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Continuing Professional Development The Challenge

Continuing Professional Development The Challenge. Changing context for Connexions and IAG Demand for specialist Career Guidance Move into Integrated Youth Services 14-19 Developments A market in IAG. Three Questions:

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Continuing Professional Development The Challenge

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  1. Continuing Professional Development The Challenge

  2. Changing context for Connexions and IAG • Demand for specialist Career Guidance • Move into Integrated Youth Services • 14-19 Developments • A market in IAG

  3. Three Questions: How should IAG professionals be supported in their own career planning and personal development? How do IAG professionals identify their personal skill and knowledge gaps? How should employing organisations effectively develop skills and plan the deployment of staff?

  4. Young people in schools are using electronic ILPs or web-based Progress File • Professionals such as architects are required to evidence their CPD hours on an electroniclog • What do IAG professionals need?

  5. The role of the Centre for Guidance Studies • Initial presentation by Professor Jim Sampson • Research, recommendations and outline specification • Invitation to bid and review of responses leading to contract with I4L

  6. Continuing Professional Development e-portfolio

  7. Focus Groups • Methodology & design • Result Highlights • Future Recommendations

  8. The rationale for using Focus Groups “carefully planned series of discussions designed to obtain perceptions on a defined area of interest in a permissive, non-threatening environment” (Krueger and Casey, 2000,) Group interaction can stimulate participant ideas that might not have been available on an individual basis (Lutenbacher et al, 2002) Moderators manage results by providing questions with appropriate wording and presenting them in an appropriate order. They manage the conversation to create a balance between outcome and genuine dialogue (Grudens-Schuck et al, 2004) Methodology& Design

  9. The rationale for using Focus Groups A common misconception is that people will be inhibited in revealing intimate details in the context of a group. In fact focus groups are well situated for exploring sensitive topics. (Faith, 2000) Connexions staff are passionate about the work they do with young people and vocal in their opinions of what works and what doesn’t work. They also expect all the necessary support in gaining or maintaining the necessary skills needed to serve this client group. Methodology & Design

  10. Participants Five Focus Groups covering the main information, advice and guidance roles and/or a line management of these roles 4 to 7 participants in each group who professed an interest in taking part. Specific groups for specific roles Participants were given a C.I.P.D definition of common professional development and a 4 screen shot example of a e-portfolio from a U.S University Always an administrator and myself in the room Methodology & Design

  11. Questions Deliberately limited and simplistic in wording If I was to ask you generally what kind of skills you would describe as needing common professional development, what comes to mind? Developed by a team of three and agreed as pertinent, precise and clear What personal skills away from those already covered would you deem important for your portfolio Screen shots were used as a resource to frame the discussion on what the e-portfolio should look like If you look at the e-portfolio handout, what do you like or dislike about it? Methodology & Design

  12. Result Highlights • Skill Areas Covered

  13. CAREER GUIDANCE SKILLS Strong opinions that they (PAYP) wished to build upon their NVQ’s with work on interviewing skills, guidance skills and career theory as a way of underpinning practical guidance and interviewing All connexions advisors present underlined the need for ongoing CPD on guidance skills underpinned with theory. Coaching was raised under this banner, especially in reference to ‘basic life coaching’ (Bimrose, ) Participants (PA’s) discussed the perceived difference in awareness of guidance theory andskills between QCG qualified staff and NVQ qualified staff ResultHighlights

  14. CAREER GUIDANCE SKILLS The researching of L.M.I and H.E was intrinsically linked to guidance skills by managers Managers also felt they would like to be able to refresh their knowledge of guidance theory, the research base does move forward Result Highlights

  15. ANGER / INAPPROPRIATE BEHAVIOUR: The first theme to emerge and discussed in a number of diverse ways including diffusing aggression aimed at them; challenging racism and bullying, safe working in the community and working beyond anger worksheets As frontline staff connexions advisors (CA’s) strongly underlined anger and inappropriate behaviour as something they dealt with ‘day to day’ PA’s discussed personal safety and how to physically handle anger Exposure to occupational violence and the buffering effects of intra-organisational support /self efficacy model (Leather, 1998) (P.O.S) Result Highlights

  16. INTER AGENCY WORKING/PARTNERSHIP WORKING Better links with key partners such as the job centre, learning to develop and promote key relationships. Also working with support workers in one to one situations Negotiating client needs and rights with support workers present Understanding SENCO’s and schools agenda’s and pressures Employer teams seen as a good thing but reduces confidence in understanding and translating needs of employers to young people. Result Highlights

  17. MANAGEMENT QUALIFICATIONS (Accredited and consisting of) Tackling under performance in a tactful, integrity driven manner, but tackling it! Understanding national policies being developed on child protection and their subsequent implications Updates on current management theory and practical techniques for managers in the public sector Coaching and mentoring staff Result Highlights

  18. E-portfolio Structure and Content: Personalisation It welcomes me to my own CPD webspace Framework should stay the same for individual roles but style/colour can be changed by users Ownership & Access Some access to team members (a team page?), line managers and an administrator PA’s echoed this in their focus groups ResultHighlights

  19. E-portfolio Structure and Content: Ownership & Access If performance reviews were discussed in concert with the tool then staff should own the tool with line managers having clear agreed access. Promoting Use The ability to have a central digital space to record what they have done and need to do was seen as a key selling point for the tool The ability to scan in certificates, documents & emails of good practice was seen as really useful in encouraging use and ownership of the e-portfolio Result Highlights

  20. Focus groups provide an excellent research method for this sort of investigation and with these participants Focus your participants based on the agenda Do not underestimate the influence of culture Independent facilitators work best through the tool. Additional benefits of really good ideas. Possibility of managing the training agenda Replication in other areas of the organisation Ross Kirkham Occupational Psychologist CXL Future Recommendations

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