Almost all modern societies agree that career guidance and counselling should be offered based on... more Almost all modern societies agree that career guidance and counselling should be offered based on the needs of those who apply for the service. Thus, proper and timely application of needs assessment becomes an indispensable part of developing as well as evaluating career guidance and counselling interventions, programs or policies. However, it is argued that there is a lack of scientific exploration and justification towards understanding of needs and how they should be assessed. This leads to misinterpretation and an ambiguous understanding of needs in career guidance and counselling. This paper provides an overview of the conceptualisation of needs as well as needs assessment from neighbouring disciplines. A particular focus is on the incorporation of needs assessment in the area of career guidance and counselling.
Due to the scientifically and politically acknowledged desire for a holistic, systemic developmen... more Due to the scientifically and politically acknowledged desire for a holistic, systemic development of sustainable career guidance models in German schools involving the collaborative actions of numerous stakeholders, the purpose of this dissertation was to gain an understanding of how career guidance stakeholders in the context of one school, which was chosen as the primary case, perceive the development and planning of school-based career guidance. The study had a scientific aim to explore the perceived interest or stake which motivates each stakeholder to invest financial and other type of resources into career guidance development in the particular school, and ascertain the type of development techniques, strategies, and thinking modes the stakeholders use when contemplating their engagement in school-based career guidance development. The model of Six Critical Success Factors for systemic thinking (CSFs) by Kaufman was utilized as a normative framework of this study in order to ...
ABSTRACT By definition your needs assessment should assess needs, but how do you define them? Fur... more ABSTRACT By definition your needs assessment should assess needs, but how do you define them? Further, how do you operationalize that definition to measure needs? Do your partners and stakeholders also hold the same conceptual, and operational, definitions? Is there agreement that the project is only going to assess needs and not wants, assets, capacity, or solutions? Or are you really expected to assess all five? Each of these is an important consideration that can substantially influence the success of any needs assessment. In this chapter, the authors examine how definitions and use of the word need influence the design and implementation of an assessment, suggesting that the definition can shape the results of what is found.
Abstract
The purpose of this paper is to compare the Capability approach by Amartya Sen and Mart... more Abstract
The purpose of this paper is to compare the Capability approach by Amartya Sen and Martha Nussbaum with Kaufman‘s Needs Assessment model as two frameworks of analysis of focused on development of individuals, organizations and societies. The fact that both open system inquiry based needs assessment and justice for individuals seeking capability approach are two streams of thought going closely together is reflected in the international policy. Two major international organizations involved in facilitating human development – United Nations and the World Bank1 each have utilized the Capability approach and the Needs Assessment approach by Kaufman for creation of their normative evaluation and planning tools.
My central concern demonstrated in this paper is practical and pragmatic one. Unlike philosophy and ethics, which primarily is occupied with the analysis of what constitutes good life and how people should live, social sciences as empirical sciences are concerned primarily with improvement of peoples‘ lives through measurement and intervention modeling. Nevertheless, such measurements and designing of interventions are unavoidably related to the assumptions of value. Thus, my analyses of Capability approach and Needs assessment is done through the lens of social sciences, by comparing and contrasting valuable assumptions and concepts associated with the methodological problems of assessing and planning beings, doings and accomplishments of individuals or groups and by reviewing and comparing the logic as well as the function the two approaches might serve. Thus, the following questions were guiding this work: 1) what timeframe orientations do these two normative frameworks demonstrate? 2) do these two approaches encompass multidimensional (beyond individual) levels of analysis? 3) how do these two approaches address universal values?
I will begin my analysis with a brief interpretation of the Capability approach, since there is a well acknowledged need to distinguish between different ways in which Sen‘s ‗capability approach‘ can be, or has been understood and later proceed with answering the principal questions related to this paper. Finally, I will introduce a graphical illustration of how the capability approach and needs assessment model can be further combined and analyzed.
Key words: Capability approach, needs assessment, development, evaluation, planning.
