Career Progression Framework for the Adult Career Guidance Workforce in England by Lifelong Learning UK

Career Progression Framework for the Adult Career Guidance Workforce in England

Career Guidance Career Progression Framework Contents

1.0 Introduction Background 2.0 Present Situation Policy Developments -

A Licence to Practise

A Registration System

LLUK series of resources

3.0 What is the Purpose of the Career Progression Framework? Who is the Career Progression Framework Aimed At? What are the benefits?

1 1 2 2 3 3-4 4 5 5 6-8

Core principles

Key Operational Features

Vertical and horizontal progression

Levels and stages: terminology

Job titles and roles

Case studies

4.0 Illustration of the Career Progression Framework -

Case studies (A â&#x20AC;&#x201C; I)

5.0 Further areas for discussion

11 12-18 19

Registration/Licence to Practise

Registration in an AACS context

Interactive online facilities

Practitioner and managerial roles

6.0 Conclusions

21-22

Appendix 1

23-24

1.0

Introduction

Background 1.1 The Career Progression Framework is a part of a Lifelong Learning UK (LLUK) overarching resource designed to aid better understanding of workforce development and progression routes within and across the careers sector in England.1 It aims to inform and support individuals and organisations who provide and deliver career information, advice and guidance2 services for adults in England either as a primary function or an important part of service design and delivery3. 1.2 The rationale for introducing a Career Progression Framework in England is firmly anchored in the government’s strategy for ensuring supply of skills in the labour force matches employer demand. In an LLUK context, high priority is given to the efficient functioning of the careers sector labour market and the importance of personal fulfilment and high quality provision that can be derived from investment in continuing professional development. 1.3 Its application is broad taking into account workforce developments within the government-funded new adult advancement and careers service (AACS)4 and other careers sector developments which operate within the private sector, higher education and voluntary/community sectors. The content is derived from extensive reviews of career progression frameworks within and outside of the careers sector.5 A detailed analysis of career progression frameworks that operate within allied sectors such as schools, further education, higher education, youth service, probation service, social services and health service was previously undertaken by DMH Associates on behalf of LLUK (October 2009 to January 2010). 1.4 Ongoing consultations with key stakeholders in the LLUK career guidance constituency panel and wider networks highlighted a need to consider options for strengthening the ‘professionalisation’ of those working in the career information, advice and guidance

The National Occupational Standards (NOS) for the career information, advice and guidance sector will be reviewed in 2010/2011. In time, these will be linked directly to the LLUK resources outlined in section 1.3.

This term embraces ‘skills assessment’ given this viewed as integral to the guidance process.

The content has been designed with a UK-wide application in mind to help reduce duplication of effort and to gain future cost efficiency savings. 4

DIUS (2008) Shaping the future: a new adult advancement careers service Department for Innovation, Universities and Skills, London: HMSO http://www.dius.gov.uk/news_and_speeches/announcements/~/media/publications/5/5203_1_dius_prospectus 5

Hughes, D. and Nijjar, A. (2009) Establishing a career progression framework for the new adult advancement and careers service: an exploration of the options, Derby: DMH Associates on behalf of LLUK, November 2009 & Hughes, D. and Nijjar, A. (2010) A Career Progression Framework for the new adult advancement and careers service: the options and key findings, Derby: DMH Associates on behalf of LLUK, January 2010.

with adults in England. This included an investigation into options such as introducing a formal ‘licence to practise’ and/or ‘register of practitioners’ arrangement. 1.5 During October – November 2009, a total of twenty differing frameworks were examined. This was followed by ongoing consultations from December 2009 – February 2010 with careers sector employers, managers, practitioners, professional associations, researchers and government policy-makers (see Appendix 1). Preference was stated for an online interactive tool, similar to that available within the Institute for Learning (IfL) and Skills for Health Career Progression Frameworks. As a result, the Career Progression Framework below offers a structure and content that can be built upon over time within an electronic platform designed to strengthen and support the efficient functioning and development of the careers sector labour market in England.

2.0

Present situation

Policy developments 2.1 At a government policy level, there is strong interest in introducing mandatory continuing professional development for all staff working in the AACS. The overall findings from the earlier LLUK consultation exercise showed that a ‘licence to practise’ system was generally favoured by respondents, similar to that operated by the Institute for Learning (IfL) within the Further Education (FE) sector in England. However, this particular model is underpinned by a statutory mechanism requiring all teachers who joined the FE sector since September 2007 to register with the IfL within a given timescale and subject to agreed conditions. In the immediate future there are no plans by government to introduce equivalent statutory legislation for those working with adults in the career information, advice and guidance sector in England, including the AACS. Therefore, lessons learnt from this and other allied sectors operating outside of Further Education have informed the overall structure and content of the LLUK Career Progression Framework. 2.2 The LLUK Career Progression Framework takes into account work in progress on youth policy workforce development plans in England. The Children’s Workforce Development Council (CWDC) is in the process of producing qualifications and skills development frameworks for individuals working with children and young people in provider organisations. It is intended to ensure some form of ‘synergy’ between each of the separate but complementary frameworks. The fundamental reason for this is that some individuals and employers provide career information, advice and guidance services to both young people and adults as part of their everyday practice. More in-depth discussions are planned between LLUK and CWDC to inform the final content of the proposed interactive workforce development frameworks. It is strongly recommended that the Training Development Agency for Schools (TDA) workforce development framework is also included in this planned dialogue. The 2

