____________________________________________________________________________________

Strategic Planning Self-Study- 2011

Career Services

Founders Hall, Bldg. 2 Suite 1100 904-620-2955

904-620-2690 (Fax) ____________________________________________________________________________________

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TABLE OF CONTENTS

SECTION 1: -Career Services Historical Background -Identify the values of the career center -Create a Vision Statement -Formulate a Mission Statement -S.W.O.T. Analysis SECTION 2: Conduct An Internal Review by Career Center Staff 1. Review of all career center programs, services, and resources 2. NACE Professional Standards for Colleges and Universities SECTION 3 Benchmark: What Are other comparative schools doing? SECTION 4 Identify Future Occupational Trends

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Career Services Historical Background

Date Significant Change to Services and Programs 1972 University of North Florida's Career planning and placement services were originally

established as Cooperative Education and Placement Services when the University of North Florida (UNF) opened in 1972. Since then, a number of structural and title changes have occurred. The original center was a multi-role operation housing career counseling, cooperative education, placement, training and all support services associated with the career field. Although there was no structural change, in the 1970's the office name was changed to the Career Planning Center. Then, with the development of new state positions for Directors, (i.e. Director of Career Development), the Center became the Center for Career Development.

1988 In 1988, a reorganization of academic support services took place whereby two departments, the Center for Career Development and the Counseling and Testing Center were reorganized. As a result, the Cooperative Education component was separated from the Career Development Center and the Testing component was separated from the Counseling and Testing Center to form a new unit called the Center for Experiential Learning and Institutional Testing.

1990 Then, for a brief period of time in the early 90's, the Center for Career Development was unitedwith the Personal Counseling Center. This new unit was called the Personal Counseling and Career Development Center. The joining of these two offices occurred because of the common connection between personal and career counselors (similar licenses and credentials),as well as the sharing of support staff (i.e., secretary). In the fall of 1997, the Career Development and the Personal Counseling components of the Center were separated and both became independent centers, the Career Development Center and the Counseling Center.

1999 In July 1999, A reorganization united two major units, the Career Development Center with the Center for Experiential Learning and the Institutional Testing as one unit: Career Services and Testing, under one director. An Assistant Director of Career Services and Testing and an Associate Director of Career Services and Testing, have been developed to assist in the direction of this new and larger center. The new model is the result of much planning and research on existing Career and Cooperative Education Centers in Florida and outside of Florida. It also reflects considerable strategic planning, utilizing the CAS Standards and Guidelines and feedback from constituents including students, alumni, faculty, administrators and employers.

2000 In February 2000, responsibility for the Testing Component was transferred to the Division of Academic Affairs. The name of the career center was shortened to Career Services. Career Services is a comprehensive career development center providing a wide range of career services, programs, and resources for all University of North Florida students with all majors.

July 2006 Coggin College of Business develops: Career Management Center, a satellite of Career Services located in the Coggin College of Business. Shannon Italia is hired as Manager to runthe new Center.

July 2010 The Career Management Center becomes an independent center and is no longer affiliated with the Division of Student Affairs and Career Services. New Center is now supported through Academic Affairs and the Coggin College of Business.

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DATE Significant Changes to Staffing, Services or Programming

July 1997 Rick Roberts assumes position of Director of Career Development Center Staff Members: Dr. Joe Camp, Career Coordinator, Vivian Senior, Career Coordinator, Sandy McCutcheon, Career Coordinator. Terri Parrish, JLD Coordinator. 3 Student Office Assistants

August 1997 Via invitation from College of Business Administration (COBA) Associate Dean, Jeff Michelman, Rick Roberts met with Dean Earle Traynham and Jeff to discuss relationship between Career Development Center and College of Business Administration (COBA).

September 1997

All major job fairs moved from Bldg 14 to UNF Arena to increase employer participation

October 1997

New Office Manager position added to CDC-- adding 1 FT USPS line Pat Callahan hired as Office Manager on October 17, 1997.