There is a lack of unifying meaning in the definition and operationalization of terms “career” an... more There is a lack of unifying meaning in the definition and operationalization of terms “career” and “career success” (Gunz and Mayrhofer, 2011; Cesinger, 2011). Traditionally, value-neutral descriptive analyses and definitions dominate careers research. Using the scientific literature review as the main method, this article aims at uncovering normative, societal value aspects of career and career success by asking a question: What should a (societally) successful career be? Normative understanding of career and career success includes Mega level perspective: evaluating societal sustainability and other ethical issues related to career purpose and goals as well as to its actual realization in real life. While most people are engaged in doing labor, work or job, only a few have capability to become accomplished men and women. The operationalization of societally successful career includes questions not only related to what a person has achieved in life, but also what one has delivered or plans to deliver to the society. Thus, analysis of societal value aspect of career and career success additionally raises questions related to external support: social justice, equality and capability. In the present paper a new useful concept of “accomplishment” used by the Human Performance Improvement discipline, will be introduced.
Almost all modern societies agree that career guidance and counselling should be offered based on... more Almost all modern societies agree that career guidance and counselling should be offered based on the needs of those who apply for the service. Thus, proper and timely application of needs assessment becomes an indispensable part of developing as well as evaluating career guidance and counselling interventions, programs or policies. However, it is argued that there is a lack of scientific exploration and justification towards understanding of needs and how they should be assessed. This leads to misinterpretation and an ambiguous understanding of needs in career guidance and counselling. This paper provides an overview of the conceptualisation of needs as well as needs assessment from neighbouring disciplines. A particular focus is on the incorporation of needs assessment in the area of career guidance and counselling.
Due to the scientifically and politically acknowledged desire for a holistic, systemic developmen... more Due to the scientifically and politically acknowledged desire for a holistic, systemic development of sustainable career guidance models in German schools involving the collaborative actions of numerous stakeholders, the purpose of this dissertation was to gain an understanding of how career guidance stakeholders in the context of one school, which was chosen as the primary case, perceive the development and planning of school-based career guidance. The study had a scientific aim to explore the perceived interest or stake which motivates each stakeholder to invest financial and other type of resources into career guidance development in the particular school, and ascertain the type of development techniques, strategies, and thinking modes the stakeholders use when contemplating their engagement in school-based career guidance development. The model of Six Critical Success Factors for systemic thinking (CSFs) by Kaufman was utilized as a normative framework of this study in order to ...
ABSTRACT By definition your needs assessment should assess needs, but how do you define them? Fur... more ABSTRACT By definition your needs assessment should assess needs, but how do you define them? Further, how do you operationalize that definition to measure needs? Do your partners and stakeholders also hold the same conceptual, and operational, definitions? Is there agreement that the project is only going to assess needs and not wants, assets, capacity, or solutions? Or are you really expected to assess all five? Each of these is an important consideration that can substantially influence the success of any needs assessment. In this chapter, the authors examine how definitions and use of the word need influence the design and implementation of an assessment, suggesting that the definition can shape the results of what is found.
Abstract
The purpose of this paper is to compare the Capability approach by Amartya Sen and Mart... more Abstract
The purpose of this paper is to compare the Capability approach by Amartya Sen and Martha Nussbaum with Kaufman‘s Needs Assessment model as two frameworks of analysis of focused on development of individuals, organizations and societies. The fact that both open system inquiry based needs assessment and justice for individuals seeking capability approach are two streams of thought going closely together is reflected in the international policy. Two major international organizations involved in facilitating human development – United Nations and the World Bank1 each have utilized the Capability approach and the Needs Assessment approach by Kaufman for creation of their normative evaluation and planning tools.
