What Is The Value Of Theory To Practitioners Of Guidance - Essay Example

What is the value of theory to practitioners of guidance The main aim of practitioners of guidance is to provide the client with a framework within which to identify their strengths, weaknesses and practically relate these to their goals and ambitions - both for their lives and careers. It is therefore very important for a practitioner of guidance to be well informed about both the individual perspective and the dynamics involved in each unique situation. A sound understanding of theory is of utmost importance to a practitioner of guidance towards developing such clarity of thought and processes. Theory provides structural pillars for defining the client's situation, around which the practitioner can give practical and actionable advice. Theory can be said to benefit the practitioner of guidance in the following ways: i. Helps them understand behaviour outside their own personal context It is very important for any practitioner who has taken on a counselling role, to disassociate from his/her own personal emotions, values and judgements. The guidance practitioner has to have complete objectivity in order to achieve a complete and unbiased understanding of the client's situation. Theories are the essential tool with which the practitioner as an individual can use to classify and understand the client's individual situation with objectivity. With the aid of theory a practitioner can be fair in evaluating a situation outside his/her personal context. The methodology and analysis leading out of theory provides great objectivity to the practice of guidance. ii. Gives a better understanding of how disparate personal histories influence decisions and choices Apart from helping the practitioner disassociate from the personal context, theory also helps the practitioner in developing an understanding of the various factors that impinge on the individual during the decision making process. These factors could be either articulated or benign. Theory helps the practitioner to correlate factors like social, economic and ethnic background and parental influences etc. to the personality of the individual and hence the decisions that he/she takes. By developing a more contextual fingerprint for each individual, with the help of theory, the practitioner is better equipped to provide more pertinent and workable guidance solutions. iii. Keeps them ethically and practically grounded Sound knowledge of theory gives the practitioner of guidance the requisite understanding of the ethical and practical implications of decisions. It is very important for a practitioner to be aware of these factors even if they are not immediately apparent, since the person in the guiding role has to take responsibility for the consequence of the actions and decisions of the client related to their careers or education. Theory is based on verifiable fact, which is why an understanding of it, gives the practitioner the adequate wherewithal to weigh the plausibility of decisions on both ethical and practical parameters. iv. Provides the foundations for a disciplined practice which is coherent and un-prejudiced All the above mentioned benefits of theory are instrumental in creating the foundation of a fair and effective guidance practice. With the framework of theory in place, a practitioner can involve himself/herself with greater integrity and objectivity towards solving the client's problems. Even though there are many theories of guidance it is important for the practitioner to crystallise his/ her viewpoint so that each individual case can be guided through predetermined, though not rigid, frameworks of the practitioner's understanding. Hence, it is impossible to ignore the importance of theory to practitioners of guidance. The only caveat that one should keep in mind is that theory should not be relegated to a cerebral level. Instead it is very important for practitioners to attune theories to the current requirements and dynamics of the community in particular, and the society as a whole. Offer an ethical and intellectual critique of occupational choice and entry theories Over the years there have been many theories which have been proposed to describe and understand occupational choice and entry. These theories can be classified into three main categories: Differentialism, Developmental and Opportunity Structure. Each of these categories focuses on different aspects of occupational choice and it would be fair to say that none of these viewpoints individually provides a comprehensive understanding of the underlying factors. Though, each of these theories has merits it is important for a practitioner of guidance to understand the limitations within each. Towards this end the following is a critique of the three basic theories of occupational choice from the viewpoint of a practitioner. Differentialism This theory is based on the premise that individual talents can be matched with job requirements to create a perfect fit, which is ostensibly beneficial for both the individual and the organization. The basis of this theory is the assumption that individual characteristics like aptitude, interests and personality can be measured and compared. The main drawback of this theory is that it restricts the individual to a description based on measurable parameters. It does not take into account the various other important facets of a person, for example superior relationship management abilities or community service habits, which may define a person better. Another significant drawback of the theory is that it takes an individual's measure at a point in time, which in a way ignores the development of a person's attitudes, beliefs and skills which is a continuous process. Ethically