You are a career development practitioner who has, until recent years, been employed by the local careers service as it went through its many changes from local authority, to privatised service to Connexions. During that time you worked for several years in a large local community high school. While you were part of the careers service provided free of charge to the school, you had very little contact with the Head Teacher; interview schedules were organised by the CEIAG lead in the school and although service level agreements had been in place, they were negotiated between managers in your organisations and a member of SLT in school so you never felt that that was your responsibility. You were made redundant by the careers service and have now decided to go it alone as a self-employed Career Adviser. The school have chosen to employ you as they know and trust you. One day you were in the middle of interviewing a year 11 pupil when the door of the room opened and the Head Teacher walked in. She announced that she was going to sit in on the rest of the morning’s interviews “to see what the school is getting for its money”. You had already completed your contract with the client in which you had emphasised confidentiality and client-centeredness and had obtained the permission of the client to proceed under those conditions. You had one further interview scheduled for the morning so you allowed this to happen. You felt very uncomfortable with this but, without the infrastructure of an organisation around you, you did not know how to respond; when you were employed you would have taken the issue to your line manager who would have taken the responsibility of discussing and challenging this with the school.
Adapted from: CDI Professional Standard Committee (2017)
Reference the above case, discuss in 750 words what kind of a problem you are facing as a career development practitioner:
- Is it an organizational problem: there is a conflict between your expectations of what the school expects from you and your own expectations of how you will operate in the school as a self-employed practitioner?
- Or a professional problem: there is a conflict between your professional ethics particularly in relation to client confidentiality and trust as agreed with the client during contracting of the interview.
Propose actions that should be taken by the head teacher or school management to correct such practice/avoid such problem.
Hint (VERY IMPORTANT)
• To answer the query of this question, you need to define different types of accountability and different approaches that can be taken by a manager for better accountability practices.
• Reflect on the case and discuss accountability from the perspective of the career development practitioner. Alternatively, provide concrete actions to be taken by the head teacher or school management to improve such accountability practice.
ers of the public which allows for debate and discussion with a wide and diverse audience. As children are generally found to have greater confidence, knowledge, and interest in social media there is an opportunity here to involve the schoolgirl participants of the research. They could be involved in constructing an online Twitter poll based around the research results. Figure 1. Example of Twitter Poll This would engage users, particularly younger audiences and the general public and provide a good source of feedback. A limit of 140 characters can be restrictive in delivering research findings but polls along with links to articles, reports, blogs and journals can be used effectively. “Development Matters”, (Open University, 2014) based on John Oates research findings on child development shows how the making of a short film can reach wide audiences effectively. Niven et.al’s schoolgirls could be given the role of presenters discussing their opinions of PE. This could be distributed to educational practitioners, Sure Start centres, schools and policymakers. Evidence of other dissemination methods that have been carried out (booklets, journals, posters etc.) and signposting to relevant social media platforms could be included in the film. By self-producing, this method would not only be more cost effective than approaching TV channels but would also diminish any agendas that TV producers may have in how the film is represented. Potential disadvantages would be the involvement of the schoolgirls who may want to remain anonymous and feel uncomfortable about being filmed. There would also be issues surrounding the films viewing. Would beneficiaries find time to watch it and if it was viewed how would feedback be given? The use of visuals can also prove effective in the form of an infographic poster, a graphic representation of information and data from the research could be created presenting the findings in a quick and clear yet informative way. It could be entitled “What Kids Want From PE” and include the schoolgirl’s opinions as part of a fact list i.e. Better Facilities, More Variation, Decent Kit,etc. The poster would be circulated to practitioners, schools and parents. There is also the opportunity to publish the posters in journals, newspapers, trade magazines as well as posting on social media sites. In the context of impacting schools, parents and children research findings could be unveiled by way of a presentation or play. The children could be involved in creating a dramatic re-enactment that reflects the research. A scene that depicts a lack of PE equipment or the small changing rooms could be acted out. Small discussion groups between students, teachers and school authorities could also be organized debating the research results and considering ways of improvement. The use of a social environment would also engage audiences who could otherwise be oblivious to the research that has been undertaken. However, this does raise concerns that dissemination in a social setting could be>GET ANSWER