My central concern demonstrated in this paper is practical and pragmatic one. Unlike philosophy and ethics, which primarily is occupied with the analysis of what constitutes good life and how people should live, social sciences as empirical sciences are concerned primarily with improvement of peoples‘ lives through measurement and intervention modeling. Nevertheless, such measurements and designing of interventions are unavoidably related to the assumptions of value. Thus, my analyses of Capability approach and Needs assessment is done through the lens of social sciences, by comparing and contrasting valuable assumptions and concepts associated with the methodological problems of assessing and planning beings, doings and accomplishments of individuals or groups and by reviewing and comparing the logic as well as the function the two approaches might serve. Thus, the following questions were guiding this work: 1) what timeframe orientations do these two normative frameworks demonstrate? 2) do these two approaches encompass multidimensional (beyond individual) levels of analysis? 3) how do these two approaches address universal values?
I will begin my analysis with a brief interpretation of the Capability approach, since there is a well acknowledged need to distinguish between different ways in which Sen‘s ‗capability approach‘ can be, or has been understood and later proceed with answering the principal questions related to this paper. Finally, I will introduce a graphical illustration of how the capability approach and needs assessment model can be further combined and analyzed.
Key words: Capability approach, needs assessment, development, evaluation, planning.
There is a lack of unifying meaning in the definition and operationalization of terms “career” an... more There is a lack of unifying meaning in the definition and operationalization of terms “career” and “career success” (Gunz and Mayrhofer, 2011; Cesinger, 2011). Traditionally, value-neutral descriptive analyses and definitions dominate careers research. Using the scientific literature review as the main method, this article aims at uncovering normative, societal value aspects of career and career success by asking a question: What should a (societally) successful career be? Normative understanding of career and career success includes Mega level perspective: evaluating societal sustainability and other ethical issues related to career purpose and goals as well as to its actual realization in real life. While most people are engaged in doing labor, work or job, only a few have capability to become accomplished men and women. The operationalization of societally successful career includes questions not only related to what a person has achieved in life, but also what one has delivered or plans to deliver to the society. Thus, analysis of societal value aspect of career and career success additionally raises questions related to external support: social justice, equality and capability. In the present paper a new useful concept of “accomplishment” used by the Human Performance Improvement discipline, will be introduced.
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Papers by Jolanta Kavalė
By definition your needs assessment should assess needs, but how do you define
them? Further, how do you operationalize that definition to measure needs? Do
your partners and stakeholders also hold the same conceptual, and operational,
definitions? Is there agreement that the project is only going to assess needs and
not wants, assets, capacity, or solutions? Or are you really expected to assess all
five? Each of these is an important consideration that can substantially influence
the success of any needs assessment. In this chapter, the authors examine how
definitions and use of the word need influence the design and implementation
of an assessment, suggesting that the definition can shape the results of what is
found. © Wiley Periodicals, Inc., and the American Evaluation Association.
By definition your needs assessment should assess needs, but how do you define
them? Further, how do you operationalize that definition to measure needs? Do
your partners and stakeholders also hold the same conceptual, and operational,
definitions? Is there agreement that the project is only going to assess needs and
not wants, assets, capacity, or solutions? Or are you really expected to assess all
five? Each of these is an important consideration that can substantially influence
the success of any needs assessment. In this chapter, the authors examine how
definitions and use of the word need influence the design and implementation
of an assessment, suggesting that the definition can shape the results of what is
found. © Wiley Periodicals, Inc., and the American Evaluation Association.
The purpose of this paper is to compare the Capability approach by Amartya Sen and Martha Nussbaum with Kaufman‘s Needs Assessment model as two frameworks of analysis of focused on development of individuals, organizations and societies. The fact that both open system inquiry based needs assessment and justice for individuals seeking capability approach are two streams of thought going closely together is reflected in the international policy. Two major international organizations involved in facilitating human development – United Nations and the World Bank1 each have utilized the Capability approach and the Needs Assessment approach by Kaufman for creation of their normative evaluation and planning tools.