newly established Careers Profession Taskforce working group in England will also be taking account of careers sector workforce developments as they unfold. 2.3 Policy-maker, employer and professional association discussions are underway to assess the merits, or otherwise, of introducing a ‘licence to practise’ arrangement and/or ‘registration system’ formally recognised by an approved external body/bodies. LLUK will be hosting a meeting specifically with the careers professional associations in England in April 2010. 2.4 The ‘descriptors’ below provide a useful starting point for clarification on what is meant by the terms ‘licence to practise’ and ‘registration system’. A licence to practise describes the circumstances and conditions under which an individual is allowed to operate in a given role. In some cases, this may be: • a legal requirement e.g. Teachers in Further Education who have joined the profession after September 2007 must commit to set minimum requirements for continuing professional development; • a contractual requirement e.g. Advisers working in AACS may be required to commit to set minimum requirements for continuing professional development (CPD); • a professional status requirement e.g. ICCS® Trainer who delivers a specific product or service. A registration system describes a management information system for recording and monitoring a defined set of essential (and desirable) features i.e. recognised qualifications, job role(s), competencies and CPD, that are aligned to meeting set criteria. One example: a new registration system will exist within the new AACS, as described below by the Learning & Skills Council Service Specification (October 2009): “The prime contractor will support the implementation of a national induction scheme and a delivery staff registration scheme that will include industry best practice and e-learning approaches.” (para.81) The AACS delivery staff registration system is likely to be a mandatory requirement essentially designed to capture workforce development data of interest to the funding body and policymakers. However, it is noted that LSC are keen to move beyond management information requirements for organisations, to a situation

whereby individuals in the AACS workforce become motivated to participate in ongoing CPD and that this is formally recorded linked to contractual requirements. A contrasting example: a professional registration system currently exists for individuals working in the careers information, advice and guidance profession, as described by a UK-wide Professional Association. This is a voluntary requirement that involves meeting set criteria such as:• • • • •

full membership; appropriate guidance qualification; evidenced commitment to CPD; subscribe to a specified Code of Ethics; and are currently practicing. (Institute of Career Guidance, 2010)6

2.5 Throughout the report, some key issues are highlighted that require greater attention regarding the similarities and differences between (i) “a delivery staff registration scheme that will include industry best practice and e-learning approaches embedded within AACS” 7 and (ii) licence to practise and/or professional registration within the careers sector in England, including aacs. 2.6 LLUK has developed a series of resources to inform and support workforce developments in and across the UK careers sector. These include: 1. 2. 3. 4. 5.

A careers sector functional map8 A workforce development strategy9 A new qualifications framework10 A competency framework11 A Career Progression Framework

Each of the above-mentioned complementary resources takes full account of the career information, advice and guidance services delivered by individuals and organisations in a wide range of settings throughout England. However, LLUK resources (2) and (4) mentioned above, specifically relate to workforce development issues within the government-funded AACS in England. 6

www.icg-uk.org

Learning & Skills Council (2009) The adult advancement and careers service – face to face careers and skills advice channel. Service Specification p.20 para.81, October 2009

http://www.lluk.org/documents/Career_guidance_functional_Map_-_FINAL__Aug_09.pdf

Neary, S. & Jackson, H. (2010) A Workforce Development Strategy for the Adult Career Information, Advice and Guidance Workforce in England. Derby: International Centre for Guidance Studies (iCeGS), Derby University

Johnson, C. (2010) Awarding Organisation Guidance: Career Information, Advice and Guidance for Adults in England Practitioner Roles and Work-Based Vocational Training Qualifications, London: Lifelong Learning UK.

Henderson, L. (2010) Draft Lifelong Learning UK Competency Framework Version 5.

To implement the Career Guidance Career Progression Framework successfully, individuals and organisations will need to be fully aware of the inter-dependencies associated with each of the above-mentioned resources. It is recommended that the Career Guidance Career Progression Framework should not be viewed in isolation from other relevant LLUK resources (1) - (4) as outlined above. For illustration purposes, two examples are provided below. Example 1: Individuals entering (or those already working within) the AACS may find it helpful to identify the main functions or activities of the careers sector (refer to Resource 1) and key drivers that support career progression in the new AACS workforce development strategy (refer to Resource 2). In addition, knowing what’s expected by employers and/or professional bodies will require some reflection on competencies (refer to Resource 4). For information on qualifications in career information, advice, and guidance (refer to Resource 3) and to see how these could potentially fit together in relation to continuing professional development (refer to Resource 5).

