Unit 3: Organization of Guidance Programme

 Principles of organization
 Group guidance
 Individual inventory
 Information orientation service
 Placement services and
 Follow up services

Guidance Program is a system of services designed to improve the adjustment of every person for
whom it was organized. Guidance Program is not a merely a specialized service, but becomes an
integral part of the educational system. It is responsive to the student’s needs and recognizes the
student as an individual. It aims to personalize and humanize the education of the student. It is a
collaborative work of the three pillars of the educational system, namely, administration, instruction
and guidance.
BASIC PRINCIPLES OF ORGANIZATION:
The five ‘P’s of organizing guidance:
1. Personal: There should be adequate number of personnel or guidance worker with proper
qualification, training and up-to-date knowledge.
2. Programme Planning: Guidance programme must be based on proper planning. Planning
should be cooperative involving all concerned. There should be a committee with Principal as
the President, counsellor as the Secretary and all teachers as members.
3. Proper Budgeting: there should be proper budgeting of time and money; care should be
taken to see that funds provided for guidance is not diverted.
4. Physical facilities: there should be rooms permitting privacy, space for keeping records and
workers to work, occupational information room, facilities for psychological testing, reading
etc.
5. Public support: Local public and other organizations should be involved in the programme
of school guidance.
Besides these five P’s following principles are also important:
 It should be based upon the goals/aims of the program.

 Guidance should be a continuous programme.

 It should be a holistic programme.

 It must be reflective of the school’s vision/mission providing a favourable situation for its
wise implementation.
 It should be based on adequate educational, occupational and client information.
  It has to be well prepared to meet the needs of the clients. In the needs analysis survey, the
community, the parents, the students and the teachers should be involved.
 Authority and line of responsibility must be clearly defined using an organizational structure.

 A clear definition of the job description of the all staff must be included the structure.

GROUP GUIDANCE:
In group guidance, a number of people are guided simultaneously.
However, group guidance does not mean guiding the group.
Though, in the group guidance technique a complete group of individuals are guided,
it is intended to help the individual members of the group to solve their own problems.
The group is comprised of individuals facing more or less same problems. It
economises upon time and money.
According to Frank Parsons: Group guidance is considered to be an approach aimed
at providing helpful personal emotional or occupational and vocational information to groups
of individuals.
According to Crow and Crow: Guidance in group situations usually is thought of as
referring to those guidance services that are made available by school personnel to large or
small group of people.
According to Jones: Group guidance is any group enterprise or activity in which the
primary purpose is to assist each individual in the group to solve problems and to make his
adjustments.
Group guidance techniques:
 Informal discussions – done under able and skilful leaders
 Group reports – students are divided into groups having specific problems and later
these reports are presented in larger groups; they can help all others.
 Lectures – by experts in relevant fields
 Dramatics – problems are dramatized with students taking part as actors
 Question Box – A question box is placed, where students can drop their questions and
concerns that are later discussed in the group. It gives shy and retiring pupils an
opportunity to propose a question that is bothering him without revealing that it was
his question.
  The case conference – Problem faced by majority of the group is stated concretely by
way of a case. Each member of the group reviews his experience in a similar
situation.
Advantages of Group guidance:
 Economical and efficient
 Helps the normal student
 Helps in having more contacts with students
 Provide opportunity to discuss common problems
 Improve students’ attitude and behaviour
 Focus collective judgement on problems common to the group
 Develop wholesome and helpful awareness of unrecognized needs and problems of
the students

INDIVIDUAL INVENTORY: (Testing, student appraisal)

Individual inventory is a guidance service which provides the school, counsellor and
the teacher with information about a student / client,
This service systematically collects, evaluates and interprets data to identify the
characteristics and potential of every client or student.
Individual inventory usually collects the following types of data:
 General information (identification data)
 Family background
 Interests
 Achievements
 Personal social adjustments
Sources of data:
 School entrance interview or questionnaire
 Previous school history
 Standardized tests
 Information obtained from the student himself
 From non-standardized instruments
 Reports/observations of teachers, counsellors, psychologists etc.
NEED/PURPOSE of INDIVIDUAL INVENTORY:
 1. Helps students to:
a. Develop deeper, fuller self awareness and understanding
b. Create appropriate plans (educational, vocational or other)
2. Helps counsellors to:
a. Know the students better
b. Help students to develop self-awareness, self understanding and decision
making
c. Determine best option for the client
d. Helping significant others (parents/teachers etc) to understand the child/client
3. Helps parents to:
a. Understand their children better
b. Responding more sensibly to their children

INFORMATION ORIENTATION SERVICE:

Information is an essential part of guidance
Information is must to make better choices
Information helps in making better adjustments
Information is important to achieve optimum development for the student/client
Hence, information needs to be organized and utilized as a distinct guidance service.

