Career Development Interventions 5th Edition Spence G Niles and JoAnn E Harris-Bowlsbey Publisher to insert cover image here Chapter Designing, Implementing, And Evaluating Career Development Programs and Services Developed by: Jennifer Del Corso Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved Reasons for Program Planning • Not possible to provide career planning services to all students on one-to-one basis; other approaches are needed • Cost-effective • Using a systematic development process improves the quality Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved 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 Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved Step 1: Define the target population • Determine whom your program will serve- elementary to college; agency to job service office • Identify their characteristics such as gender, racial-ethnic mix, socioeconomic class, reading level Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved 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 Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved 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 Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved 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 Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved Step 4: Determine how to deliver the career planning services • Offer special career planning courses or units within existing curriculum • Offer workshops • Create a virtual career center • Use a comprehensive Web-based career planning system described in Chapter • Provide self-help materials Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved 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 Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved Step 6: Determine the cost of the program • Staff time for designing and delivering program • Software, such as a Web-based career planning system • Equipment • Materials • Duplication costs • Facilities • Refreshments Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved Step 7: Begin to promote and explain your services • Consider using an advisory committee 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 Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved Step 8: Deliver the full-blown program • This step will be easy if the first seven steps have been completed • First impression for launching program is important • Energy spent on long planning cycle will result in a higher end product Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved 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? Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved Methods of Evaluation • • • • Questionnaire Exit interview Pre-post questionnaire or test Follow-up study Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved Why Evaluation Is Important • Determine if participants are reaching the predetermined objectives • Improve services • Provide accountability • Determine whether outcomes are worth expenditures Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved Types of Evaluation • Formative - purpose is to improve an ongoing program • Summative - purpose is to determine whether to retain a program Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved Steps in Planning Evaluation • Decide whether to 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 Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved 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) Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved 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 Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved 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 Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved 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 Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved Roadblocks to Evaluation • Staff has fear of negative results and possible consequences • Guidance services are often nonsystematic, 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 Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved 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 Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris-Bowlsbey Copyright © 2017, 2013, 2009 by Pearson Education, Inc All Rights Reserved ... National Career Development Guidelines  State or local guidelines  Theory Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris -Bowlsbey Copyright © 2017, 2013, 2 009 by. .. typical developmental needs • Review the needs of the environment Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris -Bowlsbey Copyright © 2017, 2013, 2 009 by Pearson...  lays the basis for content and evaluation Career Development Interventions, 5th Edition Spencer G Niles and JoAnn E Harris -Bowlsbey Copyright © 2017, 2013, 2 009 by Pearson Education, Inc All