Example 2: Individuals working in the private sector may find it helpful to locate their work experiences within a broader framework that shows the differing functions within and across the careers sector (refer to Resource 1); to review recognised qualification levels (refer to Resource 3); and to answer the question ‘where might I fit into the overall sectoral picture?’ (refer to Resource 5). It may also be helpful to make note of the competencies required for working a certain levels within the new AACS (refer to Resource 4).

3.0

What is the purpose of the Career Progression Framework?

3.1 Its overall purpose is to provide greater transparency and coherence for provider organisations and for individuals entering and/or working within career information, advice and guidance settings in England. Who is the Career Progression Framework aimed at? 3.2 The Career Progression Framework has been developed for individuals and employers to highlight the wide range of potential opportunities for career progression within the careers sector. This can be achieved through vertical and/or horizontal movement at differing levels, within differing roles and settings, at a time and place suited to an individual’s or organisation’s continuing professional development needs. 5

Research findings (Brown, Lauder & Ashton 2009) show an over-riding national and international concern by employers with employee ‘performance,’ which can bear little relationship to formal qualifications or levels of skills. They cite “levels of qualification were important as a measure of ‘hard skills’ in identifying appropriate candidates, but for virtually all jobs the primary focus was on behavioural competences (soft skills) including initiative, perseverance, time-management and team-working. Employers did not view technical (hard) skills as a major problem. They could easily provide training for those who needed to get up to speed with the latest technical developments. Their major concern was finding suitable people with the appropriate behavioural competences to ‘get the job done’ or ‘take the business forward’.” (p.16) Extract taken from Education, Globalisation and the Knowledge Economy. ESRC Teaching and Learning Programme. Visit: http://www.tlrp.org/pub/documents/globalisationcomm.pdf

3.3 Findings from the above-mentioned research suggest the content of the Career Guidance Career Progression Framework must take into account the flexibility required for individuals and employers to assess ‘hard’ and ‘soft’ skills and to identify appropriate entry levels and progression routes for those within and outside the AACS in England. 3.4 In this broad context, hard and soft skills are described in terms of qualifications, competencies, prior learning and continuing professional development. Refer to section 4 below for an illustration of the content and progression routes linked to the new qualifications framework, competencies, prior learning and continuing professional development. This work also informs and supports the AACS workforce development strategy and implementation plan. What are the benefits? 3.5 With so many differing job titles emerging within career information, advice and guidance in England, there’s a need for a common language and currency to assist workforce planning and development, as well as career progression pathways for individuals working in the careers sector. 3.6

The Career Progression Framework provides benefits by helping: •

individuals to locate and demonstrate their achievements and to identify potential opportunities for progression which may include: -

a continuing review of existing qualifications, prior learning and competencies linked to a nationally recognised LLUK framework;

•

reflective practice that focus on currency and relevance of qualifications, prior learning and competencies to help inform career progression within or beyond the individuals current workplace; and

a support network and resource for enhanced continuing professional development.

employers and managers to build a flexible and diverse workforce that ensures consistency and quality in line with local needs which may include: -

managing in a coherent and systematic way continuing professional development at all levels in their organisation linked to a nationally recognised LLUK framework;

helping keep abreast of current developments in the occupational mapping of the careers sector, awarding organisation qualifications, the aacs competencies framework, the AACS workforce development strategy and implementation plan and potential progression pathways and routes;

supporting more meaningful career discussions in the workplace with potential entrants, new entrants and existing employees.

The framework and its application can also be used to inform: workforce planning and development; role description and redesign; appraisal, self assessment and personal development; and/or peer review and supervisory sessions. 3.7

For careers professional associations it offers the potential to: • supply occupational information that will inform and support individuals’ career progression routes within and across the careers sector; • actively promote career progression, diversity and equality in the workplace; • closely monitor and report on trends in the demand and supply-side of recruitment, participation and retention within the careers sector; and • make explicit careers professional association registration requirements in line with membership regulations.

3.8 Funding bodies supporting the work of provider organisations will expect added-value returns for their investment. The proposed Career Guidance Career Progression Framework should facilitate improved tracking and monitoring of: •

workforce development participation, retention and continuing professional development achievements within and outside of the AACS in England;

•

the impact of the AACS workforce development strategy and implementation plan, competency and new qualifications frameworks; and

• the proposed AACS national registration system that may possibly link contractual compliance arrangements to a licence to practise arrangement. Core Principles 3.9 Findings from the consultation phase of the development of this framework indicated that it should be based upon relevant and coherent principles. Drawing upon these findings, the following eight core principles are recommended. The Career Guidance Career Progression Framework should: • • • • • • • •

be available to all individuals who provide and deliver career information, advice and guidance services within and outside the AACS in England12; provide opportunities for those delivering career information, advice and guidance13 services to demonstrate career progression and self-development throughout their career on an ongoing basis; enable multiple points of entry and movement into, across and within workforce groups and settings; be based on shared ethics, values and agreed outcomes that will have a positive impact on service delivery, for the benefit of end-users; value knowledge and skills by recognising competency, prior learning and reflective practice; be transferable and portable between service provider organisations and settings, using a common language and systems understood by all stakeholders; build upon, and be consistent with, competencies to be identified through the forthcoming Competency Framework for the aacs, and the relevant qualifications to be proposed through the QCF; and provide the basis for a comprehensive professional registration system(s) for those working in career information, advice and guidance services.

