client satisfaction performance

process improvement

outcomes: attitudes, informed decision making, tangible outcomes

awareness of other services provided by Career Services.

Helped you make decisions about training (83%).

Helped you make decisions about jobs (74%).

Increased your awareness of the range of career options and services that are available (85%).

Helped you work out the next steps in your career planning (82%).

Helped you recognise how these steps fit with your career plans for

the future (80%).

Helped you work towards achieving your career goals (80%).

Helped you make decisions about training (77%).

Helped you make decisions about jobs (85%).

Increased your awareness of the range of career options and services that are available (87%).

Helped you work out the next steps in your career planning (90%).

Helped you recognise how these steps fit with your career plans for the future (90%).

Helped you work towards achieving your career goals (87%).

Improved your ability to manage your career by yourself in the future (83%).

Helped you make decisions about training (70%).

Helped you make decisions about jobs (72%).

Increased your awareness of the range of career options and services that are available (84%).

Helped you work out the next steps in your career planning (73%).

Helped you make decisions about training (72%).

Helped you make decisions about jobs (78%).

Increased your awareness of the range of career options and services that are available (82%).

Made you think career information and planning is important.

Made you aware of the different options and services available.

98% of Māori or Pasifika workshop participants said that the career awareness workshop has made them think career information and career planning is important, as did 90% of Take off to Tertiary participants.

96% of Māori or Pasifika workshop participants indicated that the career awareness workshop has made them aware of the different career options and services available, as did 90% of Take off to Tertiary participants.

Increased awareness of the range of career options and services that are available.

Improved ability to direct others to career services that are relevant to them.

Helped you work out the next steps in your career planning (90%).

Improved your ability to manage your career by yourself in the future (83%).

Helped you work out the next steps in your career planning.

Television advertising is an important source for CareerPoint callers and online chatters.

Family/friends, word of mouth and WINZ/ACC are key sources for CareerCentre clients.

The key service aspects valued most by Career Service users across the services are:

Schools place a high value on the service provided by Career Services and desire more personal contact and proactive support.

CareerCentre clients are seeking more time with the consultant and follow-up after their session. As in 2005, there is the expectation among some CareerCentre clients that they would receive help with their actual job search.

CareerPoint callers value knowledgeable advisors and provision of detailed, up-to-date information.

Online Chatters place importance on the provision of detailed information and advice provided in a friendly and personal manner.

Cross-Service Trends, continued

Results for Pathfinder on performance outcome measures are not as favourable as for the other services and are less favourable than in 2005. User feedback suggests that Pathfinder can be enhanced by simplifying the site and making it easier for students to follow the flow and understand and also reducing the time it takes to work through the programme. Users also suggested more specific in-depth information and a larger variety of jobs/careers would be useful.

CareerPoint Performance

Outcomes: Attitudes, Informed Decision Making and Tangible Outcomes

CareerPoint contributes to the following outcome measure in the 2005-2006 Output Agreement:

75% of those who have received information and advice from Career Services used it as part of their training or vocational decision making process.

CareerPoint was assessed on the following six information and advice performance outcome sub-measures:

the future (80%).

The following chart details how the CareerPoint freephone service has performed on the six key performance outcome sub-measures mentioned above.

CareerPoint Performance, Continued

CareerPoint has been of most help to callers with increasing awareness about career options and services, increasing levels of understanding about career goals and interests, and making decisions about training.

CareerPoint Performance, Continued

Online Chat

While the online chat research is not included in the assessment of performance against Output Agreement outcome measures, the research indicates that this service has generally been helpful for chatters, although to a lesser extent than for CareerPoint callers.

The following chart shows online chatters' ratings for their sessions.

Callers' most common expectation in contacting CareerPoint was to obtain specific information and advice about training courses, followed by information about careers in general. Online chatters were also interested in information about careers in general but were also looking for information/advice about a specific job or industry.

Generally expectations were met, as this was what was most commonly covered in the sessions.

CareerPoint Performance, Continued

Callers and online chatters answered a series of questions about the information they received during their CareerPoint call.

Completeness of information provided

Referral to other organisations

Just under half of callers (48%) and just over half of online chatters (53%) were referred to another organisation. Typically they were referred to a polytechnic or university, although, online chatters were more likely to be referred to an Internet website.

Most callers and online chatters went on to contact the organisation/s to whom they were referred.

Overall usefulness of information provided

Most callers and online chatters are satisfied with the overall usefulness of the information provided. A total of 88% of callers and 68% of online chatters rated the overall information provided as extremely, very useful or useful.

Both of these figures are slightly lower than those recorded in 2005 (2005: callers, 93%; online chatters, 74%) but these differences are not statistically significant.

Those who were less satisfied with the overall usefulness of the information considered that they didn't have all the information they needed, the advisor lacked knowledge, or said they could find the same information themselves.