PURPOSE/OBJECTIVES/NEEDS of information orientation service:

 To develop in the students a broad and realistic view of life’s opportunities and
problems at all levels or stages of life
 To create an awareness of the need and an active desire for accurate and valid
occupational, educational and personal social information
 To assist in learning the techniques of obtaining and interpreting information for self-
direction
 To promote attitudes and habits which will assist in the making of proper choices and
adequate adjustments
 To provide assistance in narrowing choices to specific activities which are appropriate
to aptitudes, abilities and interests

TYPES OF INFORMATION:
 1. Educational:-
a. prospectuses, Directories of various types of different educational institutions,
b. books, brochures on scholarships and loans
c. books, pamphlets, brochures, leaflets on developing study skills
d. Illustrative materials as films, posters etc. regarding educational facilities
2. Occupational:-
a. Occupational abstracts, briefs and guides etc
b. Occupational files and dictionaries
c. Career information manuals
d. Illustrative material regarding different jobs etc
3. Personal social:-
a. Booklets for increasing self-understanding
b. Mental health material
c. Personal hygiene
d. Illustrative material regarding personal social adjustment

The above mentioned information should be suitably compiled and maintained and
made readily available to those who need them.
The information can be disseminated by counsellor, teacher, administrator, warden,
doctor etc.
A variety of group guidance techniques constitute the main media for implementing
the information service.

PLACEMENT SERVICES:
Placement is an integral part of guidance. Placement service means helping a person
to get an appropriate (educational or vocational) place according to his qualifications and
abilities.
According to H. B. English and A. C. English, “Ordinarily the term placement refers
to the assigning of a worker in the job for which he is judged best fitted. Fitness includes the
individual’s satisfaction as well as his abilities in relation to the job.”
According to Downing, “Placement is a service with the guidance programme
designed to assist the students in selection of suitable courses or curricula, extra-class
activities and part time or full time employment.”
NEEDS:
  Needed for proper educational placement
 Needed for proper vocational placement
 Needed for helping pupils to get proper job after completing education/training
 Needed to help institutions or organizations to get appropriate people/aspirants

Two main types or areas of placement:

a. Educational placement
b. Vocational placement

Two important considerations in placement:

a. Ability and interest of the client for the course or career
b. Satisfaction for the client derived out of the placement (i.e. course or career)

FOLLOW-UP SERVICE:

Follow up service is the systematic evaluation of guidance services and educational programs to find
out whether it succeeded in satisfying the needs of students.

It refers to the formal and systematic monitoring of the individual progress of students who have
undergone any guidance programme.

Follow up service refers to systematic evaluation of the effectiveness of the guidance program in
general and placement service in particular.

After a pupil has been guided and placed in an institution or occupation, the teacher for the counsellor
studies the progress of the pupil for a period of time.

This study provides feedback about the effectiveness of guidance program.

Even after getting suitable placement one may still need help in making adjustment to the new
environment.

Follow up is that review or systematic evaluation which is carried out to find out whether guidance
service in particular and educational programme in general satisfy the needs of the students.

The objectives or purposes of follow up services:

To see how to evaluate:

To what extent have the students been able to achieve according to their abilities and aptitude

To what extent curricular and Co curricular choices have been wise

How are the students adjusting with their jobs

To ascertain the changes in occupational interests of pupils and assisting them in making adjustments

To recognise and improve educational programs

Functions of follow-up services:

 Ensures contact and correspondence with the students after he or she leaves the school
 Helps to keep contacts with the employer and heads of other institutions
 Helps to collect information about the student after placement
 Provides feedback about effectiveness of the guidance programme
 Helps in modifying and improving guidance programme

Means or techniques to conduct follow up:

Follow up programme can be conducted in a number of ways:

 keeping a list of students who have received placement or other guidance service
 keeping in touch with the educational institution and organisation which has given
employment to the students
 collecting information from the students about his problems and difficulties relating to his
education, training and employment
 search information can be collected by personal contact (interview) with the student or
through mail questionnaire
 the employer or the head of the education or training institution can also be contacted for
collecting information about how the student was doing, what progress he has made, and what
difficulties he is facing
 the feedback received about the students help in modifying, improving and restructuring the
guidance programme.