This includes those working for organisations whose primary function is not the provision of information, advice and guidance (IAG), and those who are working on a volunteer basis. 13 This term embraces ‘skills assessment’ given this viewed as integral to the guidance process.

Key Operational Features 3.10 Building on these core principles, it is possible to identify a number of key operational features for the Career Guidance Career Progression Framework. These include the following: Vertical and horizontal progression 3.11 It is important that the framework should recognise and support individuals to progress vertically through organisations and/or between work groups; for example, by supporting individuals to move to new posts involving greater responsibility or requiring greater specialist expertise. However, it is equally important that the framework should recognise and support individuals to progress horizontally within an organisation or within an existing post; for example by supporting individuals to improve their skill set or extend their range of duties. 3.12 It should be emphasised that vertical and horizontal progression are not mutually exclusive options for individuals; indeed they will often interact. For example, although some individuals may wish to develop their skill set and/or range of duties within an existing post as an end in itself, others may see this as a step in a more ambitious career progression plan enabling them to move up the promotional and/or formal qualification ‘ladder’. Levels and stages – terminology 3.13 It is suggested that vertical progression is recognised within the framework at three differing levels or tiers. As indicated earlier, the terminology used to describe the differing levels is fully recognised as ‘contested territory’. Following indepth consultation and reviews, the following three progression tiers emerged as an acceptable way forward: (i) a foundation tier: most likely to include a person working to a clearly defined range of activities, application of skills, knowledge and competencies in a given context. There is ongoing support and some form of management/supervision provided by the employing organisation as well as relationship building with immediate peers. (ii) a para-professional tier: most likely to include a person who assists or works alongside a foundation tier worker and/or professional but is not actually a certified member of that profession e.g. paramedic (not a doctor), paralegal (not a lawyer) para-educator (i.e. teaching assistant – not a teacher). There is ongoing support and

some form of autonomy in decision making, with management/supervision provided by the employing organisation as well as relationship building with immediate peers. a professional tier: most likely to include a person who has a high level of autonomy, required to undertake critical analysis, critical reflection, decision-making and organisation, and the ability to switch between context and generalisation as a frequent part of the role. In addition, application of substantive skills, knowledge and understanding in integrated ways will feature as may supervisory or managerial responsibilities. (iii)

3.14 Entry to, and movement across, levels would be determined by a number of criteria, including: completion of recognised qualifications, current and previous job roles, evidence of recognised competencies, and a demonstrable commitment to continuing professional development (CPD). Vertical progression could be formally endorsed by a process of professional registration, discussed below (see sections 4.0 and 5.0), and supported by the relevant qualifications proposed through the QCF and the Competency Framework for the AACS. 3.15 It is suggested that horizontal progression is determined by a combination of evidence of recognised competencies and a demonstrable commitment to continuing professional development (CPD). The recognition of horizontal progression would draw upon mechanisms existing â&#x20AC;&#x2DC;in-houseâ&#x20AC;&#x2122; within provider organisations including: recorded self-evaluation; recorded reflective learning; mentoring and reviews by peers and/or supervisors. The proposed Competency Framework for the aacs will provide an important structure to record and recognise horizontal progression, as well as supporting vertical progression. At this stage, it is recommended that the final AACS Competency Framework is overlaid on top of the horizontal column and three tiers of the Career Progression Framework. Use of technology will help facilitate this process to present the competencies in a grid format. Job titles and roles 3.16 Lifelong Learning UK has produced an occupational map of the careers sector. The contents could be embedded within an interactive tool to help individuals identify job titles and short descriptors to inform and support individualsâ&#x20AC;&#x2122; career progression pathways. In the absence of up-to-date National Occupational Standards for Advice and Guidance, it is recommended that job titles and short descriptors specifically include competency requirements. Examples of these can be embedded within the Career Progression Framework illustrated between the vertical and horizontal columns.

Case studies 10

3.16 Some examples of relevant case studies which reflect differing contexts, job roles and circumstances in which individuals operate are illustrated in section 4 below.

4.0

The Career Progression Framework

Horizontal progression â&#x20AC;&#x201C; expanding duties, competencies & CPD

Vertical progression â&#x20AC;&#x201C; qualifications, job roles, competencies & CPD

Professional

Para-professional

Foundation

Within the Qualifications Framework there are three proposed qualifications directly relevant to the AACS: Level 3 Award: Supporting clients to overcome barriers to learning and work; Level 4 Diploma: Career Information and Advice; and Level 6 Diploma: Career Guidance and Development. The level 4 and 6 awards each contain six management-related units which are part of the suite of optional units available. Note: The diagram above has been designed to ensure tier alignment with the three proposed qualifications directly relevant to the aacs workforce development plans, as well as other higher level career progression qualifications and routes that extend up to and beyond PhD level. For example, the professional level above would be associated with a Level 6 qualification or above. The final presentation of this diagram can be further refined and enhanced within a proposed interactive online system.

