National research agenda to better understand what works in
career services 3 calls for proposals from HRSDC over 6 years
Source of major international envy among Career Development
Practitioners (CDPs) and Researchers Evidence-Based Research in
Canada 2
Slide 3
Ethics: Clients deserve interventions that have demonstrated
success Confidence: Practitioners should know that a given
intervention will result in a predictable outcome Security: Being
able to provide evidence of success increases ability to obtain and
keep funding for services and secure jobs for CDPs/Employment
Counsellors Why Evidence-Based Practice? 3
Slide 4
Outcome-focused intervention Evidence of client change contrast
with Client flow Ease of access Practitioner time use Its easy to
measure variables that dont address client change Why
Evidence-Based Practice? 4
Slide 5
5
Slide 6
Highlight results of 3 recent research projects: What have we
learned? Explore how a select number of LMI and career development
resources could be integrated into everyday evidence-based practice
Explain where we are now and next steps Direct you to additional
research studies Session Objectives 6
Slide 7
What evidence do you currently collect? What is done with the
evidence currently collected? 7 Before we start.
Slide 8
What did the research do? What was learned? What was most
surprising? What are the implications for practice? Reflective
Questions. 8
Slide 9
R ESEARCH P ROJECT #1: A SSESSING THE I MPACT OF LMI ON C AREER
D ECISION M AKING AND W ORK S EARCH Research Team Canadian Research
Working Group in Evidence- Based Practice (CRWG), Canadian Career
Development Foundation (CCDF) In partnership with New Brunswick
Post-Secondary Education & Labour, Saskatchewan Advanced
Education, Employment & Labour 9
Slide 10
WHAT IS THE PROBLEM? There is very little literature about the
direct contribution of LMI to employment/career decision-making (
Savard & Michaud, The Impact of LMI on Career Decision-Making
Process: Literature Review, FLMM, 2005) Several questions remain
unanswered: How do people actually use LMI? What (if any )
assistance would be helpful? 10
Slide 11
RESEARCH QUESTIONS If client needs are assessed and clients are
given LMI consistent with their needs, To what extent does
assistance by a service provider enhance their effective use of
LMI? OR To what extent is independent self-help a sufficient
process for clients to use LMI effectively? 11
Slide 12
METHOD We prepared guided LMI packages (take- home booklets and
Resource Centre binders) on: Career Decision Making: Know yourself
Know the Labour Market Put it all Together Job Search: Check for
Fit Get Ready Search for Work Get a Job 12
Slide 13
All participants in the study: Received a needs assessment
interview & completed an initial, pre-program survey Received
an LMI package specific to their identified employability need Were
randomly assigned to either a self- directed intervention delivery
method or an assisted self-directed intervention delivery method.
Were given an orientation to the Resource Centre which they could
freely use on their own Completed a pre and post-pre survey
Received a cash honorarium and certificate of participation 13
INTERVENTION
Slide 14
The self-directed group: worked independently for 3 weeks,
making use of the materials and the Resource Centre returned in
Week 4 for their exit interview 14 INTERVENTION (CONT)
Slide 15
The assisted self-help clients received: two additional AIS
(Advice and Information) interviews (20-30 minutes) in weeks 1 and
3 focused on helping them understand, interpret and apply the LMI
to their own situations and /or access additional LMI returned in
Week 4 for their exit interview 15
Slide 16
SAMPLE BY PROVINCE ProvinceIntervention Type Delivery Total
IndependentAssisted Saskatchewan CDM201535 JS232548 Province
Total434083 New Brunswick English CDM281543 JS121325 Province
total402868 New Brunswick French CDM151732 JS11920 Province total26
52 Total for 3 groups10994203 16
Slide 17
WHAT DID WE MEASURE The Dependent Measures for the data
analysis were: General ability to use LMI Knowledge Clear vision of
what I want in my career future Knowledge of print and online
resources Skill Have effective strategies for keeping myself
motivated Have a realistic action plan Personal Attributes Optimism
about what lies ahead re meeting my career goals Confidence in my
ability to manage future career transitions 17
Slide 18
EXAMPLES OF QUESTIONS USED IN PRE AND IN POST- PRE SURVEYS
Knowing what you know now, how would you rate yourself before the
workshop, and how would you rate yourself now? Before Av e After
Ave 1.A clear understanding of what I need to do to move forward in
my career. 2157481691.5713286653 3.11 2.A clear vision of what I
want in my career future. 24374039111.8417296351 3.03 3.Reviewed my
past work, education and experience so that I know what skills and
strengths I have. 11335735142.0523216856 3.15 4.A list of possible
options that may fit with what I want in my career future.
