A Changing Focus in Evaluation: Linking Process and Outline: ERIC Digest.

Autor/in	Hiebert, Bryan
Institution	ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC.; Canadian Guidance and Counselling Foundation, Ottawa (Ontario).
Titel	A Changing Focus in Evaluation: Linking Process and Outline: ERIC Digest.
Quelle	(1995), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Counseling; Career Development; Career Education; Career Guidance; Careers; Counseling Services; Counseling Techniques; Counselor Evaluation; Counselor Performance; Evaluation Criteria; Foreign Countries; Formative Evaluation; Program Evaluation; Program Improvement; Canada + Suchen Sie Ihr Suchwort? Berufsentwicklung; Arbeitslehre; Berufsorientierung; Career; Karriere; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Ausland; Programme evaluation; Programmevaluation; Kanada
Abstract	Career counselors continually evaluate their work. Unfortunately, the evidence used to gauge success often is usually not considered valuative, is not documented, and cannot be used to back up claims of successful counseling. This digest outlines a new approach to evaluation. Since client-need determines counseling intervention, evaluation models must accommodate this interplay between counselor and client and between process and outcome. One such evaluation model connects long-term global impacts of counseling (job satisfactions, employability and career maturity) with immediate outcomes, client engagement in the process, and the counselor's approach. A series of loops illustrate the interactive nature of the process. Conditions like process and outcome interact in a circular fashion and certain processes foster particular types of learning. Reciprocally, the types of client skill, knowledge, and attitude can be identified. This process allows for continual appraisal of client-change intervention. Likewise, the scope of evaluation must expand to include data that counselor and clients already collect on a regular basis, such as client self-monitoring data, homework data, goal attainment scaling, and other measures. Finally, evaluation models should assess the informal observations counselors and clients use to indicate whether or not they are on the right track. A diagram illustrates the interactive nature of counseling. (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC