Transcript Slide 1

Making a difference for individuals
and the economy
Careers Scotland’s research on the impact of
career guidance and development services
IS2007
Aviemore, Scotland
Vivienne Brown
Why measure impact?
 does careers guidance and development have an impact? How do we
know?
 can we articulate the impact of career guidance and development for
individuals and specific projects and at higher policy or national levels?
 can impact determine what contribution career guidance and development
can make in key policy areas i.e. economic, social and education?
 can impact evidence influence policy from an improved position of
knowledge?
 can we create a value for career guidance?
Measuring Impact – first steps towards a
conceptual impact model
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undertook desk research using the available literature on impact of career guidance
and development to date, in the UK and beyond

created a set of hypotheses, with potential outcomes, based on the data review
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identified the degree of availability of evidence using a traffic light system

available evidence was used to estimate the likely effects of career guidance for
each inferential statement

we applied a GVA/GDP model of calculation to create an impact value

hypotheses also indicated potential topics for future research
Research Study Outcomes
 increased knowledge of the impact and value of Careers Scotland based on
a developing Conceptual Impact Model
 advice on how better to articulate the impact and value of career guidance
from a variety of viewpoints for stakeholders, partners, managers, staff and
clients
 identification of gaps in evidence provides opportunity to develop a Careers
Scotland Research and Development strategy that can support future
impact measurement as part of other research and evaluation
 consideration of different approaches to widen the evidence base including
longitudinal tracking, and other research with partners
 build-in impact and value in all future research and evaluation
 advice on developing our performance management systems, to improve
our own data collection to measure impact
Hypotheses - the likely effects of career guidance on
inferential statements – Learning Goals
Outcomes
 greater access to learning and training
 greater participation in learning and training
 higher retention rates in education and training
 greater education and training attainment; and higher level skills
 improved motivation and hence attainment in education and training
Impacts
 higher wage levels through gaining higher qualifications
 increased entry rates through having a career focus
Hypotheses - the likely effects of career guidance on
inferential statements – Economic Goals
Outcomes
 higher levels of participation in employment
 lower levels of unemployment
 improved job tenure through increased motivation at work
 a more responsive and flexible workforce
 improvements in the employability of individuals
Impacts
 higher wage levels - a long run uplift in wages attributed to career
guidance
 improved productivity
Hypotheses – the likely effects of career guidance on
inferential statements - Social Goals
Outcomes
 increased confidence
 increased well being which contributes to health benefits for society
 reductions in crime and offending behaviour
 greater levels of social inclusion
Impacts
 reductions in lost earnings and lower productivity through “lost”
education and training
 reductions in social security, NHS and other public costs
Traffic light system
 satisfactory evidence: sufficient evidence to establish the link between
career guidance and stated outcomes - information available across a
number of sources with at least one element of robust empirical evidence
 partial evidence: incomplete evidence to establish the link between career
guidance and stated outcomes - info available across one or two sources
and for some stated outcomes, sources lacked empirical evidence
 little or no evidence - absence of empirical evidence with no source of
information directly and adequately addressing the link between career
guidance and stated outcomes
Applying a value – GDP/GVA calculations
Examples
 economic impact - increased workforce participation based on the
calculation of an employment differential attributed to career guidance
 learning impact - increased attainment levels associated with career
guidance and the resulting improved earnings associated with higher levels
of attainment
 social impact - costs avoided including the costs of unemployment
 GVA/GDP was calculated, using the evidence available, at more than 5
times Careers Scotland’s current annual budget - approximately £250m
Additional Findings – soft indicators
The evidence used to develop the hypotheses also showed that
career guidance and development:
 raises self-confidence and self-belief
 improves motivation, well-being and willingness to take calculated risks,
based on improved understanding of work and learning goals
 supports individuals to set career goals which in turn drives stronger
educational ambition and career aspiration
 often works best in the medium to longer term, and as part of a “package” of
support, especially for those from lower socio-economic backgrounds
 makes greatest impact on individuals with limited social ‘networks’,
irrespective of academic ability
 can demonstrate a longer term uplift in wages for those who have career
goals and undertaken progressive career development actions, thereby
contributing to a lifelong learning and career development culture
Key Messages
 impact has been partially evidenced; and given an interim value
 as additional evidence becomes available it is anticipated the value of
career guidance and development will increase exponentially
 need for investment in longitudinal tracking to elicit a clearer, bigger picture
of impact; and ultimately value
 most of the value has been calculated using the economic hypotheses –
imbalance in the evidence available
 as the gaps in impact evidence have been identified, particularly in relation
to the learning and social policy areas, that may affect policy decisions on
career guidance role in these policy goal areas
 career guidance and development is most effective when used as part of a
wider learning, training and personal development package.
 partners involvement in impact measurement is required to more fully
understand and articulate impact, which in turn may support better interagency working
Implications for Careers Scotland
 consider new questions and samples for existing longitudinal tracking
 find ways to improve attributability of positive client outcomes to career
guidance activity, including learning and skill development
 undertake an incremental research programme to strengthen evidence base
 articulate better the impact and value of career guidance and development
to stakeholders, partners staff and clients to create a more demand-led
approach
 work more with others to plan and undertake research