2349472391.6414256654 3.12 5.Knowledge of print and online
resources that help me to research career/employment options.
3255421651.3811215374 3.32 6.Confidence that career-related
employment opportunities actually exist that fit with what I want
in my career future. 1941582581.75110275855 3.03 18
Slide 19
Changes in competency self assessments: Pre program: 30% and
58% of the respondents rated competency Not OK 5% rated their
competency as Exceptional Post program: 1% 9% rated competency Not
OK 39% rated their competency as Exceptional The amount of change
was similar across all three dimensions of the survey, knowledge,
skills, and personal attributes all demonstrated about the same
amount of change. 19 DESCRIPTIVE RESULTS
Slide 20
DESCRIPTIVE RESULTS (CONT.) Of particular note are items that
suggest increased ability to self- manage their careers, such as: A
clear understanding of what I need to do to move forward in my
career. A clear vision of what I want in my career future.
Effective strategies for keeping myself motivated to achieve my
career/employment goals. Confidence in my ability to research
career, employment, and training options that are available
Confidence in my ability to manage future career transitions.
20
Slide 21
DIFFERENTIAL RESULTS-TOTAL SCORE Both CDM and JS groups had
significant increases across time Change in CDM group was
significantly larger than in JS group Participants in the JS group
had higher scores than participants in the CDM group, likely
indicating that JS participants were more familiar with using LMI
before the project began. Participants receiving assistance
demonstrated greater change across time than did those in the
independent mode Participants receiving assistance demonstrated
greater change across time than did those in the independent mode
Similar pattern for all subscales 21 For group as a whole:
significant increase in overall ability to use LMI significant
increase in overall ability to use LMI neither intervention was
more conducive to one manner of delivery compared to the other
neither intervention was more conducive to one manner of delivery
compared to the other
Slide 22
To what extent would you say that any changes in the ratings on
the previous pages are a result of your participation in this
research project, and to what extent were they a function of other
factors in your life? 22 mostly other factors somewhat other
factors uncertain somewhat this program mostly this program
English33154780French0012526 Program ATTRIBUTION FOR CHANGE
Slide 23
Overall,no significant differences in the results of the
anglophone and francophone samples with the exception that assisted
francophone clients reported increased gains over the anglophone
clients although both groups reported more positive change in the
assisted condition. 23 STUDY REPEATED IN FRANCOPHONE NEW
BRUNSWICK
Slide 24
FOLLOW UP INTERVIEWS (1 WEEK AND 4 MONTHS AFTER INTERVENTION) I
was surprised at how much information there was Initially I thought
I could not do this, but I found out I could Theres a lot to learn
I got more focused on my goal I got clearer about what I wanted to
do 24
Slide 25
CLIENT CRITICISMS The program needed to be longer given the
number of resources available. (222) Working full time made it very
hard []. With a little more help it would have been much easier
(242) There was too much information and that made making a career
decision more difficult [] very hard to do this alone (209) 25
Slide 26
WHAT DID PRACTITIONERS SAY? The structure helped me be more
focused and concrete I never really thought about intake of clients
as assisted or self- helpnow its built into every intake I do I
used to be maternal and forget that it was the clients decision and
I got more involved than I needed to. Now I ask the clients to be
more responsible Now I give more homework tasks and Im more
specific. The clients felt more focused and so do I 26
Slide 27
WHAT DID THE RESEARCH DO? Isolated LMI as an intervention
Isolated giving information and advice from employment counselling
Organized LMI into a career development learning sequence Tested
self-help versus a combination of self- help, information giving
and advice 27
Slide 28
WHAT WAS LEARNED? Tailored LMI embedded in a learning process
results in knowledge and skill acquisition as well as the capacity
for self-management LMI appropriate for a clients specific need
(opposed to general LMI) appears to support engagement and action
For many clients, a little (or no) professional LMI support is
enough Structure and timelines appear to motivate action and a
sense of progress Giving clients hands-on tools appears to motivate
more than money 28
Slide 29
WHAT WAS MOST SURPRISING The extent of positive client change
in knowledge, skill and personal attributes in both conditions of
self-help and supported self-help The value clients placed on the
LMI materials and the degree to which they used them The positive
impact of organized LMI and LMI specific to client need versus
generalized LMI 29
Slide 30
WHAT ARE THE IMPLICATIONS FOR PRACTICE? To be discussed..
