• Career guidance in communities

      Hooley, Tristram; University of Derby (Taylor and Francis, 2014)
      Career guidance in communities, by Rie Thomsen, Aarhus, Denmark, Aarhus University Press, 2012, 256 pp., £34.78 (paperback), ISBN 9788771240122 Reviewed by Tristram Hooley, Reader in Career Development, University of Derby, UK. Email: T.Hooley@derby.ac.uk
    • Customer satisfaction with career guidance: a literature review

      Hooley, Tristram; Neary, Siobhan; Morris, Marian; Mackay, Susan; SQW; International Centre for Guidance Studies (iCeGS) (2016-03)
      This paper reports on the findings from a review of the literature relating to customer satisfaction with career guidance services. The review finds that reported levels of satisfaction with career guidance are typically high (ranging between 70-89%). However, it also reveals that there are challenges in measuring customer satisfaction in a consistent way and questions around the extent to which customer satisfaction correlates with other desirable outcomes of career guidance, such as career management skills and progression to further learning and work. The review sets out a model of factors that influence customer satisfaction which includes the individual and their expectations, the context in which the service is delivered, how the service is delivered and how the interaction is followed up. At present, there is little hard evidence suggesting a clear link between customer satisfaction and the other two outcomes that the National Careers Service is interested in (career management skills and progression).
    • Emancipate yourselves from mental slavery: self-actualisation, social justice and the politics of career guidance

      Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2015-10)
      This paper is an extended text of Tristram Hooley’s inaugural lecture: Emancipate yourselves from mental slavery: self- actualisation, social justice and the politics of career education. The lecture was given on the 17th September 2015 at the University of Derby. The lecture explores the interrelationship between politics, social justice and career guidance. The paper argues that our careers emerge out of social and economic conditions. In unequal societies our position within the economic and social system is central to our chance of having a successful career and realising our potential (self-actualising). The lecture explores the role that career education and guidance can have in supporting individuals to self-actualise and notes that career education and guidance is in itself embedded in social, economic and political relationships. The ideal of the lifelong guidance system is advanced and it is argued that this could be part of a new kind of society. A society in which a lifelong guidance system was realised could be more socially justand would signal a new kind of relationship between paid work, citizenship and leisure. The lecture concludes with a consideration of the role that career education can play in bringing about a new kind of society. The paper proposes a pedagogic framework for a radical career education and guidance. This framework argues that radical career education and guidance should be seeking tohelp us to: (1) explore ourselves and the world where we live, learn and work; (2) examine how our experience connects to broader historical, political and social systems; (3) develop strategies that allow us individually to make the most of our current situation; (4) develop strategies that allow us collectively to make the most of our current situations; and (5) consider how the current situation and structures should be changed.
    • Forsøk å be noen som ser stygge ut om å ta en ansiktsløfting

      Hooley, Tristram; Lillehammer University College (Utdanning.no, 2016)
    • Further education learners' prior experience of career education and guidance: A case study of Chesterfield College.

      Woolly, Amy; Hooley, Tristram; University of Derby (National Institute for Career Education and Counselling, 2015-10)
      This article explores further education (FE) students' prior experiences of careers education. The research draws on and extends the limited literature that exists around career support in further education. A mixed methods case study was used to explore students' experience of careers work prior to attending Chesterfield College and to examine the implications of this for the college's provision of career support. Findings indicate that the majority of students had limited contact with careers workers prior to their arrival at the college and, in instances when they had contact, often had a negative preconception of this contact. These findings are discussed with reference to the college's careers education provision and the wider implications for the sector.
    • Gathering career wisdom from Facebook and other social media

      Hooley, Tristram; University of Derby (CASCAID, Loughborough University, 2011)
      Tristram Hooley (Head of the International Centre for Guidance Studies – www.derby.ac.uk/icegs) discusses why careers professionals and their clients should be interested in social media.
    • Good looks and good practice: the attitudes of career practitioners to attractiveness and appearance

      Yates, Julia; Bagri, Kiren Kaur; Hooley, Tristram; University of Derby (Taylor and Francis, 2016-10-20)
      Empirical evidence attests the impact that career image has on objective career success, yet little is known of how career practitioners conceptualise and operationalise this information. This article presents the quantitative findings of an online survey of career practitioners (n = 399, 74% female, 89% white and 75% from the U.K.) exploring their attitudes and practices towards issues of appearance and attractiveness. Career practitioners who participated in this survey acknowledged that beauty, self-presentation and interpersonal skills influence career success, and 96% of them considered conversations about career image as part of their professional remit. The career practitioners felt relatively comfortable and well informed in their discussions in this arena, but would welcome further guidance and training to inform their practice. Ethical and practical implications for the profession are considered.
    • The impact of career guidance on progression in learning and work: a literature review

