Kris Magnusson
Lynne Bezanson
Reginald Savard

“You haven’t made the case for the impact and value of career development services”
• A research team formed in 2004 to follow-up on recommendations from “Working Connections”:
– The Canadian Research Working Group for Evidence-
Based Practice in Career Development
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What is the CRWG?
• A pan-Canadian group of researchers (8 researchers; 6 universities; coordinated by CCDF)
• Formed as a recommendation from the pan-
Canadian Symposium on Career Development,
Lifelong Learning and Workforce Development
• Working on projects which advance the evidence base for career development practice
• Part of an international network on evidence based practice
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• Funders, including governments, often act as if they are measuring job placement as the only measure of career accomplishments
• Most practitioners believe in and provide services for career development
• Example: Let’s measure the impact of libraries in our school system
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• The general goal of career services is client change
• There are a multitude of factors that may be related to client change
• Very few of those factors are ever directly measured
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What outcomes are being achieved that are going unreported or unmeasured?
– Client empowerment
– Client skill development (e.g., personal selfmanagement skills),
– Client increased self-esteem,
– Client changes in attitudes (e.g., about their future, or about the nature of the workforce),
– Client knowledge gains
– Financial independence
– Creation of support networks
– More opportunities for clients and marginally:
– Community benefits;
– Client satisfaction; Increased queries;
– Political lobbying (agency) 7

1.
Agencies, practitioners, policy makers and employers agree:
– Impact assessment is important
– Current evaluation practices are inadequate
– Important outcomes are not measured and reported
– Want sophisticated evaluation procedures
2.
The importance of evaluation is related to the type of organization providing services
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• What role does LMI play in attaining the
“measured” outcomes, and also in influencing all of the “unreported” or
“unmeasured” outcomes?
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Input  Process  Outcome
Context
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General Approach to
Evidence-Based Practice
Input  Process  Outcome
Indicators of client change
1. Learning outcomes
2. Personal attribute outcomes
3. Impact outcomes
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General Approach to
Evidence-Based Practice
Input  Process  Outcome
Indicators of client change
1. Learning outcomes
• Knowledge and skills linked to the intervention
2. Personal attribute outcomes
• Changes in attitudes,
• Intrapersonal variables (self-esteem, motivation),
3. Impact outcomes
• Impact of #1 & #2 on client’s life, e.g., employment status, enrolled in training, etc.
• Social and relational impact
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General Approach to
Evidence-Based Practice
Input  Process  Outcome
Resources available
1. Staff
• number of staff, level of training, type of training
2. Funding
• Budget,
3. Service guidelines
• Agency mandate.
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General Approach to
Evidence-Based Practice
Input  Process  Outcome
Activities that link to outputs or deliverables
1. Programs offered by agency
• Number of staff,
• Level of training,
•
Type of training
2. Interventions used by service providers
• Skills used by service providers
• Home practice completed by clients,
3. Involvement by 3 rd parties
4. Quality of service indicators
•
Stakeholder satisfaction.
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Input  Process  Outcome
Intervention
=
Process + Outcome
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Input  Process  Outcome
Impact
=
Quality of Input +
Effectiveness of Implementation
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Sample Project that Implements the Framework: LMI Impact
Research Design

