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Janis Stokes, [email protected]
Career Dimensions, Inc.
FOCUS 2 for FYE An Online Career & Education Planning
SystemEnhanced for FYE
www.careerdimensions.com
Copyright © 2012
FOCUS for FYE Online Career & Education PlanningFree Trial Accounts & Webinars
Janis Stokes, Vice President
603 526 8989
www.careerdimensions.com
[email protected] Dimensions, Inc.
P.O. Box 998, Center Harbor, NH 03226
Overview of Presentation
What is Career & Education Planning?
How does Career Planning Impact Student Success?
FOCUS for FYE Survey Results How can online career planning systems
be enhanced to support FYE career planning?
Using FOCUS for FYE New features in FOCUS 2 for FYE Foundation for your FYE Career Planning
Course
A lifelong process of exploration and planning of one’s career and educational goals compatible with one’s interests, values, talents, personality
and aspirations.
Orientation, Self Knowledge Discovery, Exploration,
Decision Making, Adaptation
What is Career & Education Planning?
NOCAREERGOALS
NOCAREERGOALS
NOMAJOR
(undeclared)
NOMAJOR
(undeclared)
NOPLAN
NOPLAN
Reality: 60% of Entering Freshmen
“I Have To Declare A Major?”
Facilitates more appropriate goal setting, academic decision making, and course selection which heightens commitment, and the probability of retention.John Gardner (1998, 2003) Nationally known for his work on improving the college freshman experience and raising student retention rates.
Increased motivation, improved academic achievement, increased retention, and less time to graduate. (Gillie, S. & Gillie-Isenhour, M., 2005)
Timely college degree attainment influenced by the interests / major congruence of students. (Allen, J. & Robbins, S., 2010)
Research Findings: Benefits of Career Planning
Student Benefits of Career PlanningGraduat
e on time Fewer
transfers &
switching of
majors
Satisfying &
fulfilling
college experie
nce
More goal
focused &
motivated
Higher academic achievem
ent
Cho
ices
20,000Occupation Choices
20,000Occupation Choices
Over 7,000 Majors & Study Programs
Over 7,000 Majors & Study Programs
TOO MUCH DATA TO HANDLE, MATCH, INTEGRATE, PERSONALIZE
Why Use a Computer Based Career Planning System (FOCUS 2 for FYE)?
SignificantSTUDENT ADVANTAGES
Self Directed Decision Making
Increased Self Reliance
Increased Career
Planning Maturity
& Self Efficacy
Private, Self Paced,
Enjoyable
Hughes and Karp’s (2004)
Why use a Computer Based Career Planning System (FOCUS 2 for FYE) in a FYE Course?
FOCUS 2 for FYE Meets Varying Levels of
Career Planning Maturity“I am completely unsure about my major and career and not sure how to begin the career planning process.”
“I am ready to make informed
decisions about my
education and career.”
“I have some ideas about
my major and career but I
need to learn more about the tools and resources.”
3 Levels of Career Planning Intervention
(Sampson, Reardon, Peterson, & Lenz, 2003)
Individual case-managed services (Low Readiness)
Systematic monitoring of the student’s progress.
Brief staff-assisted services (Moderate Readiness) Introduction to services (via workshops) with
assistance in selecting resources to be used.
Self-help services: (High Readiness) Self guided selection and use of career resources available in settings such as libraries or career services centers.
FOCUS 2 for FYE Reports: Available to Multiple College
ServicesFacilitates communication between FYE instructors, academic advisors & career counselors for ongoing support and follow up.
We conducted a survey to find out:
“How computer based career planning systems can be
enhanced to meet FYE needs?”
Thank You for Completing our Survey
FYE Survey by Career Dimensions
Yes!
Survey Results: Responses from 53 FYE Instructors & Directors
85 % Include career planning in FYE courses
< 25 % Of total course time devoted to career planning
56 % FYE Instructors have no formal training in career planning
66 % Use Computer Based Career Planning System
71% Introduction to Career Planning Process
77% Exploration of Majors
60% Exploration of Occupations
38% Students' Career Planning Readiness (career planning maturity, self efficacy, obstacles to decision making, etc.)