      Neary, Siobhan; Hooley, Tristram; Morris, Marian; Mackay, Susan; SQW; International Centre for Guidance Studies (iCeGS) (2016-04)
      This paper sets out the findings of a review of the literature on how career guidance can support individuals to progress to positive learning and work destinations. It argues that positive progression is a legitimate and appropriate outcome of career guidance, although access to career guidance is only one amongst a range of factors that might influence an individual’s likelihood of progressing. It also notes that progression can be difficult to measure in research. The initial review found a range of evidence which demonstrated that career guidance can have a positive influence on individuals’ progression to learning and work. It highlighted a number of features that underpin the effectiveness of career guidance in this area. 1. Services need to be provided in a timely fashion, and as quickly after an individual has dropped out of learning or work as possible. 2. Services need to be provided professionally by skilled advisers. In addition to these points, the paper advances a model of the features of effective practice that support individuals to engage positively with progression. This focuses on establishing positive attitudes and behaviours, engaging in developing and effectively applying job search skills and creating a support network using both informal and formal sources. The evidence suggests that all of these interventions are useful, but multiple integrated activities are most successful, especially if they focus on building motivation as well as job search skills.
    • Maximising the impact of careers services on career management skills: a review of the literature

      Mackay, Susan; Morris, Marian; Hooley, Tristram; Neary, Siobhan; SQW; International Centre for Guidance Studies (iCeGS) (2016-04)
      The review identified an international body of work on the development and implementation of competency frameworks in reaction to CMS, including the ‘Blueprint’ frameworks, which are a series of inter-related national approaches to career management skills (originating in the USA and taken up subsequently, and with different emphases, by Canada, Australia, England and Scotland). There is, as yet, little empirical evidence to support the overall efficacy of CMS frameworks, but they have the advantage of setting out what needs to be learned (usually as a clear and identifiable list of skills, attributes and attitudes) and, often, how this learning is intended to happen. The international literature emphasised the iterative nature and mixture of formal and informal learning and life experiences that people needed to develop CMS. It suggested that, though there was no single intervention or group of interventions that appeared most effective in increasing CMS, there were five underpinning components of career guidance interventions that substantially increased effectiveness, particularly when combined. These included the use of narrative/writing approaches; the importance of providing a ‘safe’ environment; the quality of the adviser-client relationship; the need for flexibility in approach; the provision of specialist information and support; and clarity on the purpose and aims of action planning. The review also identified a possible emergent hierarchy around the efficacy of different modes of delivery of career guidance interventions on CMS development. Interventions involving practitioner contact and structured groups appeared more effective than self-directed interventions or unstructured groups. Computer-based interventions were found to work better when practitioner input was provided during the intervention or when they were followed up by a structured workshop session to discuss and review the results.
    • New strategy to transform the quality of careers education, advice and guidance for young people

      Andrews, David; University of Derby (University of Derby, 2016)
      This paper, based on David's experience of having been directly involved in careers work for young people over 35 years, offers some personal suggestions about what should be included in the forthcoming strategy for careers education and guidance. The aim of this strategy should be to ensure that the careers support that young people experience provides them with the help that they need to progress successfully through learning and into work. It should prepare them for lives and careers where they will have to navigate a complex and challenging landscape of education, training and employment.
    • Professionalism in Careers

      Hooley, Tristram; Johnson, Claire; Neary, Siobhan; University of Derby (Careers England and the Career Development Institute, 2016-03)
      This briefing paper sets out the background, evidence and key issues relating to professionalism in careers work in England. The work is produced on behalf of Careers England and the Career Development Institute (CDI), but the paper does not represent the policy of either organisations.
    • Symposium on online practice in counselling and guidance

      Goss, Stephen; Hooley, Tristram; University of Derby (2015)
    • Understanding the careers cold spots.

      Boys, Jonathan; Hooley, Tristram; Barbone, Lucia; Hedges, Sophie; Spekesser, Stefan; The Careers & Enterprise Company (The Careers & Enterprise Company, 2016)
      This paper sets out our cold spots analysis which provides us with some important insights about how opportunities are organised in England. In the report we examine which areas have: high levels of engagement between schools and employers; young people who are making opportunity informed decisions and achieving positive outcomes in terms of education and employment. We also examine the areas in which young people are most likely to experience substantial barriers. This analysis allows The Careers & Enterprise Company to understand where more career support is needed and to direct our resources towards these areas. We hope that it this analysis will also guide the activities of others working in this space.
    • What does good careers advice look like?

      Hooley, Tristram; University of Derby (Westminster Employment Forum, 2015)