce
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the expectation that the practitioner’s role is
to provide expert information after the client
carefully explains his or her problem
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Web vs. Practitioner-Based
Information
 Clients may react negatively to information
provided by a practitioner and engage in
“Yes, but…” interactions
 Emphasize a collaborative role
– The practitioner focuses on helping the client find
and effectively use information, rather than
emphasizing an authoritarian role where the
practitioner focuses on providing information
 May reduce negative responses to perceived
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“advice” given by an authority figure
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Web vs. Practitioner-Based
Information
 Making greater use of Web-based information
may help the practitioner become less
focused on being knowledgeable about an
ever increasing amount of information
 Helping clients better understand why they
are reluctant to use the information they have
obtained is a better use of time in counseling
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Web vs. Practitioner-Based
Information
 Help clients assume more
responsibility for decision making since
they are not dependent on the
practitioner for getting access to
information
 Learning how to obtain and effectively
use information may help the client to
be a better problem solver in the future
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Web vs. Practitioner-Based
Information
 The practitioner will always provide
information to clients
– Some information is so specific or localized
that it is not available on the Internet
 The practitioner needs to judge when to
provide information to the client and when
to recommend that the client obtain
information from a specific portion of a
Web site
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Role of the Practitioner
 The role of the practitioner is shifting
from providing information to
collaboratively helping clients find and
effectively use information
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Four-Step Counseling Model

A four-step counseling model can help clients
effectively use a Web site in completing homework
1. Screening
2. Recommending
3. Orienting
4. Follow-up
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For discussions
 What kind of tools and resources would you need to
make this happen?
 What kind of training would you need to be
successful?
 How do the current guidelines for practice need to
change to make this happen or do they need to
change?
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For more information
www.career.fsu.edu/techcenter