CareerPoint Performance, Continued

Callers and online chatters rated six aspects of the CareerPoint advisor's service delivery.

These included:

Callers to CareerPoint rated the advisor extremely highly on these aspects, with at least 87% satisfaction on all dimensions. Online chatters also gave advisors high ratings, with over 75% satisfaction on all dimensions excepting the advisors' willingness to find out more information (65%).

While CareerPoint callers were more likely than online chatters to be satisfied with the overall service they received, the majority of both audiences were satisfied. A total of 92% of callers and 80% of online chatters gave a rating of extremely, very satisfied or satisfied. Note that overall satisfaction levels are lower than those recorded in the 2005 survey but these differences are not statistically significant (cf.. 97% & 86% respectively for 2005).

Callers who were extremely or very satisfied were more likely to have received all the information they wanted from CareerPoint, used that information, and found it extremely useful.

One in three CareerPoint callers, and two in three online chatters suggested an improvement to the service they received.

Among callers who did make a suggestion, the key comments suggested related to:

Online chatters suggested advisors provide more detailed information and advice and be more friendly and personal.

CareerPoint Performance, Continued

Actions Taken

The incidence of taking any action following their contact with CareerPoint was similar among callers and online chatters (65% and 59% respectively).

Both callers and online chatters most commonly undertake further exploration or research about a job or career. However, callers are more likely than online chatters to have enrolled in a training course.

Intended actions

Reflecting their high level of satisfaction with the service, the majority of callers would use CareerPoint again in the future (93%), and would recommend the service to others (92%).

Just under half of online chatters (47%) would definitely use online chat again in the future, and a further 15% would consider using this service again. Just over half of online chatters (56%) would recommend the service to others, and a further 24% would consider recommending it.

CareerPoint Performance, Continued

Of the six CareerPoint performance outcome sub-measures, the target standard of 75% has been met for five of these measures.

For the outcome sub-measure `helping callers to make decisions about jobs', CareerPoint achieved a figure of 74% - just one percentage point short of the 75% target and up seven percentage points on 2005 (68%).

As highlighted in previous research CareerPoint callers have a greater focus on training and on general career information, as opposed to specific information about careers, jobs and industry. In 2006 Online Chat does appear to have met some information and advice needs in the more specific area of jobs and careers, however the small sample base makes it difficult to assess the overall impact of this service.

CareerCentre Performance

Performance against this target has been measured using the a total of seven performance outcome sub-measures:

The following chart details how the CareerCentre service has performed on a range of outcomes including the seven key performance outcome sub-measures.

CareerCentre Performance, continued

CareerCentre has met and exceeded its performance targets for all key performance outcome sub-measures in 2006:

CareerCentre Performance, continued

CareerCentre clients were asked whether or not they had done anything with the information they received at their session; 71% of clients have used the information in some way. This is consistent between clients who received career planning and those who received information and advice. Another 20% of clients plan to do something, while only 8% say they do not plan to do anything with the information received.

The majority of clients have used the information to do more research into job or career options or to actually apply for a job.

Over half of clients who used the information used it to gain more information about career options or a particular job/industry. About four in ten clients obtained more information on training or looked on the KiwiCareers website.

Approximately one in five clients did each of the following actions: enrolled in a course; obtained a job; had further contact with the CareerCentre; used Pathfinder.

CareerCentre clients who plan to do something with the information were asked what actions they are planning. Just over a quarter of those clients who are planning to use the information gained from their session, plan to apply for a job, and one in six clients plan to do more research into job options.

The 2006 CareerCentre evaluation indicates that users continue to have very high levels of satisfaction, and the sessions are producing positive results in terms of training and job outcomes and increasing self-confidence and motivation among clients.

When clients were asked to suggest improvements to the CareerCentre service, only one in three clients (36%) had a suggestion to make.

Suggestions that were made by clients to enhance the CareerCentre service include:

Longer Sessions

Some clients have expressed an interest in having longer sessions and more time with the CareerCentre consultant. Some clients felt their session was rushed.

CareerCentre Performance, continued

Clients are keen for follow-up contact from the consultant, to help keep the momentum going. Only 15% of CareerCentre clients mentioned they had stayed in touch with CareerCentre after their session. As clients' second greatest preference for receiving assistance is via a mix of face-to-face sessions with telephone follow-up, there is an opportunity to provide ongoing follow-up support via telephone.

Setting expectations

Some clients expect CareerCentre to be similar to a Job Centre, based on their suggestions for improvement. This is also indicated in the proportion of clients who had prior expectation that their session at CareerCentre would assist with actually searching for a job. Finding ways in which this could be clarified before the initial call, might help reduce any such disappointment with the CareerCentre session.

Marketing

Given that the main sources of awareness about CareerCentre mentioned by clients is family/friends, word of mouth and WINZ/ACC, suggests that there is potential to raise awareness of the service availability through further advertising and exploring other media avenues.