Survey Results: Topics Covered in FYE Courses
Tools to Identify At Risk Students & Low Career
Planning Readiness
Action Planning Tool
Tools to Measure Course Effectiveness and Learning
Outcomes
Survey Results : The Wish ListTop 3 Most Helpful Enhancements to
Computer Based Career Planning Systems
FOCUS 2 FOR FYE:ENHANCED TO SUPPORT
YOUR FYE CAREER PLANNING NEEDS
YOU ASKED, WE LISTENED.
FOCUS for FYE New Enhancements
Interests to Majors Feature
What Can I Do with a Major in? highlights majors congruent with the students’ interests
Action Plan
Course Planning Tool, Major and Career Objectives
Plan for Career Relevant Experiences: Internships, Study Abroad, Volunteer
Build and Identify Support Network and Contacts
Pre & Post Test for Career Readiness
Evaluative Feedback to Plan for Individual and Class Interventions
Measures Course Learning Outcomes, Identify Students at risk in Career & Education Planning
FYE Companion Workbook:
Orientation to career planning, Journaling & Career Development Activities
Instructor Training Webinars
Customized with your
college’s majors!
Unique: FOCUS for FYE
USE FOCUS FOR FYE AS THE FOUNDATION FOR YOUR FYE PROGRAM
Students Make Informed Career & Education Decisions
Multiple Administrators, Student Database Organized by
Groups
Unique: FOCUS for FYE
Seamless Access: Self registration from your Website
Logo, Colors, Tailored Main Menu, Your Majors
Pre/Post Test of Career Planning Readiness
Individual and Group Results1. Identifies Students with Low Career Planning
Readiness2. Used to plan for Individual and Group
Interventions3. Measures Course Learning Outcomes
Role of Self Efficacy in Career Planning
Low level of career skills confidence correlated with a high anxiety, correlated with low self-efficacy. (Abrahamson, 2008)
Parent support of affects student’s self efficacy in their career plans (Turner, S. & Laplan R. , 2002)
Ethnic minorities may perceive more career related barriers and have less self efficacy for overcoming these barriers. (Luzzo and McWhirter, 2001)
Indecisiveness can interfere with planning
Companion FYE Workbook
FOCUS for FYE
Workbook
• Orientation to career planning• Journaling • Career Development activities
Sample
ACTION PLAN JOURNALING
• Why is it important to revise your career plans throughout your life?
• What is the value of exploring alternative career possibilities?
• Reflect on the question, “Why am I in college?”
Career ReadinessCareer and Educational GoalsAcademic StrengthsYour AccomplishmentsYour Career Planning StatusYour Personal Development Needs
Self Assessment: Work Interest AssessmentLeisure Interest AssessmentSkills AssessmentPersonality AssessmentValues AssessmentCombine Your Results: See Your Top Career Choices
Your Personal PortfolioReview & Update Your Saved CareersReview & Update Your Saved MajorsReview & Print Your Portfolio
Explore the PossibilitiesSearch by NameSearch by IndustryWhat can I do with a major in...? Compare Two Occupations Side by Side
FOCUS for FYE Main Menu
Recommended Tools and WebsitesUpcoming Events, Job Board and Internship Opportunities Links
FOCUS for FYE is user friendly and guides the
student through the
career & education planning process. Create a Plan to Achieve Your Objectives
Your Action PlanReview and Print Your Action Plan
Career Readiness26
A good starting point: Students assess their involvement in career and education decision making..
A good starting point: Students assess their involvement in career and education decision making..
Career ReadinessCareer and Educational GoalsAcademic StrengthsYour AccomplishmentsYour Career Planning StatusYour Personal Development Needs
Self Assessment27
Five Self- Assessments available to students. Assessment results display occupations and majors at your college that match their profiles.