4.1

Case studies

Case study A Jobcentre Plus Robert graduated last year with a 2:2 in psychology and could not secure a job therefore registered with Jobcentre Plus. He received support in researching jobs and identifying suitable vacancies. Centre staff were impressed with Robert and encouraged him to apply for a job at the centre. Robert was successful in his application and has worked at his local centre for 6 months, mainly carrying out administrative duties and some front desk work. He has become more interested in working as an adviser and has been speaking with one of the Jobcentre Plus Advisers about the entry requirements. During his last appraisal he spoke with his supervisor about work-shadowing one of the Advisers and taking an NVQ 3 in Advice and Guidance. He has already attended one day courses in communication, equal opportunities and dealing with confrontation.

Connection to career progression framework Robert could use the career progression framework to help him identify aspects of his degree which he could use towards gaining his NVQ and which would be relevant to the new role he wants as a JobcentrePlus Adviser. The framework could also help Robert to plan his longer-term career aspirations within the career guidance sector. Case study B Information Adviser â&#x20AC;&#x201C; volunteering community organisation Olenkaâ&#x20AC;&#x2122;s husband came to the UK from Poland a little over 2 years ago. One year later Olenka joined him along with their 3 children. Their youngest child started secondary school that same year, since then Olenka has been volunteering for 6 months in her local Polish Centre which provides a range of social and advice services. She liked how they helped her with accessing schools and healthcare when she first arrived in the UK. She already knew some English and undertook a short English as Second Language course upon arrival, which she was told about at the Polish Centre. She found the course helpful and enjoyed meeting the other students who started asking her for help because she was so friendly and had adjusted to the new culture so well. (contâ&#x20AC;&#x2122;d)

When the Polish Centre heard about this, they asked her if she would mind helping out a few hours a week. She agreed as she had appreciated all the help they had given her. She has found the experience of volunteering very rewarding and within a matter of weeks, clients started to ask specifically for her. She has now increased her hours volunteering at the Centre and would like to explore ways in which her role could be formalised.

Connection to career progression framework Olenka’s supervisor could use the career progression framework, and the emerging competences framework, to help draw up a job description in order to apply for funding and to formalise Olenka’s role. In addition, by being able to locate herslf within a recognised career progression framework, Olenka’s motivation and sense of purpose would be further enhanced. Case study C FE Student Services Sarah has been working in a call centre for an energy company for 4 years. She has been in a customer service role advising callers on the most suitable tariffs for their needs. She likes using her knowledge of the company’s products to help people optimise their energy requirements. In the last year, however, the role has changed. While there had always been some targets, this has now become a central focus of the role, and she feels she is not able to help customers in the way she would like. In order to lift her spirits she decided to take a course in Italian for her upcoming summer holiday in Italy. She hadn’t been to college since her teenage years and was nervous about taking the course. In addition, because she is partially-sighted she was a little concerned about how the course would be taught. In order to help address these concerns she phoned the college and spoke with the course tutor who directed her to the College Student Services. Following a successful experience on the Italian course, and being impressed with the support she received from Student Services, she returned to the college after her holiday looking for advice on a more academic course. She had a careers guidance interview and did career matching exercise during which advice work was highlighted. This has got her thinking about the possibility of working in the college student Services or a similar setting as an Adviser herself. She is looking forward to the challenge of developing her career in this new direction.

Connection to career progression framework Sarah and her careers adviser could use the career progression framework to help her plan her career path and draw up a list of courses which would allow her direct entry to various advisory roles in different settings. Case study D Private Practitioner Harpreet got 8 GCSEs at grade C and above, 3 A levels and went on to an Applied Psychology degree. Following this she took the Postgraduate Diploma in Career Guidance and worked in a careers advisory service for 3 years, mainly with adults seeking a career change. While she was considering her options, she thought about becoming a careers service manager but then attended a seminar on â&#x20AC;&#x2DC;coaching in the workplaceâ&#x20AC;&#x2122; and found this to be a close match for her existing skill-set. She took some coaching courses through CIPD and joined various networks for independent Coaches. Through a networking event, she met a Coach who had her own private practice and who was seeking to expand her business. Harpreet had been thinking about setting up independently but thought this was a good opportunity to learn from someone more experienced. They formed a professional partnership and she is now happy as a Coach, working primarily with managers in large organisations. She is acquiring qualifications in team building and psychological assessment tools such as Myers Briggs Type Indicator (MBTI).