On the basis of their very positive experiences, clients see value in CareerCentres advertising their services more widely, so that potential clients know there is somewhere to go to get career planning help.

KiwiCareers and Pathfinder Performance

Continued on next page

KiwiCareers and Pathfinder Performance, continued

KiwiCareers and Pathfinder contribute to the following two outcome measures in the 2005-2006 Output Agreement:

Performance against these targets has been measured using the following four key performance outcome sub-measures:

The chart below shows how KiwiCareers and Pathfinder have performed on the four key performance outcome sub-measures.

KiwiCareers and Pathfinder Performance, continued

KiwiCareers and Pathfinder have achieved positive outcomes, with at least seven out of ten visitors saying the website has helped them with each outcome somewhat, a reasonable or a major amount.

KiwiCareers and Pathfinder reached four of the key performance outcome sub-measures, with:

The remaining key performance outcome sub-measures for KiwiCareers were close to reaching their targets (the shortfall being less than the margins of error for the samples):

The majority of visitors to KiwiCareers and Pathfinder expected to receive careers information and advice and/or career planning assistance.

Career-related information was being sought more often than training-related information (approximately 40% cf.. 20% looking for training info/advice)

Pathfinder users were more likely to be seeking career planning assistance than looking for information and advice.

Whether expectations were met

The majority of KiwiCareers visitors (81%) believe the website met their expectations somewhat, a reasonable or a major amount.

KiwiCareers and Pathfinder Performance, continued

An overwhelming majority of KiwiCareers visitors and Pathfinder users found the information on the site useful (89% and 86% respectively rated the usefulness of the website's information as good, very good, or excellent).

Nearly nine out of ten KiwiCareers visitors were planning to act on the information they had received. Among those who had also used Pathfinder, this figure was higher at almost ten out of ten (98%).

The most common intended action was further research.

Pathfinder use

Among those using the Pathfinder service Getting Career Ideas was considered the most useful section (by nearly two thirds of Pathfinder users). About Me, Sort Career Ideas and Get Ready were also considered useful.

Nearly two thirds of Pathfinder users said they would use the tool again.

Enhancing Pathfinder

Just under half of Pathfinder users were able to make a suggestion as to how this service could be improved, the most common improvements put forward were as follows:

Family/whānau and school careers advisors and teachers, are perceived to be key information sources regarding career planning. Indeed, most visitors to KiwiCareers heard about the website from their school careers advisor or teacher.

Awareness of other Career Services services was respectable with at least 70% of visitors aware of at least one other service and 43% having used another service.

As in last year's survey, website visitor's most preferred means of receiving career information and advice is talking with a consultant face-to-face, this was followed by the Internet in second place.

School Services Performance

School Services Performance, continued

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School Services Performance, continued

The following charts summarise performance on the two school services related key performance outcome measures as required under the 2005-2006 Output Agreement. Career Services has met its key performance outcome targets of 75 percent for school services:

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School Services Performance, continued

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School Services Performance, continued

Summaries follow for each service.

Professional development support of careers advisors is the most mentioned type of teacher support received, followed by written and presented information. Other forms of teacher support were less widely received.

These three types of support most widely received were also considered to be the three most helpful aspects of the professional development support that Career Services provides to schools.

Impacts and outcomes

The majority of respondents (82%) said that the professional development support they have received from Career Services has met their expectations to a major or a reasonable extent, while only a small proportion said their expectations were fulfilled only to a small extent or not at all.

Three in four respondents said the Professional Development support has improved their ability to plan and implement career programmes that equip students to make a successful transition to a major or a reasonable extent.

Improving professional development assistance

Only 48 out of the 134 respondents who have received professional development support made a suggestion for improving the service.

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School Services Performance, continued

The main theme emerging from suggestions of ways to improve the professional development support Career Services provides to schools is to increase the amount of personal contact with the individual schools, whether this be in the form of more one-on-one meetings or planning workshops/presentations. Career educators feel that in order to provide this type of service to them it is important for Career Services to see their situation and spend the time with them personally.

Written information is the most common type of school policy support received, followed closely by policy development and professional development of careers advisors. These three types of support were also considered the most helpful aspects of the policy support schools received from Career Services.

Planning assistance was received by a third of respondents, and about one in five respondents mentioned having received each of presented information and admin/reporting assistance.

Impacts and outcomes

The majority (82%) of respondents said that school policy support has met their needs and expectations to a major or a reasonable extent. Only 6% said their expectations were fulfilled only to a small extent and no-one said their expectations had not been met at all.

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School Services Performance, continued

70% said the school policy support has improved their ability to plan and implement career programmes that equip students to make a successful transition a major or reasonable amount.

Improving school policy support

The majority of respondents who received school policy support did not suggest any improvement to the service they receive, indicating a high level of satisfaction. Suggestions that were made mainly reflected a desire for more contact in terms of follow-up, and more time spent with schools.