Five Self- Assessments available to students. Assessment results display occupations and majors at your college that match their profiles.
Self Assessments Work Interest Assessment (Holland Code)Leisure Interest AssessmentSkills AssessmentPersonality AssessmentValues Assessment
Narrow and Refine Your Results: See Your Top Career Choices
Customized w/ your college’s majors
Assessment Results matched to Majors & Occupations
Students explore and save majors and occupations that appeal to them.
Overview
ArcheologistArcheologists research the materials and records ofpast cultures, countries, tribes, and early prehistoric man in order to reconstruct and understand their origin and development. They excavate, analyze, classify and interpret artifacts and weapons to identify trends.
Graduates with a master's degree in archeology can qualify for a teaching position in two-year colleges, while a Ph.D. is usually the minimum requirement for most teaching positions in 4-year colleges. Training in statistics is essential for those who wish to find research positions in government agencies or in social science research institutes.
MENUOverviewJob DutiesSkillsValuesOutlookEarningsAdvancementInterest ProfileWorking ConditionsContact InfoAreas of Study
Save this occupation
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What Can I Do with a Major In…? Interests
Majors30Suggests majors that match students’ interests
Suggests majors that match students’ interests
Action Plan31 Course
Planner
Major and Career Objectives
Plans for Internships, Study Abroad, Volunteer
Contacts
Course Planner
Major and Career Objectives
Plans for Internships, Study Abroad, Volunteer
Contacts
Create an Action PlanBuild Your Action PlanReview & Print Your Action Plan
Your Career Portfolio:All results available online to Instructors32
FOCUS 2 saves all results, questions & preferences in “Your Career Portfolio”.
FOCUS 2 saves all results, questions & preferences in “Your Career Portfolio”.
Your Career PortfolioReview & Update Your Saved CareersReview & Update Your Saved MajorsReview & Print Your Portfolio
Recommended Tools and Websites
33
“Explore the Job Market” links students to job boards. National State Employer Type Specialty
“Explore the Job Market” links students to job boards. National State Employer Type Specialty
Recommended Tools and WebsitesUpcoming EventsExplore the Job MarketLinks to Helpful Websites
Instructor/Counselor WebsiteAccess to all Student Results by Course34
Monitor which components have been completed by users in specific groups
Instructor/Counselor Website Usage Reports by month, course, year
35
Instructor/Counselor Website Number of logins per student.
36
Users Login Report
Select date range of reportView number of users View number of logins for each user
Users Login Report
Select date range of reportView number of users View number of logins for each user
Instructor/Counselor Website Holland Code Report
37
Holland Code Report
View the interest trends of your students.
Holland Code Report
View the interest trends of your students.
University of Michigan: “most preferred, easiest to use, comprehensive, low cost”.
University of Michigan: “most preferred, easiest to use, comprehensive, low cost”.
American Psychological Association: “better than the more expensive systems”.
American Psychological Association: “better than the more expensive systems”.
National Association of Colleges & Employers: “one of most used systems”.
National Association of Colleges & Employers: “one of most used systems”.
The FOCUS Systems Reputation
USE FOCUS FOR FYE Foundation of your FYE Program Career Planning
Students Make Informed Career and Education Decisions
Bibliography
Allen, J. & Robbins, S. (2009) Effects of Academic Preparation, Motivation, and Interest-Major Congruence on First-Year Academic Performance and Timely Degree Attainment at Two- and Four-Year Institutions, Paper presented at 30th Annual Conference on the First-Year Experience. Retrieved from shttp://sc.edu/fye/events/presentation/annual/2011/files/CR-38.pdf
Allen, J. & Robbins, S. (2010) Enhancing College and Career Readiness and Success: The Role of Academic Behaviors Retrieved from http://www.act.org/engage/pdf/ENGAGE_Issue_Brief.pdf
Brown, S.D & Krane, N.E.R. (2000) Four (or Five) sessions and a cloud of dust: Old assumptions and new observations about career counseling. In S. D. Brown & R.W. Lent (Eds. ) Handbook of counseling psychology. 3rd ed., pp 740-766). NY : Wiley.