Connection to career progression framework Harpreet could use the career progression framework to help her to pinpoint the levels of expertise she has developed in her previous work and how they can be transferred to the commercial sector. Being able to articulate her expertise within the context of a recognised career progression framework, would help in the production of marketing materials for the new company.

Case study E Higher Education practitioner Lin Yao returned to full-time work when her youngest child started secondary school, after being a full-time mum. Prior to starting her family, she had done mostly administrative roles in Insurance. While her children were growing up she also did some part-time retail work. As she started to look for work full-time work in administration, she registered with a recruitment agency. She was offered a temporary job in her local university in a reception and administration role in Student Services. She did well and the manager was pleased with her proactive approach to her work and her ease with students. She has been looking into the various jobs within Student Services and especially likes the idea of working in the careers service, as she thinks it will help her guide her own children in their career decision making. She has realised that it will take a number of years to qualify and has therefore opted for a role in the information side of the Service. She has spoken with the Information Manager about formal routes and short courses and is eager to start a course.

Connection to career progression framework Lin Yao could use the career progression framework to help review the various roles within university careers services, identify the role she wishes to aspire to and determine the quickest route to achieve this. Case study F Library Assistant/Signpost Adviser Lee is 60 years old and was a factory Foreman before he was made redundant. He has always loved books and has made extensive use of his local library for the last 30 years as he has lived in the same town. He has helped his children and now his grandchildren to acquire the same love of books through taking them to the library. Over the years, he has become well known and liked by the library staff. Lee wants to continue working and as he was discussing this with one of the library staff one day he was made aware of a part-time vacancy in the library. He successfully applied for the job and has now been been in post for 7 months. Lee has excellent rapport and familiarity with the library, the local area and a wide range of library visitors and users. As a consequence, Lee finds that he gets asked a lot of wide-ranging questions. Talking one day with the Head of Library, she asked Lee if he would like to take on a Signposter role. He asked her what would be involved, liked the sound of it and took up the role. (contâ&#x20AC;&#x2122;d) 15

He has just completed his induction training and is enjoying the contact with small groups involved in his new role and has signed up for training in: health and safety, customer service and manual handling. Connection to career progression framework The Library could use the career progression framework to help attract other volunteers, by showing how although Lee he did not have direct relevant experience a lot of his work and skills equip him to do this new role very well. In addition, the career progression framework would provide further positive feedback to Lee by enabling him to locate his past experiences and prior learning within his new-found vocation. Case study G

Expert practitioner Peter is in his early fifties and trained as a Careers Adviser soon after completing his degree in sociology 30 years ago. Initially he worked as a careers adviser in schools and then went on to work with unemployed young people for a few years; at this time he also became a Union Steward. He then went back to work in schools and during an office re-organisation, he was asked if he would work in a school for youngsters with moderate to severe learning difficulties and disabilities (LDD). This was a significant new challenge for Peter as his previous experience with youngsters with LDD had been limited and the challenge reinvigorated his passion for guidance work. While he found this new role demanding, he especially appreciated and was motivated by the positive feedback he received from the young peoplesâ&#x20AC;&#x2122; parents and the school, as it helped him realise he was making a real difference. With this new-found energy, Peter wanted to also make more of his role in the Union and thus became a Union Learning Adviser for his local branch. He has attended numerous specialist training courses and widened his network of contacts. He now formally supports careers service colleagues in their work with young people with LDD in local schools. This includes mentoring, delivering training and giving advice on specific issues. He likes what he does and plans to carry on in these roles.

Connection to career progression framework Peter could use the career progression framework to ensure he maintains his skillset at the required level. Also he could use it in his role as a Union Learning Adviser to help colleagues articulate and endorse the added value that new knowledge and skills in LDD matters would bring.

Case study H

Learning Adviser After John left school in 1984 he completed a BTEC Diploma in Business and Administration and spent some time working in various hotels as a waiter and then Assistant Grounds worker. He then spent some time travelling in Europe and working in a bar in Spain; he returned back to the UK and began his new employment in a national call centre, dealing with telephone enquiries. Having learnt the basic skills as an Information Adviser, he decided to save his money in order to go travelling again. After a year John returned home and in 1998 was re-instated in his previous role. After two further years as an Information Adviser he successfully applied for a job as a Learning Adviser, and has remained in this role ever since. John enjoys his role, and has even added to his qualifications by completing an NVQ 3 in Advice and Guidance which he has found to be very beneficial in his job. He has been married for four years and has two young daughters and describes himself as very content with life in general. Connection to career progression framework John could use the career progression framework to review his current skills and identify areas for continuing professional development, including the strengthening of his communication and telephone skills. Although John appears to be settled in the role of Learning Adviser, the career progression framework could help him focus on longer-term career development possibilities.