January 1998 Added new FT A&P Career Coordinator position (focus job search counseling) Norma Stice hired January 6, 1998. OPS Employer Relations Coordinator hired, Lawanna Gilliam. OPS Webmaster, Kelli Hartley

July 1998 Purchased "First Place" software system to post jobs and internships on line and to manage on-campus recruiting activities

March 1999 Office Assistant (USPS) line transferred to CDC-adding 2nd FT USPS line. Ann Murphy hired as Office Assistant, March 1999. 2 half-time OPS Receptionists, Joyce Carmichael (afternoon) and Becky Lawson (morning) added. Implemented Career Peer Advisor Program (3 student peer advisors). Becky left in December 1998. Carolyn Boucard becomes morning receptionist.

July 1999 Major reorganization: Career Development Center is merged with Office of Experiential Learning and Testing. Comprehensive 5-year Strategic Plan is developed incorporating input from all constituents. Center is called: Career Services and Testing Staffing: 9A&P, 3 USPS, 3 OPS

September 1999

Dr. Joe Camp promoted from Career Coordinator to Assistant Director of Career Services

November 1999

Melissa Arnold hired as Job Search Counselor

February 2000

Second Reorganization: Institutional Testing moved to Academic Affairs. Center name now "Career Services" Staffing: 8 A&P, 4 USPS, 1 OPS

March 2000 Added new A&P Coordinator Position, Employer Relations Coordinator- Kim Abbott. This person was also assigned as liaison to COBA Maintained office in Career Services.

June 2000 Juanita Barnes resigns as Cooperative Education Coordinator Donna McGinnis joins Career Services as A&P Co-op Coordinator (temporary assignment)

August 2000 Melissa Arnold resigns position as Job Search Counselor Eileen Schoonmaker resigns as OPS Receptionist Carolyn Boucard resigns as OPS receptionist

October 2000

Added FT USPS Secretary/Full time receptionist , Mickey McDermott

Fall 2000 In collaboration with Shawn Brayton in Academic Affairs, Liaison Pilot Program is developed. Career Coordinators assigned to COBA and College of Computing Sciences and Engineering (COCSE) -Employer Relations Coordinator: Kim Abbott Liaison to CCB (Office in CCB)

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January 2001 FT A&P Co-op/Job Search Counselor, Adrienne Dillard hired as Liaison to COCSE (office in Career Services) FT A&P Co-op/Job Search Counselor, Valarie Robinson hired as Coordinator, Assigned to CCB (office in CCB). Kim Abbott returns to Career Services as Employer Relations Coordinator.

March 2001 Pat Callahan resigns as Office Manager August 2001 Maria Castro joins Career Services as OPS JLD Coordinator September 2001

Sabrina Edwards hired as Job Search Counselor

February 2002

Sabrina Edwards resigns as Job Search Counselor

April 2002 Maria Castro resigns as OPS JLD Coordinator COCSE Liaison, Adrienne Dillard resigned Kim Abbott resigns as Employer Relations Coordinator

May 2002 Jennifer Spera hired as OPS JLD Coordinator September 2002

Marie Peoples hired as COCSE Liaison

December 2002

Liaison Model is Expanded: Career Counselor, Vivian Senior: Liaison to College of Health Director, Rick Roberts: Liaison to College of Education and Human Services Associate Director, Carol Ann Boyles: College of Arts and Sciences

June 2003 Associate Director, Carol Ann Boyles Retires Executive Secretary, Jo Mobley retires Vivian Senior promoted to Assistant Director, Career Development and Part-time Liaison to College of Health

September 2003

Jennifer Spera resigns as JLD Coordinator Alicia Baker is promoted to JLD Coordinator

December 2003

Mickey McDermott resigns as Senior Secretary Lona Hill hired as Senior Secretary

January 2004 Career Services reconstruction: 2 spaces in Building 2 renovated to make space more functional total of 2600 Square feet.

February 2004

Alicia Baker resigns as JLD Coordinator Marsha Bergen promoted to JLD Coordinator

March 2004 Associate Director, Lenroy Jones hired to coordinate Employer Relations In conjunction with Coggin College of Business, Linda Robarge hired as liaison to CCB (office provided in CCB) CCB Associate Dean, Steve Williamson on Search Committee Valarie Robinson: Assigned as Liaison to College of Arts and Sciences

June 2004 Dr. Joe Camp retires July 2004 New 5-year Strategic Plan developed

Reorganization: 3 major teams formed: 1. Career Development Team (programs and services for still deciding students) 2. College Liaison Team (works closely with each of 5 colleges to provide job search counseling) 3. Placement Team (work directly with employers) Two new publications: The EDGE (job search placement guide) and Charting Your Course -a career development guide for deciding students.