Resource format preference

As in the previous two years, views regarding the importance of career guidance and occupation information that do not require Internet access remain mixed.

About half of respondents rated it as important to have a career planning programme that does not require Internet access, while half do not consider it to be important.

Access to non-Internet based occupational information is considered to be slightly more important than career planning information, with just over half (56%) of respondents stating this as either important or very important.

Respondents were asked about their interest in accessing resources, teaching notes and classroom materials in each of four ways. Interest is highest in accessing resources online via a website. This is significantly higher in 2006 than in 2005.

The next most preferred methods of access are paper based and video/DVD format. Interest in access to resources via CD-ROM is lower with one third of respondents saying they are extremely interested in this format.

Usage of CareerQuest in schools is higher in 2006 than in the 2005 survey (but the different sample composition in 2006 must be kept in mind, particularly the higher proportion of career advisors). Two thirds of respondents used CareerQuest for both occupational information and careers guidance.

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School Services Performance, continued

CareerQuest is being used in multiple ways within schools. The majority of users mention they use CareerQuest in one-on-one sessions, and/or provide access for students to use it themselves. CareerQuest is being used more in class groups and open evenings for parents in 2006 than was the case in 2005.

Although one in six users feel CareerQuest is suitable for all students, it is generally felt to be best suited to senior level students who are making decisions about careers rather than the junior students. Responses suggest that CareerQuest is being used with the lower level students to encourage thinking and exploration of ideas and with the higher-level students for more specific help with direction about their career and job options.

Perceptions of CareerQuest relative to other career guidance programmes have improved significantly since the 2005 measure.

Overall perceived superiority outweighs perceptions of inferiority, with 59% considering it better than other computer-aided career guidance programmes available and only 18% considering it not as good. About one in five rated it as being much the same as other programmes.

The main positive comments made about CareerQuest relative to other career guidance programmes are that it is user-friendly and easy to navigate even for junior level students. About one in five mentioned that the printouts are good. Some of the comments made suggest users of CareerQuest who have also used Pathfinder like the simplicity of CareerQuest. Some respondents commented that they find Pathfinder to be more complicated and less user-friendly than CareerQuest, and feel that CareerQuest is easier for the junior students to user than Pathfinder.

Impact and Outcomes

Respondents rated CareerQuest on five dimensions. Overall, CareerQuest is meeting the needs and expectations of schools and resulting in positive outcomes for career educators and students.

Continued on Next Page

School Services Performance, continued

CareerQuest is viewed by career educators as a very useful tool that provides a good starting point for career planning and encourages students to think about their career options. It is regarded as ideal for students who are struggling to identify career ideas and have no idea what their options are. However, some respondents commented that some of the career suggestions given are unlikely.

Improving CareerQuest

About four in ten users made a suggestion for improving CareerQuest. The main suggestions were to: improve the visual graphics; make it easier to understand. Some respondents commented that simplifying the graphics would increase the speed of the programme.

Six in ten career educators who have used The Real Game consider it best suited to year 10 students. However The Real Game is generally considered to have its place across the range from year 9 to year 12. The Real Game is considered ideal in a classroom situation and is being used by teachers in social studies and life skills classes and with senior students in employment transition /vocational modules.

Impact and outcomes

As in 2005, ratings were high in terms of having met both respondents' and students' needs and expectations.

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School Services Performance, continued

Results are favourable for the performance outcome measures.

Ratings are lower for having improved students' ability to make successful transitions than for the other dimensions.

Users of The Real Game consider it is an excellent resource that is easy to use and enjoyable for both students and teachers.

As in 2005, the time it takes to play The Real Game is the only limiting aspect mentioned as a potential barrier to use of the resource with students.

Improving The Real Game

The main suggestions for improvement that were made include:

Some respondents suggested there is too much photocopying and paperwork required.

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School Services Performance, continued

Users of Pathfinder feel it is more suitable for senior students - in years 12 and 13. Some career educators mentioned that Pathfinder is suitable for students who are mature enough to be able to work on their own either at school or at home. Schools tend to provide students with access to the Pathfinder tool so they can use it themselves or with support on a one-on-one basis. It is also used in class-size groups, but to a lesser extent (13% now compared with 27% in 2005).

Impact and outcomes

Results for Pathfinder on performance outcome measures are not as favourable as for the other services and are less favourable than in 2005. In particular, a significantly lower proportion of users are rating Pathfinder as having contributed `a major amount' across the five expected outcomes.

Results relating to students remain similar to 2005:

Pathfinder is perceived to be a very useful and easily accessible tool that works well for students who are mature and capable of working by themselves and appreciate the convenience of being able to use it at home. The main weaknesses identified by users are the time it takes to work through and the complexity of the programme.

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School Services Performance, continued

Improving Pathfinder

As in 2005, the main changes users are seeking for the Pathfinder tool is simplification of it in terms of making it easier for students to follow the flow and understand, and also reducing the time it takes to work through the programme.