30
Slide 31
Drs. Dave Redekopp and Bryan Hiebert Alberta Human Services
Manitoba Entrepreneurship, Training and Trade Canadian Career
Development Foundation (CCDF) Research Project #2: Assessing the
Impact of Career Resource and Supports Across the Employability
Dimensions 31
Slide 32
There is very limited research about the direct contribution of
career development learning resources on client progress toward or
achievement of employability. There are many assumptions made about
self-help resources but very little actual evidence of their
impact. There is much talk about labour market attachment but on
investigation it remains a very wooly construct. 32 What is the
Problem?
Slide 33
Developed comprehensive career development coaching guides (way
beyond LMI) covering all employability dimensions excepting career
growth: CAREER DECISION MAKING: Not yet clear about work/learning
goal; needs to understand personal skills, interest, values and
personality and more about different potential occupations in order
to develop a vision for a preferred future SKILLS ENHANCEMENT: Has
career goal, but needs to explore skills and qualifications needed
for the work they want and how to acquire them JOB SEARCH: Has
career goal and necessary skills/qualifications for desired work;
needs skills, strategies and tools necessary to conduct a
successful job search JOB MAINTENANCE: Has difficulty keeping work;
may need to address personal/life issues (e.g. health, behaviour,
transportation, child care) or may need to work on the
skills/attitudes required for success at work. The last part of
this Guide is appropriate for someone already working, but wanting
to improve their chances of keeping the job. 33 This Study
Slide 34
Randomly assigned clients to one of two treatment conditions:
Practitioner launched Practitioner launched (in which they had
their needs assessed, were oriented to the appropriate Guide and
then worked independently with their Resource Guide for 4 weeks)
Practitioner launched and supported Practitioner launched and
supported (in which they also worked with their Career Consultant
for 4 weeks of regular services (i.e. 2-4 sessions on average)
using the Guide as appropriate but not restricted in their
interventions Examined differential impact across treatment
conditions on client knowledge, skills, personal attributes and
labour market outcomes 34 This Study
Slide 35
Self Help Index(self-help-o-meter) to see if: The propensity
for self-help can be measured The ability to self-help affects
client outcomes Labour Market Attachment Index to see if: Specific
variables related to the clients work history and life situation
can be measured These variables affect client outcomes Developed
Two New Indices
Slide 36
If clients are given a comprehensive needs assessment to
determine their employability need(s), what is the differential
effect of independent and consultant-supported career development
resources on clients who are weakly attached to the labour market
versus those who are strongly attached to the labour market? Will
all clients demonstrate positive change? Will clients who are
strongly attached to the LM show more positive change? Will clients
who are supported by a consultant show more positive change? Will
weakly attached clients struggle more in the independent condition?
36 Research Question
DeliverynBeforeAfterTotal PLR3423.71(11.38)45.50(10.93)34.60
PLSR3824.92(11.41)49.05(8.86)36.99 Total7224.35(11.98)47.38(9.98)
Key Findings Career Decision Making Total Score Summary: Main
Effect for Delivery: F(1,70)=1.32; p=.26 Main Effect for Time:
F(1,70)=253.72; p
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