My central concern demonstrated in this paper is practical and pragmatic one. Unlike philosophy and ethics, which primarily is occupied with the analysis of what constitutes good life and how people should live, social sciences as empirical sciences are concerned primarily with improvement of peoples‘ lives through measurement and intervention modeling. Nevertheless, such measurements and designing of interventions are unavoidably related to the assumptions of value. Thus, my analyses of Capability approach and Needs assessment is done through the lens of social sciences, by comparing and contrasting valuable assumptions and concepts associated with the methodological problems of assessing and planning beings, doings and accomplishments of individuals or groups and by reviewing and comparing the logic as well as the function the two approaches might serve. Thus, the following questions were guiding this work: 1) what timeframe orientations do these two normative frameworks demonstrate? 2) do these two approaches encompass multidimensional (beyond individual) levels of analysis? 3) how do these two approaches address universal values?
I will begin my analysis with a brief interpretation of the Capability approach, since there is a well acknowledged need to distinguish between different ways in which Sen‘s ‗capability approach‘ can be, or has been understood and later proceed with answering the principal questions related to this paper. Finally, I will introduce a graphical illustration of how the capability approach and needs assessment model can be further combined and analyzed.
Key words: Capability approach, needs assessment, development, evaluation, planning.
By definition your needs assessment should assess needs, but how do you define
them? Further, how do you operationalize that definition to measure needs? Do
your partners and stakeholders also hold the same conceptual, and operational,
definitions? Is there agreement that the project is only going to assess needs and
not wants, assets, capacity, or solutions? Or are you really expected to assess all
five? Each of these is an important consideration that can substantially influence
the success of any needs assessment. In this chapter, the authors examine how
definitions and use of the word need influence the design and implementation
of an assessment, suggesting that the definition can shape the results of what is
found. © Wiley Periodicals, Inc., and the American Evaluation Association.
By definition your needs assessment should assess needs, but how do you define
them? Further, how do you operationalize that definition to measure needs? Do
your partners and stakeholders also hold the same conceptual, and operational,
definitions? Is there agreement that the project is only going to assess needs and
not wants, assets, capacity, or solutions? Or are you really expected to assess all
five? Each of these is an important consideration that can substantially influence
the success of any needs assessment. In this chapter, the authors examine how
definitions and use of the word need influence the design and implementation
of an assessment, suggesting that the definition can shape the results of what is
found. © Wiley Periodicals, Inc., and the American Evaluation Association.
The purpose of this paper is to compare the Capability approach by Amartya Sen and Martha Nussbaum with Kaufman‘s Needs Assessment model as two frameworks of analysis of focused on development of individuals, organizations and societies. The fact that both open system inquiry based needs assessment and justice for individuals seeking capability approach are two streams of thought going closely together is reflected in the international policy. Two major international organizations involved in facilitating human development – United Nations and the World Bank1 each have utilized the Capability approach and the Needs Assessment approach by Kaufman for creation of their normative evaluation and planning tools.
My central concern demonstrated in this paper is practical and pragmatic one. Unlike philosophy and ethics, which primarily is occupied with the analysis of what constitutes good life and how people should live, social sciences as empirical sciences are concerned primarily with improvement of peoples‘ lives through measurement and intervention modeling. Nevertheless, such measurements and designing of interventions are unavoidably related to the assumptions of value. Thus, my analyses of Capability approach and Needs assessment is done through the lens of social sciences, by comparing and contrasting valuable assumptions and concepts associated with the methodological problems of assessing and planning beings, doings and accomplishments of individuals or groups and by reviewing and comparing the logic as well as the function the two approaches might serve. Thus, the following questions were guiding this work: 1) what timeframe orientations do these two normative frameworks demonstrate? 2) do these two approaches encompass multidimensional (beyond individual) levels of analysis? 3) how do these two approaches address universal values?
I will begin my analysis with a brief interpretation of the Capability approach, since there is a well acknowledged need to distinguish between different ways in which Sen‘s ‗capability approach‘ can be, or has been understood and later proceed with answering the principal questions related to this paper. Finally, I will introduce a graphical illustration of how the capability approach and needs assessment model can be further combined and analyzed.
Key words: Capability approach, needs assessment, development, evaluation, planning.