Perceptions schools have in terms of satisfaction with interactions with Career Services staff and with the overall relationship with Career Services are very positive and significantly more favourable than in 2005. Again, the substantial changes in sample composition since 2005 may have affected these perceptions.

Few respondents rated their interactions with Career Services staff and their overall relationship negatively.

Impact and outcomes

Career Services' products and services have met the performance outcome targets:

The extent that Career Services overall is meeting schools' needs and contributing to outcomes is very favourable, and considerably more positive than in the 2005 survey (which had a lower proportion of careers advisors, and also intermediate and primary school).

School Services Performance, continued

Generally, career educators consider that information provided by Career Services is useful and up-to-date, the programmes and resources provided are excellent and that the Career Services staff are friendly and knowledgeable. Some respondents mentioned they would like more contact and time available for support with career education.

Respondents use a wide range of career resources with their students, on average just over seven resources were mentioned each.

Generally, usage of all career resources is higher in 2006 than in 2005.

KiwiCareers and CareerQuest remain the most widely used resources with students. Almost all respondents had used KiwiCareers with their students while just over three in four respondents have used CareerQuest.

Six out of ten respondents have used KiwiCareers Pathfinder with their students - this is significantly higher than in 2005.

Just under half of respondents have used The Real Game (a significant increase on 2005), and a quarter mentioned they have used CareerPoint with their students.

A variety of other resources and publications are also being widely used, such as Jobs by Interest, Career Kete, Planit workbooks, Options kit, etc.

Career information and educational resources are the most widely mentioned forms of assistance schools receive from Career Services, followed by professional support. Assistance with career development support for students and school policy are mentioned to a lesser extent.

Schools reported a range of ways they communicate with Career Services and all methods of contact were rated highly in terms of being extremely or very useful. One-to-one meetings, email and ordering resources via website or phone are considered the most useful forms of contact.

Phone contact with CareerPoint was rated slightly less positively than in the previous survey.

Group Participants: Māori and Pasifika

Group Participants: Māori and Pasifika, continued

The following section outlines Career Services outcomes based on the key performance outcome measures as required under the 2005-2006 Output Agreement:

In other sub-measures not specifically tied to the key performance outcome measures:

- 97% of attendees at a Māori hui or Pasifika fono/so'o rated Career Services as having made them think the subjects & learning you do at school are important to their future job, training or career somewhat, or to a reasonable or major amount

- 92% of attendees at a Māori hui or Pasifika fono/so'o rated Career Services as having made then value their cultural identity and the things they are good at somewhat, or to a reasonable or major amount

- 86% of attendees at a Māori hui or Pasifika fono/so'o rated Career Services as having helped them make decisions about tertiary education training somewhat, or to a reasonable or major amount

- 84% of attendees at a Māori hui or Pasifika fono/so'o rated Career Services as having helped them make decisions about jobs somewhat, or to a reasonable or major amount.

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Group Participants: Māori and Pasifika, continued

The research indicates that, overall, most students are very positive about their experiences at both the Senior and Junior Māori career awareness hui and the Senior and Junior Pasifika career awareness fono and so'o.

Expectations and information needs

Recommendation to others

Nearly all (99%) would or might recommend a career awareness workshop to other students in a similar position.

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Group Participants: Māori and Pasifika, continued

Improving the event

Over a quarter of the students feel that the career awareness workshop they attended was fine and needed no improvement. Others, however, made a number of suggestions, with the most common being that they would like to see the event extended to provide more detailed information (on training, courses, jobs and careers), and more group activities.

Most students (85%) say they have taken some action as a result of attending the workshop. A further 6% intend to take action in the future. This is a very positive result for Career Services, indicating that the majority of those attending workshops are inspired to either begin or continue planning their careers.

Attending a career awareness hui, fono or so'o has a positive impact on student attitudes, decision-making and behaviours.

Group Participants: Māori and Pasifika, continued

Sources of career planning information used

The most common sources of career planning information are informal (friends and family), and the second most common source is school (teachers and school careers advisors).

Career Services resources are not as commonly used.

Awareness of Career Services resources

Connection between awareness and use

Group Participants: Māori and Pasifika, continued

The performance evaluation for Māori and Pasifika career awareness workshops in 2006 indicates that Career Services are more than meeting their obligations to provide career information and advisory services to Māori and Pasifika students.

In addition to the formal performance measures outlined below, over nine out of ten attendees indicate that they are satisfied with their hui or fono/so'o, would recommend the workshop to other students and have already taken or plan to take further action as a result of attending the workshop.

As outlined in the Business Needs Assessment, the 2005-2006 Output Agreement requires that:

The research indicates that Career Services have met these key performance targets for this sample group:

There are, of course, still areas for improvement. In particular, Career Services needs to find a way of accommodating the needs of those students who are searching for more detailed information and advice that is more relevant to them.

