Decision Making Skills - What Strategies Young People Use?

Decision Making Skills- What Strategies Young People Use?

Carla George (Doctoral Researcher) University Of Warwick February 2019

Decision Making Skills- What Strategies Young People Use?

Abstract- The paper explores an overview how young people decide their career paths and what models are being used to support this and if they are provided with guidance. This will lead to further papers to be published on this.

Introduction Reading the enquire they describe why involve young people in the decision making using the following reasons: • • • • •

Maintaining rights and respect of others Improving relationships especially with employers and educational establishments.

Making them feel they are acknowledged and developing a sense of responsibilities.

Supporting their progression and developing their own personal values Developing confidence, communication and problem resolving skills.

Eriksson H, and Hogdin S describe that young people require guidance and support or simply to be told what do? Osipow S, describes decision making as choosing between alternatives, his focus is mainly on the problems of career decision making throughout their life and personal events. The big question are young people really been given the support needed to make the right decisions suitable? or are they just handed a bunch of materials to read in their own time without explanation?

Issues I explored a variety of cases where young people and children were asked by researchers on their opinions regarding support with their decision making. I selected this as an example this relates to choosing subject key stage L4 and the flexibility of making these choices.

Students were unable to choose their subject of choice due to limited options, they were advised not to take the course due to irrelevancy and avoiding failure. Other reasons not enough staff to cover the time table and late applications. Overall the students were disappointed, and it is difficult regarding organisational practice how to overcome these obstacles. The majority of learners 87% mentioned that they received relevant information regarding their courses on the other hand 25% mentioned they were inadequately informed about the content of the course. The report described further that the age ranges from 25 and above appeared to have a positive outtake and receive good information.

Further studies revealed that 12.6% did not consider their options into further education and vocational skills due to not having access to help and support.

Other factors include when trying to enter into pre-courses they failed to review the progression routes that could have implications when looking for further opportunities they could potentially take a course that may not add depth to pre-existing qualifications and look for opportunities that may not exist. Further feedback relates to personal circumstance such as travel, family, funding from employers and pressures of combining work and study.

Taken from the report (feedback) “Every individual needs different help and support, even where it looks as though they‟re all doing the same thing. For instance, let‟s say a sixth form college, which has offered principally A levels and academic study, even young people going into those will face a number of different barriers to learning and different needs, different understanding of what it is they‟re doing, and therefore will need different guidance...it‟s about their individual circumstances now.”

Learner’s motivation is influenced by what has been discussed above regarding their personal circumstances, and events that will allow them to make their decisions. It is important that the support is in place to overcome the barriers that will meet their requirements. I will further investigate this during my research and papers to be published.

Decision Models I want to review current models used to support learners with making the right choices to suit their requirements. Researchers have come across appropriate models used. I will be further exploring this through several pilot students in papers to be published.

Model 1- Reflective Practice Reflection Practice Reflective practice involves reflecting on an experience or event as a means of improvement and to engage in continuous learning. In my current job, we encourage our learners to utilise this throughout their apprenticeship to track progress and an opportunity for further support with their learning.

Retrospective reflection Retrospective reflection involves critical analysing of previous events and considering future improvements. You can question what different methods that could have been used to achieve higher than expected. It is effective to apply this refection method after an event has taken place. This will help you to understand the impact and be more objective and honest over things that may not have been considered at the time.

Reflection in action Reflection in action involves on the spot thinking and method of action. It can be challenging you may come across a situation that you have no prior knowledge in at times you should decide accordingly or use your knowledge to the best of your ability, that you may feel is best to sort the situation. The benefit of this you can solve the situation if it occurs without prolonging it.

Prospective reflection Prospective reflection allows you to analyse situations that are necessary and deciding how to improve a future situation before it occurs. To develop this best way is to have group discussions or meetings to discuss the current situation and plan how to avoid possible issues and how to tackle it straight away. This encourages early preparation, familiarity and satisfactory performance.

Model 2 (Behaviour) Behaviour is influenced by attitude and personal characteristics that achieves the desired outcome of their decision. They described further on how the behaviour is created by perceived behaviour control. Perceived behaviour control represents direct and indirect actions relating to performance this can be influenced by environmental factors and personal decisions.

Career decisions are assumed to be cognitive that follow the below themes: •

Matching a person to the appropriate career

•

Reduce educational non-achievements

•

Making the right decisions at the start of the career during the journey

CWDC report describes further examples based on this relating to building a rapport and establishing a respectful relationship with young people and third parties.

Developing the ability to adapt to different communication methods and being empathetic to those that may not communicate clearly or experience difficulty. It is essential to understand issues identified when trying to summarise their situations so that you can establish their likely impact and future transitions that may affect them.

Ensure they also understand they are aware and comfortable with asking for support and regularly keep in contact with them for updates on their progress.

Other studies carried out by Harren identified three decision making styles: rational, intuitive and dependant. The person will adopt a logical approach, develop a sense of recognition whether this is right or not and listen to others and decide whether this viable from friends, family or third party.

Summary Overall career decision is influenced by behaviour and attitude in order to adapt to a variety of events that will occur during one’s life span. It is important the right approach is established to ensure that the person’s requirements are met and ensure that you are empathetic with their situation. Reflecting on this I would like to pursue further research on this and how this affect apprenticeships.

References Ford G (2008) Understanding career decision-making and progression: Careership revisited The Fifth John Killeen Memorial Lecture, The Children and Young People’s Workforce (2007) Greenbank P (2010) Developing Decision-making Skills in Students: an active learning approach