Case study I Nextstep adviser Alison left school at 16 having gained 3 GCE grade Cs in Religious Education, Home Economics and English. Her very first job involved working as a Care Assistant in a Local Authority Elderly Persons Home. Here she developed a strong interest in working with people. Aged 20 years old, she enrolled on a part-time European Computing Drivers License (ECDL) course where she developed new ICT skills. She then had a break in her career to have a family before returning to paid employment aged 42 at Dr Barnado’s as an Information Assistant. She really enjoyed giving out information and advice and working to support children and vulnerable adults. She had a 12-month temporary contract of employment so needed to start thinking and planning ahead for her next career move. (cont’d)

Alison also wanted to go to university but didn’t have the confidence to apply. She met with a local nextstep adviser to talk about career options and decided she wanted to become a careers adviser. She recognised that she needed to further her experience and qualifications. She obtained a job working in a private training company and was then sponsored to complete her NVQ 3 in Advice and Guidance. Alison spotted a job opportunity with nextstep in the East Midlands region and submitted her application. She also applied to study on a Qualification for Careers Guidance (QCG) programme at her local university and was accepted on the basis of her NVQ portfolio and prior learning/work experience. Alison recently won a National Careers Award in recognition of her excellence in practitioner research and development work. Connection to career progression framework Alison could use the career progression framework to help her apply for an additional pay reward in her organisation. She can show how the project that won the National Careers Award demonstrates how she works at a higher level than her current job description requires.

Note: Additional case studies can be added to extend the range of examples provided above. There is also scope to include video clips and quotes available from provider organisations, employees and professional associations (similar to good and interesting practice within the Skills for Health Career Progression Framework).

5.0

Further areas for discussion

5.1 Throughout the development process four fundamental questions have constantly emerged which have yet to be fully addressed: -

who pays for an interactive online ‘Career Progression Framework’ and associated CPD development work, similar to the Skills for Health Career Progression Framework? what will be the requirement for participation in a licence to practise or registration system and who will regulate/police this? what will be incentives and levers used to ensure increased diversity, participation, retention and continuing professional development in the careers sector workforce?; and who takes the lead role in overseeing the careers sector workforce development and implementation plans within and outside of the aacs?

Whilst it is outside of the remit of our work to begin to attempt to answer these fundamental questions, we have provided an overview of emergent issues to help crystallise discussions on the next steps for implementation. The similarities and differences between (i) a delivery staff registration scheme that will include industry best practice and e-learning approaches embedded within aacs; and (ii) licence to practise and/or professional registration within the careers sector in England are currently running parallel. LLUK has recently taken action to bring together the careers professional associations to explore more fully the issues and options available. This is a positive and beneficial development. Registration/Licence to Practise 5.2 An embedded system of professional registration is an important operational feature of the Career Guidance Career Progression Framework, in line with other allied sectors. Indeed, there was a clear signal from the consultation phase that this would be highly desirable. Without a system of registration with a recognised external body, or bodies, it would be difficult to endorse an individual’s professional status in relation to the proposed three vertical tiers with due formality and credibility. 5.3 Endorsing horizontal progression would be less problematic; i.e. service provider organisations could use a variety of existing ‘in-house’ CPD mechanisms, supported by the proposed aacs Competency Framework, to record and endorse experience and skills development. In an AACS context, the proposed national delivery registration scheme is likely to become mandatory linked to contract compliance with a record or ‘log’ of CPD participation and achievement rates.

5.4 The option of ‘licence to practise’ presents issues concerning the end-goal of a single licence to practise or multiple licences to practise specifically linked to products and services? The latter is fairly common in careers sector private practice arrangements. These issues should be discussed in more between careers professional associations and LLUK. Registration in an AACS context 5.5 The concept of a delivery staff registration scheme seems to be a fairly straightforward process that linked to contract compliance arrangements. However, the extent to which professional registration might be a mandatory requirement has yet to be determined. If a pre-requisite this would incur financial cost to either the individual and/or their employer. Of course, some individuals will be motivated to register by a sense of professional pride and by the many other personal and professional benefits related to signing up to a professional code of ethical conduct and practice and investment in professional development. The critical issue is whether or not professional registration will simply be left to individuals’ discretion? 5.6 There are two other important issues related to a voluntary system of professional registration that need to be discussed and clarified. Firstly, there is the need to agree which external body, or bodies, would provide the necessary regulation. Secondly, there is the issue of whether professional registration should be available in all three tiers within the proposed framework, or whether it should only be available at ‘para-professional’ and ‘professional’ tiers. It could be argued that professional registration at the foundation tier might be inappropriate for a variety of reasons, and that not making it available at this level might provide an added incentive for individuals to invest in CPD in order to progress their personal and professional development. Interactive online facilities 5.7 There is scope to examine, in more detail, the potential to take advantage of opportunities for developing interactive online facilities for individuals and employers that make explicit workforce development requirements, including continuing professional development, within and across the career information, advice and guidance services in England. The new aacs platform offers a vehicle to capture contract compliance data, including workforce participant, retention and achievements in continuing professional development. However, to what extent will the new AACS platform become the primary vehicle for embedding the Career Guidance Career Progression Framework for the adult careers sector in England? There is a strong argument for LLUK to also host an interactive online facility to inform and support capacity building within and across the careers sector in England. Should such an arrangement take place it will be essential to ensure strong linkage between this and the CWDC and TDA career progression and skills frameworks.