In addition to this, there are also opportunities for Career Services to better promote use of resources such as KiwiCareers, CareerQuest and CareerPoint to potential students, to ensure that this target group is using Career Services resources to full potential.

Group Participants: Take off to Tertiary

Names for the survey came from consent forms completed at Take off to Tertiary events, whereby attendees indicated that they were willing to participate in a research study.

To encourage participation in the survey, all who completed the questionnaire were eligible for entry to a prize draw to win one of four prizes, each to the value of $50.

A total of 175 questionnaires were distributed and 33 completed questionnaires were received. This represents a response rate of 19%.

The profile of the sample was substantially different from last year's sample. Last year 74% were New Zealand citizens; this year only 42% were. Last year, 27% identified as Asian or “other”; this year, 72% identified as Asian or “other” (“other” ethnicities this year are primarily Middle Eastern, or African). These changes may underlie differences noted between 2005 results and 2006 results.

Group Participants: Take off to Tertiary, continued

The following section outlines Career Services outcomes based on the key performance outcome measures as required under the 2005-2006 Output Agreement:

In other sub-measures not specifically tied to the key performance outcome measures:

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Group Participants: Take off to Tertiary, continued

The research indicates that, overall, most students are positive about their Take off to Tertiary experience.

Expectations and Information needs

Recommendation to others

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Group Participants: Take off to Tertiary, continued

Improving the event

A third of respondents had no suggestions for improvement.

The most common suggestion is that there should be more information about university in general and different universities.

All students claim to have taken some action as a result of attending the event.

This is a very positive result for Career Services, indicating that the Take off to Tertiary events are very successful in inspiring participants to either begin or continue planning their careers.

Most students indicate that their levels of awareness and information regarding career planning have improved as a direct result of attending the Take off to Tertiary event.

The data shows that the greatest impact of these events is raising the awareness of and importance of career planning in the minds of students and improving their awareness and understanding of what services are available to them.

The impact the event has with regard to moving students into the career planning stage and making decisions is less, but higher than last year.

Group Participants: Take off to Tertiary, continued

While school (teachers; school career advisors) and family are again major sources of career planning information, for the first time a Career Services resource is numbered in the top sources.

Group Participants: Take off to Tertiary, continued

The performance evaluation for Take off to Tertiary events in 2006 indicates that Career Services are more than meeting their obligations to provide career information and advisory services to potential tertiary students.

In addition to the formal performance outcome measures outlined below, over nine out of ten attendees indicate that they are satisfied with their Take off to Tertiary experience, would recommend the event to other students and have/ will take further action as a result of attending the event.

As outlined in the Business Needs Assessment, the 2005-2006 Output Agreement requires that

The research indicates that Career Services have met these performance targets for this sample group.

There are, of course, still areas for improvement. One challenge is to find a balance between meeting the needs of information hungry students, without overwhelming some with too much information.

In addition to this, there are also opportunities for Career Services to better promote awareness of resources such as CareerQuest, CareerPoint, the Pathfinder program, and the online chat service to potential students, to ensure that this target group is using Career Services resources to full potential. CareerPoint and the online chat service also might benefit from a consideration of how to make these services more relevant or user-friendly.

Community Influencers

Sixty-two self completion questionnaires were distributed throughout April, May, and June 2006, along with an accompanying letter, to individuals who had participated in a Community Influencer Event and to parents who had participated in a PACE session.

Seventeen completed and valid questionnaires were returned by mid June, fifteen from community influencers and two from parents.

Community Influencers, continued

The evaluation provides performance measure information to meet Output Agreement obligations, and to provide input for service and product improvement.

Community Influencer events contribute to the following key performance outcome measure in the 2005-2006 Output Agreement:

Overall, community influencers are very satisfied with the Career Services event they attended. This is a similar response to that observed in previous surveys, indicating that high levels of satisfaction are being maintained.

Reasons for these high levels of satisfaction are:

Outcome achievements

Most of those attending have passed the information on to others, or intend to do so in the future. Many have used Career Services further. Nearly all would recommend the event to others in a similar role. There are two main areas in which some feel the events could be improved: more or improved digital media, and longer sessions.

As a result of attending the information sessions all influencers feel that their levels of awareness, information and ability to help others has improved.

More specifically:

Community Influencers, continued

Although limited by of the small sample sizes, the research suggests that Community Influencer events delivered by Career Services are effective; all those attending appear to be satisfied with the service, feel they learn something, and most have informed or intend to inform others of what they have learnt.

The high standards previously set for community influencer services have been maintained and indications are that they have improved since 2005.

As outlined in the Business Needs Assessment, the 2005-2006 Output Agreement requires that:

The research indicates that Career Services have met and exceeded this performance target for Community Influencer events. However, the sample size of 17 is clearly limited

Marketing: Information Sources, Service Awareness and Usage

CareerPoint callers: A variety of sources of awareness are mentioned by CareerPoint callers, the main one being television, followed by careers advisors and education providers.