speaking, the differential method can be considered to be offensive because it restricts an individual's worth to what he/she can offer to the organization and not vice-versa. And also, because of its point in time nature, this theory denies the individual the benefit of a more dynamic career outlook. Developmental Theory In contrast to the Differentialism outlook, the developmental theory treats the individual as a dynamic organism with developing potentials in varied contexts. The various developmental theorists have charted the stages of an individual development in different ways. This view seems to indicate that though dynamic, an individual's development can be monitored and altered. And hence the appeal of this theory lies in its adaptive nature, which is more actionable for a practitioner of guidance. The main criticism of this theory is with reference to the underlying assumption that there is always a smooth progression between the stages of development in an individual's life. It also does not concur to the sudden jumps and troughs in an individual's career which may occur as a result of extraneous agents like economic or social upheavals like lay-offs, or even personal changes in circumstance, like a divorce or death in the family. The ethical concern with the theory also flows from the above. An individual's development cannot and should not be charted without the context of the social, economic, cultural and personal environment impinging on him/her. Another concern has to do with the assumption that an individual's development can be tinkered with towards better opportunities at occupation. Opportunity Structure Theory The opportunity structure theory is based on a sociological understanding of career development. It is bases its tenets on the inherent stratification of society as it stands. According to this theory opportunities for employment are immediately restricted for an individual by virtue of an individual's education, social background and proximity to occupations. The opportunity structure theory therefore in a way suggests that a guidance practitioner actually plays a placement role, because an individual's opportunities are pre-determined by factors beyond intervention. Even though this may seem a very limited scope approach to guidance, the theory actually offers a more realistic view of the constraints that many clients experience. However, this viewpoint neglects factors of human ambition and drive, which may actually lead an individual to move beyond circumstantial boundaries. Therefore, to restrict a guidance role to mere placement would be again denying the client the opportunity to endeavor beyond the pre-set boundaries of community, education and location. What is transition theory and how does it inform practice The transition theory was proposed by Ken Roberts as a departure from his earlier deterministic position on the opportunity structure theory. Roberts' postulates that with the growing occupational dynamism and uncertainty in the economic situations across social classes, the appetite for change and growth has increased among the younger people. Even though he maintains that attainment in compulsory education remains one of the main criteria which determines life chances, Roberts' states that the increased appetite for taking risks means that young people now are proactively increasing the scope of available opportunity. This major shift in attitudes as a result of greater mobility and macro-economic unpredictability forms the basis of the transition theory. The transition viewpoint translates into a more customized and dynamic approach towards guidance for practitioners. It is necessary for the guidance practitioner to understand that most young people now view uncertainty as the norm and hence are more pliable to looking at a wider range of options in careers. In order to give the person a fair view of all the opportunities available to him/her it is important to provide customized and recurrent guidance which takes into account measurable aptitudes as well as personal interests and goals. In this context, it is also necessary that the guidance process be started earlier on in the client's growth cycle, because this is important towards developing an early understanding of the range of career paths that can be taken later in life. This gives the client a chance not only to have an understanding of all the options available to him/her but also to explore these options for a while before committing to any of them. And also the earlier the guidance process starts the earlier the client can start developing or strengthening the skills and aptitude required for their chosen career path. What is rational career planning and how does it inform practice Rational career planning is a structured way of making informed and realistic career decisions. The main impetus of this approach is on helping an individual become completely aware of 'Self' and 'Opportunities available', in a career development context. This approach to career planning focuses a lot on making an individual understand and articulate what they want most from a career and how it fits into their lives. This is an understanding that most clients do not really have at a conscious level; at the most they can provide a vague list of desires and ambitions. Therefore, it is imperative for the guidance practitioner to take a very active role in helping the client answer these fundamental questions and get a sense of direction within the client's personal context. Based on the client's articulations, the practitioner can then help the client in short listing opportunities, approaching opportunity providers and providing guidance during selection. The rational career planning approach in this manner, leads the client step