Cuseo, J. “Decided,” “Undecided,” and “In Transition”: Implications for Academic Advisement, Career Counseling, & Student RetentionRetrieved fromhttp://docs.google.com/viewer?a=v&q=cache:PuNJTNqyTpQJ:www.uwc.edu/administration/academic-affairs/esfy/cuseo/Decided%2520Undecided%2520and%2520In%2520Transition--Implications%2520for%2520Academic%2520Advisement%2520Career%2520Counseling%2520and%2520Student%2520Retention.doc+Wyckoff,+S.+C.+(1999).&hl=en&gl=us&pid=bl&srcid=ADGEEShvk4cdpn88TQkFVJm9d9ywpI2y2AbR-WzlvoC7SLZ3H-53WfxbPOoxnqZkenLEueak6-EmHd2Eb3yN9cRxRqm3_476qxUxCXdK6a-ly-9RddP6kE4D2dFUUQJvcAkFNhNYZzjz&sig=AHIEtbQkD7JgPHNYhppB9kUTH51OeSr7Wg
Gillie, S., & Gillie-Isenhour, M. (2005). The educational, social and economic value ofInformed and considered career planning. Career Resource Network Association. Retrieved from http://www.californiacareers.info/downloads/handouts/iccd_update_2005.pdf Hughes, K. L., & Karp, M. M. (2004, February). School-based career development: A synthesis of the literature. New York: Institute on Education and the Economy, Teachers College, Columbia University. Retrieved from http://www.tc.columbia.edu/iee/PAPERS/CareerDevelopment02_04.pdf
BibliographyLevitz, R., & Noel, L. (1989). Connecting student to the institution: Keys to retention and success. In M. L. Upcraft, J. N. Gardner, & Associates, The freshman year experience (pp. 65-81). San Francisco: Jossey-Bass. Minor, F. J., (1991). Field evaluation of a computer-based career planning system. Journal of Career Development, 18, 111-122. Sampson Jr, J. P., Peterson, G. W., Reardon, R. C., & Lenz, J. G. (2003). Designing Career Services to Cost-Effectively Meet Individual Needs, Florida State University, Tallahassee, Florida. Sampson Jr, J. P., , Peterson, G. W., Reardon, R. C., & Lenz, J. G. (2000). Using readiness assessment to improve career services: A cognitive information-processing approach. Career Development Quarterly, 49, 146-174. COPYRIGHT 2009 National Career Development Association.
Sampson, J. & Norris, D. (1997). An evaluation of the effectiveness of implementing. Computer-assisted career guidance. Journal of Career Planning & Adult Development, Spring, 75-86. Savickas, M. L. (1997). Career adaptability, an integrative construct for life-space theory. Career Development Quarterly, l 45. March 247-259. Super, D. E. (1983). Assessment in career guidance: Towards truly developmental counseling. .The Personnel and Guidance Journal, May, 555-562.
Super, D.E., Savickas, M. L. & Super, C. (1996). A life span, life space approach to career development In D. Brown, L. Brook, & Associates (Eds), Career choice and career development, 2nd ed., pp121-128, San Francisco, CA, Jossey-Bass.
Wyckoff, S. C. (1999). The academic advising process in higher education: History, research, and improvement. Recruitment & Retention in Higher Education, 13(1), pp. 1-3
National Resource Center, FYE and Students in Transition
http://sc.edu/fye/
Students in Transition: Research and Practice in Career Development, Paul A. Gore, Jr. and Louisa P. Carter, Editors, Year Published: 2011
Facilitating the Career Development of Students in Transition Paul A. Gore, Jr., EditorYear Published: 2005
Try FOCUS for FYEFree Trial Accounts and Webinars
Janis Stokes, Vice President
603 526 8989
www.careerdimensions.com
[email protected] Dimensions, Inc.
P.O. Box 998, Center Harbor, NH 03226
