designing, implementing, and evaluating career development programs and services career development...

DESIGNING, IMPLEMENTING, AND EVALUATING CAREER

DEVELOPMENT PROGRAMS AND SERVICES

Career Development Interventions in the 21st Century

4th EditionSpencer G. Niles and JoAnn Harris-Bowlsbey

Prepared By

Jennifer Del Corso

Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e, © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved

9-2

Reasons for Program Planning

Not possible to provide career planning services to all students on one-to-one basis; other approaches are needed.

Using a systematic development process improves the quality.


9-3

Counselor Roles in Program Planning

Advocacy - convincing other of the importance of career planning services

Coordination - working closely with other stakeholders: department heads, teachers, employers, etc.

Participation - helping to deliver services

Design and development - designing services by following the program planning process


9-4

Step 1: Define the target population.

Determine whom your program will serve.

Identify their characteristics -- such as gender, racial-ethnic mix, socioeconomic class, reading level.


9-5

Step 2: Determine the needs of the target population.

Look at data that may already exist.

Use a questionnaire or focus groups.

Use knowledgeable consultants who can identify typical developmental needs.

Review the needs of the environment.


9-6

Step 3: Write measurable objectives to meet needs.

An objective is a clear statement of a desired outcome, often including how to determine whether the outcome is achieved.

Writing objectives

• forces counselors to specify what they want to accomplish.

• lays the basis for content and evaluation.


9-7

Format for Writing Objectives

By the end of this (curriculum, workshop, unit), participants will be able to

• ( ).

• ( ).

• ( ).

• ( ).

• Remember that each of these endings must be measurable.


9-8

Step 4: Determine how to deliver the services.

Offer special career planning courses or units within existing curriculum

Offer workshops

Use career planning software

Develop or use websites

Provide self-help materials


9-9

Step 5: Determine the content of the program.

Content flows from the objectives -- since it is the content that will produce the desired outcomes.

Break content into units, then determine

• time needed

• whether curriculum or other resources can be acquired, or need to be developed


9-10

Step 6: Determine the cost of the program.Staff time

Software, if any

Equipment

Materials

Duplication costs

Facilities

Etc.


9-11

Step 7: Begin to promote the services.Consider using an advisory group that can help with promotion.

Communicate clearly and often to supervisors so that there will be adequate administrative support.

Promote to those who will receive the services and potentially their parents.

Consider starting with a pilot test.


9-12

Step 8: Deliver the full-blown program.

This step will be easy if the first seven steps have been completed.


9-13

Step 9: Evaluate the program.

Reasons to evaluate

• Did program produce the outcomes stated in the objectives?

• How can the program be improved the next time it is delivered?

• What information should be provided to supervisors and other stakeholders?


9-14

Methods of Evaluation

Questionnaire

Exit interview

Pre-post questionnaire or test

Follow-up study


9-15

Why Evaluation Is Important

Determine if participants are reaching the predetermined objectives

Improve services

Provide accountability

Determine whether outcomes are worth expenditures


9-16

Types of Evaluation

Formative - purpose is to improve an ongoing program

Summative - purpose is to determine whether to retain a program


9-17

Steps in Planning Evaluation

Decide whether to do formative, summative, or both

Identify the specified attitudes or behaviors to be evaluated

Identify the sources of the evaluation data

Determine how and when to collect data

Determine how the data will be analyzed


9-18

Stakeholders

A stakeholder is any person or entity who is affected by a program of services.

Stakeholders must be considered when planning evaluation.

Different stakeholders may desire different kinds of feedback (evaluative data).


9-19

Types of Data

Qualitative - measures the perceived value of the services and the extent to which measurable objectives have been reached - in ways other than numbers

Quantitative - collects and reports numbers


9-20

Benchmarks for Evaluation

Outcomes must be compared to a desired standard, such as the following:

• Goals of individual clients (one-to-one counseling)

• Measurable objectives

• National Career Development Guidelines

• State or local guidelines

• Theory


9-21

Using the Results of Evaluation

To determine if services met the needs of the participants

To improve the services

To provide feedback to stakeholders

To determine if outcomes were worth the expenditures


9-22

Roadblocks to Evaluation

Staff has fear of negative results and possible consequences.

Guidance services are often non-systematic, not lending themselves to evaluation.

Some counselors believe that their work cannot be quantified and evaluated.

Time is always insufficient, so evaluation is given low priority.


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Step 10: Revise the program.

No program is ever perfect at first delivery.

Be sure to gather information from others involved in the program soon after its completion.

Make notes about changes you want to make next time.

Revise the program at next delivery.

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