by step to career opportunities which are most likely to be befitting to his/her wants from life. The rational career planning process also helps an individual to identify how legitimate their understanding of an identified opportunity is. For example, an aspiring market researcher may assume that an opportunity as a research executive will offer an opportunity for intellectual growth. However, the work may in fact demand a more operational and administrative outlook. Therefore, there is a disparity between the client's perceptions of the opportunity and the legitimate ground reality. This formula for helping the client garner a comprehensive awareness of self and opportunities, leads to a high level of detail and clarity for both the client and the practitioner. For a practitioner of guidance the rational planning approach provides a very structured method of establishing the background for each individual's career plan. The initial steps in this method of planning are of utmost importance to establish exactly what importance career or work has in an individual's life. Prioritization at each level of questioning leads to a more concrete understanding of the levels and types of rewards that an individual would be seeking from a career. This structured crystallization of thought, later on eases the practitioner's way in finding a good career opportunity for the client. If initial steps are thoroughly followed, later the practitioner can indeed take on more of a placement role with adequate support from educational and other training outfits. Describe and justify the entitlements of individuals in respect of CEG. In a practitioner-client scenario, there are certain entitlements which should be ethically accorded to a client. For any guidance practice to be termed as fair it should ensure that their clients have the full privilege of their entitlements. The most basic entitlement that any guidance client has is access to a licensed practitioner. This is something that the client as a tax-payer has paid for and is entitled to. The other significant entitlement that a practitioner has to definitely commit to is to provide equal opportunity for accessing all services to all the clients regardless of gender, socio-economic background or disability. The various entitlements that a client is eligible for are described and justified in detail below: i. Unambiguous contract It is important for the client to have an unambiguous contract with the practitioner. The contract should list out in clear detail the services that the client is entitled to during the duration of counseling. The wording of the contract should be crystal clear with no room for doubt. An unambiguous contract acts as a guide in case of any disputes between the client and the practitioner during the length of their association. ii. Complete transparency of processes The client is obliged to know about the processes that he/she has to go through during the guidance sessions. There should be nothing hidden from the client. For example, if during the course of counseling the client has to take a personality inventory, he/she should be de-briefed after taking the test about the actual purpose of the test. Not only does this transparency of processes lead to fewer client disputes but also helps in keeping the client in tune with the progress the guidance programme is making. iii. Impartial information sharing The client has a right to be privy to all information which is related to him/her in the guidance context. Any data and inferences that may have been gathered by the practitioner should be shared with the client. Impartial information sharing ensures that the client knows exactly where the practitioner is coming from and on what facts and deductions any suggestions or directions have been based. iv. Non judgmental advice It is imperative for practitioners of guidance while dealing with a client to remove their own personal context from the situation. The practitioner's personal context may include prejudices and biases which should not in any case be connected to the client's own personal context. Since the client comes to a practitioner of guidance with to get objective appraisals, directions and advice, he/she is entitled to an absolutely unbiased and completely fair interaction with the guidance professional. v. Client can choose to ignore advice The client pays for the guidance service and is hence completely entitled to ignore any part or all of the advice that the practitioner may have provided. This is absolutely to the client's discretion and the practitioner cannot hold the client against such a choice. Define CEG and describe its essential components using examples from your own practice. The definition of Career Education and Guidance (CEG) has undergone a sea change over the years. Earlier careers were equated to jobs and career progression was assumed to be a necessarily hierarchical affair. Yet now, with the focus of career development moving back into the realm of an individual's prerogative, career education and guidance can now be defined as a dynamic tool which is actively involved at each stage of an individual's lifelong progression in learning and in work. In this changed context of CEG the essential components required for providing good and relevant guidance for careers and education would be geared to aid in the complete development of an individual towards the end result of making informed decisions regarding education and career. The components of a 'good' career education programme that have been outlined by the National Curriculum Council (1991) and Schools Curriculum Assessment Authority (1995) are: i. a taught programme of careers-related courses and activities ii. continuing guidance including careers guidance iii. accurate