Online chatters: Although online chatters mainly heard about Online Chat via the KiwiCareers website, other sources of awareness mentioned include careers advisors or consultants, family/ friends, and searching online.

CareerCentre clients: Family and friends were the main source of awareness for Career Centre clients, followed by WINZ/ACC.

KiwiCareers website visitors: KiwiCareers website visitors predominantly heard about the website from a school careers advisor or via word of mouth, i.e. family / friends.

Take off to Tertiary and Māori and Pasifika event participants: A school careers advisor was the dominant source of awareness among these groups.

The table overleaf lists the main sources, across the services.

Marketing: Information Sources, Service Awareness and Usage, continued

Sources of awareness of each service

Career- Online Career- Kiwi- Take off to Māori &

Point chat Centre Careers Tertiary Pasifika

Base: 153 34 280 169 33 185

% % % % % %

Direct sources

School careers advisor 6 12 6 44 79 78

Tertiary careers advisor 10 12 1 9 6 -

An event/expo 1 6 - 2 - -

Teacher - - - - 3 7

Other students - - - - - 2

CareerCentre consultant 1 12 2 8 3 -

KiwiCareers website 1 47 - - - -

CareerPoint contact centre - - - 4 - -

WINZ/ACC 8 6 14 3 - -

Media

Television 18 12 3 5 - -

Newspaper 5 3 3 2 - -

A brochure 1 6 3 12 6 -

Other

Word of mouth 3 6 15 10 - -

Family or friends 6 18 27 16 3 -

Yellow Pages/phone book 8 - 9 - - -

Browsing the Internet 5 12 2 10 - -

Link from other Internet

site - 3 2 13 - -

Pathfinder - 6 - - - -

Via search engine 3 18 2 8 - -

Employer - - - - 3 -

Employment agencies - - 1 - - -

Citizens Advice - - 1 - - -

Given a number to call 1 - - - - -

From a course I was doing - - 4 - - -

Te Mana 1 3 - - - -

Polytech 10 - - - - -

University/Massey 4 - - - - -

Mahiora 1 - - - - -

Own knowledge/ seen the

office - - 3 - - -

Other 11 - 6 4 3 3

Marketing: Information Sources, Service Awareness and Usage, continued

Awareness of other career services

Career- Online Career- Kiwi- ToTT Māori

Point chat Centre Careers & Pasifika

Base: 153 34 280 236 33 185

% % % % % %

CareerPoint na 41 35 24 55 68

CareerCentre 21 47 na 33 na 39

KiwiCareers 53 85 73 na 85 79

KiwiCareers Pathfinder 27 29 42 na 30 42

Take off to Tertiary 20 16 14 11 na 15

CareerQuest 16 29 29 28 27 43

Schools workshops 16 21 13 21 39 na

The Real Game na na na 12 12 8

Parent/community

events 11 12 10 na na na

Online chat service

on website na na na 27 na na

Jobs and Courses

Galore books na na na 13 na na

Jobs by Interest books na na na 14 na na

na = not asked

Marketing: Information Sources, Service Awareness and Usage, continued

Other career services used

Career- Online Career- Kiwi- ToTT Māori & School

Point chat Centre Careers Pasifika Services

Base: 153 34 280 236 33 185 150

% % % % % % %

CareerPoint na 86 13 8 21 33 24

CareerCentre 8 75 na 12 - 15 -

KiwiCareers 24 72 43 na 79 56 90

Kiwicareers Pathfinder 10 70 22 na 27 23 58

Take off to Tertiary 3 33 3 11 na 5 na

CareerQuest 5 60 18 17 21 26 73

Schools workshops 5 14 3 9 24 na na

The Real Game na - na 7 6 5 45

Parent/community

events 1 25 2 na na na na

Online chat/service

on website na na na na 9 na 77

Career Services CD

ROM or other

resource na na na na na na 39

Jobs & Courses

Galore books - - - 6 - - 62

Jobs By Interest books - - - 5 - - 68

Continued on next page

Sources of Awareness of Career Services

Other career planning sources used

Career- Online Career- Kiwi- Take off Māori &

Point chat Centre Careers to Tertiary Pasifika

Base: 153 34 280 236 33 185

% % % % % %

Internet 35 71 26 - 3 2

Newspapers 19 38 15 - - -

Brochures/newsletters/notices - - 2 - - -

Library/books 3 - 4 - - -

Yellow pages/phone book 3 - 2 - - -

Television 1 - 1 - - -

Radio - - 1 - - -

Workbridge - - 1 - - -

0800 Number - - - - - -

Career Expo - - - - - -

CareerCentre advisors 3 29 na 27 9 13

KiwiCareers website 2 32 1 na 61 34

CareerPoint advisor na na 2 14 6 -

CareerQuest - - - - - 2