Practitioner and Managerial roles 5.8 As stated above, one of the proposed core principles of the framework is that it should be available to all individuals who provide career information, advice and guidance services delivered within and outside the AACS in England. It follows from this that the framework should be capable of accommodating both service practitioners (i.e. those individuals with essentially client- or customer-facing roles), and managers working within and outside the AACS (including those with ‘high level’ managerial and strategic planning roles). The inclusion of both customer-facing roles and supervisory/managerial is further supported by the following: •

some individuals with customer-facing roles will also have significant management responsibilities;

•

the relevant qualifications to be proposed through the QCF14 contain six management units (although these are in the minority and the qualifications are essentially practitioner-focussed);

•

the proposed Competency Framework for the AACS includes some ‘functional competencies’ that have links to leadership and management tasks, as well as ‘generic competencies’ that apply to all customer-facing roles.

5.9 If the Career Progression Framework were to focus exclusively on service practitioners, and did not accommodate managerial roles, the tendency might be to align the levels of vertical progression with, simply, the practitioner-focussed QCF qualifications at the exclusion of other achievements. Although there is a strong argument for supporting a Career Progression Framework that embraces both customer-facing roles and supervisory/managerial roles, it is suggested that the distinction between these two types of role merits further discussion.

6.0

Conclusion

6.1 LLUK has encouraged employers, the Children’s Workforce Development Council (CWDC), managers, practitioners, training providers, professional associations, further and higher education institutions and the research community to come together to find practical solutions to strengthen the ‘professionalisation’ of those working in career information, advice and guidance with adults in England. 6.2 The Career Progression Framework offers structure and content that can be built upon within an interactive online platform. The issue of which electronic

Refer to QCF levels outlined in page 13

platform(s) should be used requires further discussion between LLUK, DBIS and the new Skills Funding Agency. 6.3 Significant progress has been made, particularly in relation to aligning the new qualification credit framework levels with the suggested progression tiers within the Career Progression Framework. In addition, it is broadly accepted that the proposed AACS competency framework will be overlaid onto the horizontal career progression pathway, complemented by job titles and role descriptors. The next stage of development requires strategic decisions to be made on the relationship, if any, between AACS workforce development strategy and wider careers sector continuing professional development implementation plans. 6.4 The relation between LLUK, CWDC and TDA career progression and skills development framework could benefit from more detailed scrutiny which has not been possible due to differing timescales for completing the respective development work. It is encouraging to note that LLUK and CWDC are engaged in regular communication on this issue. 6.5 LLUK plans to host an April meeting that brings together careers professional associations in England to explore in more detail licence to practise and professional registration systems.

Appendix 1 List of organisations who were consulted and/or participated in the design and development of the Career Guidance Career Progression Framework. We would like to take this opportunity to formally thank individuals and organisations for sharing their ideas and opinions to help shape the development of a credible and robust ‘Career Progression Framework’. Seventy-one organisations kindly assisted with the initial and subsequent follow up consultation exercises. We are greatly indebted to them for their input and invaluable contributions. Aberdeen City Council ACEG Adult education in Gloucestershire AGCAS ALP Association of Colleges Boundary Partnership Bourneville College Careers South West Careers Wales North West Childrens’ Workforce Development Council CLD Trainer Colleges Wales Connexions Hub Service Connexions Northumberland Connexions Nottinghamshire Connexions South London Regional Unit Connexions South West Connexions Stockport Coventry University Careers Training Unit CXL Department of Business, Innovation and Skills Ealing, Hammersmith and West London College East Berkshire College Future Pathways Future Skills Scotland Guided Skills Learning Guideline Career Services Hertfordshire Career Services

igen Institute for Learning Institute of Career Guidance Jacquelyn Day Associates Job Centre Plus Leap Ahead Learning and Skills Council Lincolnshire County Council LLUK London LSC London South Bank University Manchester City Council Management Standards Centre Museum, libraries and Archives Council NAEGA Newham Sixth Form College Next Steps West Midlands Next Steps Yorkshire NIACE Norfolk Guidance Services North Notts College North Notts Lifelong Partnership

iCeGS Skills for Justice Stevenson Ltd

Skills for Health UKCES UK Resource Centre for Women in Science, Engineering & Technology

Nottingham Trent University Open University Proskills Prospects Services Ltd Royal Forest of Dean College Sheffield Hallam University SKILL

Stockton County Council Stockport County Council Stoke College Suffolk County Council Suffolk Youth Connexions The Advice and NVQ Centre The Age and Employment Network The University of Derby TUC

UNISON University of East London University of Northampton University of Reading Warwick University West Lothian Council WV Lifelong Learning Network Wirral Metropolitan College

Produced for Lifelong Learning UK by Dr Deirdre Hughes & Aminder Nijjar

24 Ref: CG/03 2010/02