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Case studies : Recognising and applying frameworks in practice
Spotting the approaches in practice - an annotated case study
- Phillip, aged 42 - his story
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Phillip had been made redundant after 26 years with the same company in the telecommunications industry. He had specialised in electronics and had experience in quality management. He is trying to cope with the impact of being made redundant and has been unsuccessful, so far, in finding a job.
The customer has a hearing difficulty. He is unsure about the direction he wants to take and realises that this is an opportunity to make changes in his life.
He is interested in occupational therapy and accountancy, but has researched entry requirements and come to the conclusion he does not have the resources necessary to fund this type of re-training. He's also beginning to think he's probably too old to start re-training.
The Frameworks in practice:
Applying the Differential approach...to the case of Phillip
If a differential framework was adopted by the practitioner working with Phillip, it’s likely that they would review training requirements and cost implications for the two occupational areas (therapy and accountancy) in which interest had been expressed, to check that he actually did have an accurate and sufficiently detailed understanding. Information about funding sources for re-training for adults would probably also be provided, in some form, by the practitioner. LMI would, typically, be provided by the practitioner (as ‘expert’) - either during the guidance interview, or alternatively it could be sent to the client soon afterwards. The practitioner would probably help Phillip interpret the implications of the information for this particular client.
If, during the guidance interview, alternative interests in jobs were explored, information about these jobs would, again, be provided directly by the practitioner.
A key assumption of this approach is that the provision of high quality information will bring about change(s) in the behaviour in the client. It will, in other words, be sufficient to motivate them to (in this example) pursue possibilities of funding from various sources. The practitioner is the ‘expert’, with the specialist knowledge of LMI, who must therefore be the judge of what LMI should be made available to clients and in what form.
Applying Developmental, Humanistic or Psychodynamic approaches
Practitioners adopting developmental, humanistic or psychodynamic frameworks to guide their practice would take a slightly different approach to labour market information for the guidance process. Whilst each of these three frameworks advocates quite distinctively different approaches for interacting with the client, all three are similar regarding the way in which they would ensure that any labour market information needed was made available t clients.
The key principle of these approaches would be to encourage and support the client to locate the LMI required themselves. This may involve helping the client identify sources of the information required (e.g. providing a website link or a reference materials which would contain the relevant data).
So for Phillip, a discussion about the financial implications of re-training would possibly lead to the practitioner helping him identify possible sources of funding, which would be researched outside the guidance interview.
However, with any of these three approaches, it may well be the case that the direction taken by the guidance interview did not require LMI. For example, an in-depth exploration of Phillip’s feelings related to the ageing process and its impact may dominate, with little (if any) in the way of LMI provision.
A key assumption in these approaches is that a desirable outcome from a guidance interview would be the empowerment of the client to act on behalf of themselves - both now and in the future. The interviewer acts as a ‘facilitator’, who helps signpost the client.
Social Learning, applied...to the case of Phillip
A social learning approach to giving relevant LMI to Phillip would emphasis the need to provide it in a form that allowed him to interact and learn from it. This will often involve the practitioner investing resources in modifying ‘raw’ LMI so that it meets the particular needs of clients.
For example, in this particular example, it may be the case that the practitioner had developed learning materials for adult clients that were relevant to re-training. The issue of financing re-training would be included. The client may be invited to engage with a work-sheet, outside the interview, and then return to discuss their learning with the practitioner. An alternative approach would be for the practitioner to offer group-work sessions to clients in situations where similar concerns were shared.
A key assumption here is that clients learn best from material with which they can interact. The practitioner assumes the role of ‘educator’.
Applying the Structuralist approach...to the case of Phillip
Adopting a structuralist approach to career guidance practice would involve the provision of high-quality, up-to-date LMI directly to Phillip. This may be delivered through, for example, a well-stocked careers library, or through a specialist website. Phillip may chose to access this information directly, without necessarily seeing the practitioner.
The approach does not regard the practitioner as pivotal in this process. The key priority is to ensure that clients have direct access to LMI.
Some more cases to consider...
- Stella, aged 33 (beauty therapist seeking career change)
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Stella left school with some B and C grades at GCSE and did various training courses and jobs immediately after leaving school. She went on to work for 12 years in a Further Education (FE) college doing admin work and holds an NVQ level 3 in administration.
Recently, she took voluntary redundancy, intending to use this opportunity to change career direction. Currently, she is doing beauty therapy work and also works as a door supervisor. She would like to work with excluded young people. Money is an issue.
- Ben, 18 (unemployed construction worker)
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This customer was 18 years old and had recently been made unemployed. He left school after gaining average GCSEs and has been in employment since then. He has, however, gained no further qualifications. He was previously employed in a warehouse unloading lorries and scanning packages for 6/7months, before having an argument with his supervisor which resulted in his leaving the job.
Much of the customer’s work experience has been in construction and he is keen to return to this type of work. He is presently considering brick-work courses and courses in plastering and carpentry are also attractive options.
Ben has some financial concerns as employment in the construction sector is low paid compared to warehouse work. He has no transport, which is limiting his ability to gain work in construction.
- Robin, 15 (thinking about nursing)
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Robin is still at secondary school, but is considering a career in Nursing. - what does he want to know and where can he find it?
Linked materials: Why might Robin bother with LMI? There is more material in the ‘getting back to basics’ section of module 1 to remind yourself of the sort of LMI that might be helpful for this individual.
- Jo, 27 (unemployed technician)
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Jo is an Electronic Engineering Technician who is having difficulty finding employment in her local area. What LMI might help Jo - is that all she needs to make a choice?
Linked materials: Why might Jo bother with LMI? There is more material in the ‘getting back to basics’ section of module 1 to remind yourself of the sort of LMI that might be helpful for this individual.
- Li, 42 (unemployed carpenter)
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Li is an unemployed carpenter who has heard that there is a major construction project starting in the area. What LMI might help Li - is that all she needs to make a choice?
Linked materials: Why might Li bother with LMI? There is more material in the ‘getting back to basics’ section of module 1 to remind yourself of the sort of LMI that might be helpful for this individual.
- Russell, 54 (prospective employer)
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Russell is an employer looking to establish a business in the area. What LMI might help Russell - is that all he needs to make a choice?
Linked materials: Why might Russell bother with LMI? There is more material in the ‘getting back to basics’ section of module 1 to remind yourself of the sort of LMI that might be helpful for this individual.
- Angelina, 37 pharmacist wanting to emigrate
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Angelina is a Pharmacist and wants to emigrate to Canada. What LMI might help Angelina - is that all she needs to make a choice?
Linked materials: Why might Angelina bother with LMI? There is more material in the ‘getting back to basics’ section of module 1 to remind yourself of the sort of LMI that might be helpful for this individual.
Frameworks for practice - learning from case studies
What do you make of the different approaches applied to Philip? Add your own ideas, reflections, comments and anecdotes here. How aware are you of your own 'framework for practice' when you are using LMI in IAG? What other things might influence how you use LMI?
NB - don't forget to also look at the related case studies under 'getting back to basics' case studies within the section on the nature of LMI. These consider what sorts of LMI clients and practitioners expect to access as part of an IAG process.
Last cached: 2008-05-09 12:11 PM