information including careers information iv. experience of work including work experience v. action planning and recording achievement. Personally, as a guidance counselor, the most important component of CEG for me is to act as an active dispenser of relevant career related information to the client. For this it is important to not only keep track of the client's current interests and skills but also of possibilities which could suit the client's temperament and requirements better. The next most important component would be to be amenable to redefining goals and making ongoing corrections to career plans in order to reach an ideal opportunity which is completely to the client's satisfaction. How might CEG be defended socially and economically There has been growing interest in CEG by the policy makers over the years because it plays a vital part in the society moving towards being more socially and economically just. By providing individuals equal opportunities the possibility of a more equitable and fair society is increased. We will now look at the social and economic imperatives of Career Education and Guidance separately. Social imperatives A very important function that CEG can play is to promote social inclusion, justice, equal opportunities and community citizenship. By focusing the structures and provisions of individuals' needs which are unique to their lives, CEG practitioners can utilize socio-cultural backgrounds as positive resources rather than impeding variables. By involving individuals in their own career development CEG practitioners can also promote more responsible and valuable citizens to society, capable of making choices which influence both self and community in positive ways. The other undeniably important role that CEG practitioners play is to ensure a level playing field for lesser advantaged groups like the differently abled, women, migrants etc. Economic imperatives An individual who has got good career and education guidance is more likely to achieve a higher level of educational and skill attainment. Which means that his/her career path is likely to take an economically higher trajectory than say, a lesser educated or accomplished individual. CEG plays an important role in fostering a more economically robust and accomplished community. CEG also plays a central role in guiding smooth transitions within both educational and career set-ups. This is something which addresses the issue of meeting the perceived skill needs of business in the long run. And easier management of transitions by individuals leads to a more effectively functioning, and therefore more economically productive society. How will the concepts you have learnt during this module affect the way you practice CEG The current programme has clearly defined for me the structural changes in actions and ways of work planning that I have to make in my work as a guidance professional. By getting an in-depth understanding of the various theories which back guidance practice, I can now begin to develop a superstructure of thought which will guide my guidance practice. Also, it will enable me and my team to use the tools and methodologies being used in the profession in more effective and influential ways, which will therefore be more useful for our clients. I would look at a two part action strategy for implementation of what I have learnt here to my own working space. The first part will focus on what we have to do within ourselves to better our skills as guidance practitioners. The second part would be to detail out what our objectives our as a group of responsible guidance practitioner. This exercise would help us become a stronger, more focused and ethical group. A part of the first step would be to brainstorm the various theories and perspectives which have been made available to us and bring them down to one comprehensive, unambiguous view-point on approaching guidance. Secondly it is also important for us as guidance practitioners to understand ourselves, our own goals and sources of job satisfaction. Hence we should all also individually go through a rational career planning process for ourselves so that all the members of the team can align themselves better in the context of the team and the team itself becomes more coherent and better functioning. In the second step, we will all sit together and attempt to get a consensus on what our goals and objectives are as a team towards the services that we provide to our clients. It will be important for us to take into account an outlook which is unbiased, individual-centric yet community focused, and ethical. We need to have an image of a group which provides equal opportunity. Therefore we will aim at charting out in ambiguous terms our commitments to the clients, our professional proficiencies and the extent to which resources will be utilized in service of the guidance processes. Our aim should be to develop a charter which is that of a socially responsible and productive group which is legally sound for both the client and for us. Finally, we need to implement this action strategy immediately since only then will it reap immediate benefits for our clients. The underlying understanding being that the client's satisfaction is the driver of our own satisfaction. Works Cited National Guidance Research Forum. Why Bother With Theory. http://www.guidance-research.org/EG/impprac/ImpP2/ImpP2ii/. 6 February 2007 Agorini, Vincent. Concepts of Guidance: Value of Theory for practitioners of guidance. http://www.contactpoint.ca/bulletins/v9-n3/v9-n3b.html. 6 February 2007 Scottish Policy Net. From school to training and work. http://www.scottishpolicynet.org.uk/scf/publications/paper_9/chapter1.shtml. 5 February 2007 Gothard, William. Careers Guidance in Context. 2001 Read More