Background to CRWG Involvement in LMI
Project
• Evaluation of HRSDC LMI Products and
Services (HRSDC, January, 05)
• Impact of LMI on the Career Decision-
Making Process Literature Review
(Université de Sherbrooke, September, 05)
• Specific recommendations from the
Literature Review
• Meeting of two members of FLMM LMI
Working Group and the CRWG (Calgary,
February, 06)
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CRWG General Research Question:
What clients, under what circumstances, use and/or benefit from what LMI?
• Who seeks and why?
• How is LMI converted into personally relevant information?
• How is personalized information used?
• What are the impacts (learning, attitudinal, behavioural) of applied personalized information?
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Research Focus:
• Known:
– Unassisted LMI (computer assisted excepted) appears to have minimal impact on career decision making
– LMI accompanied by counsellor intervention
(computer assisted included) appears to have significant impact on career decision making
• Unknown:
– What is the winning combination of LMI and counsellor intervention (both quality and quantity) which results in significant positive impact on career decision making and gives the best return on investment?
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1. Identify employability dimensions
• What is a working framework that can be used to identify and sort client needs and what LMI resources are available to meet each need (inputs)?
2. Apply Evaluation Framework
• What specific outcomes can be used as measures of
“success”?
3. Process of Intervention: Continuum of
Assistance
• What impact does level of help provided to clients have?
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Client needs for LMI can be identified by using a framework that includes:
– Career Exploration and Decision Making
– Skill Enhancement
– Job/Work Search Enhancement
– Employment Maintenance
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• Career Decision Making and Career Exploration:
– www.JobFutures.ca
: Know Yourself Quiz
– www.CanLearn.ca
: On-line career counsellor
– www.Jobset.ca
: 10 Steps to better decision-making
– www.ALIS.gov.ab.ca
: OCCInfo: Information on over 530 occupations
– www.careerccc.org
: Information on occupations requiring post-secondary education other than university
• Skill Enhancement:
– www15.hrdc-drhc.gc.ca
: Essential Skills: Case Studies for over 150 occupations
– www.CanLearn.ca
: Programs Search; Schools Search
• Job/Work Search:
– www.Jobset.ca
: Jobs Site – Job Banks and Job Tips
– www.Monster.ca
: Guides to interviews, resume preparation
• Employment Maintenance:
– www.Monster.ca
: Career Centre: Managing your Career articles
– www.CCDF.ca
: Circuit Coach Modules: Tips on job maintenance; Adding value to your employer; Workability Skills; How to stay employed.
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Construct 2: Apply These Dimensions to the Evaluation Model
• For each dimension, what are the outcomes that should be/could be measured?
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Linking Outcomes for Each Dimension:
Career Decision Making:
– Establish priorities and preferences and use past experience to inform current decisions (K)
– Identify transferable skills (K)
– Recognize and accurately assess work opportunities
(B)
– Understand personal strengths and skills and make connections to work choices (K+A)
Job Search:
– Demonstrate knowledge and skills in a number of job seeking strategies (K+B)
– Demonstrate skills to identify job openings and work opportunities (K+B)
– Cope with stress of job/work seeking (A)
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Skills Enhancement:
– Understand requirements and how to qualify for and access specific skill training (K)
– Explore and undertake learning activities to support learning and increased employability (K+B)
– Explore and identify skills and knowledge which are transferable from one work role to another (K+B)
Employment Maintenance:
– Demonstrate ways to deal effectively with stress (A+B)
– Understand how changes (technology, demand) influence requirements for work success (K+A)
– Demonstrate self-management skills in times of transition (job shifts, unexpected unemployment) (B)
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• Two categories of service:
– Non- or minimally assisted LMI; and
– Assisted LMI
• Self-serve clients not included in design
• LMI is not treated as an isolated variable; rather, the experimental factor is the “treatment” of LMI
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• Psychosocial and sociodemographic variables (e.g., educational levels, work attachment, reasons for seeking assistance, level of decidedness, optimism, skills with information)
• Employability needs (e.g., from dimensions)
• Criteria variables (e.g., outcome measures)
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• Repeated pre-test post-test (Impact over time of using LMI)
• Within group and between group
(assisted vs non-assisted) differences
• Tests of relationship between demographic/need variables and criteria variables
• Large N (400 to 600)
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• Questionnaire: to capture psychosocial and sociodemographic variables to provide indicators of cognitive complexity (i.e. educational levels, work attachment, reasons for seeking assistance, level of decidedness, optimism, skills with information)
• Employability Needs Assessment to determine LMI needs
• Random assignment to non-assisted or assisted group
• Take-home booklet with specific LMI websites/resources highlighted according to identified needs
• Orientation to using the self-serve information services
• Semi-structured telephone interview
72 hours after orientation (first data collection on outcome measures)
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• Follow-up (one month and 3 months after first telephone interview) semi-structured interviews to gather information on client change - processes and outcomes
(e.g., how clients are using LMI websites/resources; impact of LMI; what else clients are doing in addition to specific LMI usage; learning, attitudinal, behavioural changes, progress on specific employability dimensions, progress towards career/educational/employment goals)
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• Within one month of initial interview, conduct 2 followup interventions with counsellor
– to continue to work towards goal,
– make best use of LMI matched to employability dimensions, and
– problem-solve/coach on issues related to making best use of
LMI resources
• Follow-up (one month and 3 months after first telephone interview) semi-structured interviews to gather information on client change - processes and outcomes
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LMI Needs
Assessment
LMI
Treatment
Outcomes
T1 (72 hrs)
Outcomes
T2 (1 mth)
Outcomes
T2 (3 mth)
Questionnaire Booklet of
LMI to
Needs
Nonassisted
Random
Assignment
Counsellor
Assisted
Interview Interview Interview
D ecision,
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W ork Search
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• Impacts of client variables including level of cognitive skills on use and usefulness of LMI;
• Information on the reasons why individuals seek out LMI;
• Information about how adults use LMI;
• Specific information on the ways in which assisted and nonassisted LMI users actually use LMI;
• Impacts of two levels of assisted and unassisted LMI on different employability dimensions;
• Impacts of LMI on client learning, attitudinal and behavioural outcomes including short term (one and three months) specified economic and social indicators (e.g., time spent on work-search; training enrolment/completion; employment; time on benefits).
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Kris Magnusson kris.magnusson@uleth.ca