Friends 7 35 9 50 - 66

Family/whānau 6 29 9 55 55 86

Word of mouth/networking 8 29 13 - - -

Networking - - 5 - - -

School careers advisor 1 9 1 30 58 64

Tertiary careers advisor 5 18 5 21 30 13

Teachers 2 18 3 36 67 66

Education providers/Universities

Polytech 6 - 4 - - -

WINZ 1 - 2 - - -

People working in the industry 12 - - - - 1

Kaumatua/church, etc/ 1 - 1 6 6 15

Other 8 - 10 6 - 2

Service Sample Profiles

Career- Online Career- Kiwi- ToTT Māori &

Point Chat Centre Careers Pasifika

Base: 153 34 280 236 33 185

% % % % % %

Gender

Male 22 21 36 25 21 26

Female 78 79 64 75 76 73

Age group

15 years or under 1 3 - 15 21 33

16 - 17 years 5 9 11 17 33 63

18 - 19 years 10 18 13 - 30 3

20 - 29 years 37 35 19 13 - -

30 - 39 years 30 12 19 12 - -

40 - 49 years 10 12 26 14 12 -

50 years or more 8 9 12 8 - -

Prefer not to say - - - 21 3 1

Ethnic groups identified with

New Zealander 28 44 29 68 9 28

Pakeha/European 37 24 46 27 9 17

European other 5 6 7 - 6 5

NZ Māori 20 9 16 20 6 52

Pasifika 7 9 3 11 - 49

Asian 10 15 5 4 45 3

Other 3 6 3 8 39 1

Citizenship status

New Zealand citizen 86 71 89 85 42 na

Permanent NZ resident 12 6 11 14 42 na

Recent migrant 1 3 - - 9 na

An intending migrant to NZ 1 12 - 1 3 na

Not answered - 9 - - 3 na

Continued on next page

Service Sample Profile, continued

Career- Online Career- Kiwi- ToTT Māori &

Point Chat Centre Careers Pasifika

Base: 153 34 280 236 33 185

% % % % % %

Employment status

School student 5 9 5 46 85 100

Tertiary student 7 9 9 14 3 na

Currently seeking work 5 15 11 10 3 na

Stay at home parent/

Caregiver 7 - 4 4 9 na

Homemaker 8 6 2 2 - na

Voluntary worker - - - 3 3 na

Self employed 8 9 4 1 - na

Employed part-time 16 15 26 19 6 na

Employed full-time 35 27 30 22 12 na

Retired 1 - - - - na

Unemployed 19 9 24 10 3 na

Prefer not to say - - - 1 3 na

Continued on next page

Service Sample Profiles, continued

Base 150

%

School type

Secondary 66

Composite 23

Other 11

School roll

Fewer than 200 students 7

200 to 499 students 29

500 - 999 students 30

1,000 to 1,999 students 26

2,000 students plus 5

Not answered 3

School decile rating

9/10 19

7/8 22

5/6 26

3/4 17

1/2 13

Not answered 3

Role

School careers advisor 68

Head of department 5

Teacher 11

Principal or deputy principal 9

Other 4

Not answered 3

Continued on next page

Service Sample Profiles, continued

Years of career advice experience

Less than one year 5

One up to 3 years 15

3 up to 5 years 13

5 up to 9 years 19

10 years or more 39

Not formally involved in careers advice 4

Not specified 4

Age group

Under 30 years 1

30 - 39 years 9

40 - 49 years 28

50 - 59 years 44

60 plus years 13

Not answered 5

Gender

Male 21

Female 75

Not answered 4

Area

Greater Auckland area 13

Another city (30,000 plus) 37

Medium sized town (10,000 - 29,999) 13

Small town (1,000 - 9,999) 22

Rural area (less than 1,000) 10

Don't know 4

Willing for details to be passed to Career Services

Yes 104

No 34

Not answered 12

Continued on next page

Service Sample Profiles, continued

Influencers

Base 17

No

Gender

Male 5

Female 12

Age group

Under 20 years 1

20-29 years 1

30-39 years 3

40-49 years 6

50-59 years 1

60 plus years 5

Ethnicity

New Zealander 8

New Zealand Māori 6

Pakeha/European 4

Not answered 1

Employment status

Secondary student 1

Tertiary student 2

Currently seeking work 1

Stay at home/caregiver 2

Homemaker 3

Voluntary worker 3

Employed part time 4

Employed full time 8

Retired 3

Not stated 1

Involvement in tertiary study

Polytech 1

Ministry training 1

None 15

Continued on next page

Service Sample Profiles, continued

Citizenship status

A New Zealand citizen 14

A permanent New Zealand resident 3

Region

Greater Auckland area -

Another large town or city (30,000 plus) 5

A medium size town (10,000-29,999) 2

A small town (1,000-9,999) 5

Rural area (under 1,000) 5

Appendix 1: Summary of Output Agreement Key Performance Measures and sub-measures for 2005 - 2006 Year