August 2004 Sandy McCutcheon resigns as Career Counselor

September 2004

Marsha Bergen resigns as JLD Coordinator

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October 2004

Lona Hill resigns as Senior Secretary

December 2004

Valarie Earnest hired as Senior Secretary

February 2005

Connie Ellis hired as liaison to College of Computing Engineering and Construction

April 2005 Nichole Fretz resigns as Office Assistant June 2005 Linda Robarge resigns as CCB Liaison August 2005 Shannon Italia hired as CCB Liaison (office in CCB) Associate Dean Jeff Steagall on Search

Committee Joey Egly hired as Program Assistant (recruiting coordinator) Paula Michael Dass hired as Career Counselor (OPS) Kim Diamon hired as OPS Events Coordinator

September 2005

New Cooperative Education A&P Coordinator, Maria Castro hired

February 2006

Elliott Quinones resigns as JLD Coordinator (OPS)

March 2006 Herman Smith becomes JLD Coordinator July 2006 Through Budget Process, Coggin College of Business creates new Career Management

Center, seeks new position: Director, Career Management Center. Position is assigned to Division of Student Affairs as " Manager." STAR (Skills To Achieve Results) Program implemented as pilot program

September 2006

Lenroy Jones resigns position as Associate Director Marie Peoples resigns as Career Counselor

October 2006

Kim Robbins transfers from Registrar to Career Services: Assistant Director, Liaison to College of Arts and Science Paula Michael Dass hired as Career Counselor (A&P)

December 2006

Shannon Italia hired as "Manager of Career Development Center" in Coggin College of Business and resigns as Career Coordinator Connie Ellis resigns as liaison to CCEC

January 2007 Annie Spruell hired as Liaison to Brooks College of Health and College of Education and Human Services (Both colleges assign staff to search committee. Both Colleges provide office space for half-time liaison.

April 2007 Rebecca Kuca (Johnson) hired as Liaison to CCEC May 2007 Annie Spruell resigns as Liaison to COEHS

Joey Egly vacates Program Assistant Position June 2007 Lisa Gaetjens (LaPorte) hired as A&P Career Coordinator for CCB July 2007 Ana Marie Lelis hired as Program Assistant

Jocelynn Heck promoted from OPS Events Coordinator to A&P Events Coordinator August 2007 Maria Castro assigned as Liaison to COEHS (office provided in College)

STAR Program fully implemented in all colleges Career Discoveries Program implemented to engage undecided students in career development

October 2007

Rachel Martin hired as A&P Career Coordinator and liaison to Brooks College of Health (Office provided in BCH)

November 2007

Jackie Allison joins Career Services as Senior Secretary

December 2007

Budget Cuts: Assistant Director Position cut: Kim Robbins

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September 2008

Adrianna Gonzalez hired as OPS Career Coordinator in COAS

May 2009 Maria Castro, liaison to COEHS moves to office in new COEHS building June 2009 Adrianna Gonzalez resigns as OPS Career Coordinator June 2009 Full implementation of Liaison Program and satellite model (all located in offices in

Colleges) Coggin College of Business: Shannon Italia and Lisa LaPorte College of Arts and Sciences: Valarie Robinson Brooks College of Health: Rachel Martin College of Computing Engineering and Construction: Rebecca Johnson College of Education and Human Services: Maria Castro

August 2009 Staffing: 10 A&P, 3 USPS, 1 OPS

September 2009

Diane (Dee Dee) Wyckoff hired as OPS Career Coordinator (COAS)

January 2010 Jackie Allison resigns as Senior Secretary February 2010

Dee Dee Wyckoff promote to A&P Career Coordinator (COAS)

April 2010 Ann Murphy resigns as Executive Secretary Ann Lelis promoted from Program Assistant to Office Manager

July 2010 Jackie Pruett hired as Program Assistant Coggin College of Business Career Management Center becomes independent from Career Services Career Services Staffing: 9 A&P 2 USPS 1 OPS

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Identify the Values of Career Services • Student focused • Customer service

• Appreciation of differences

• Diversity

• Respect/Civility

• Integrity/Honesty

• Teamwork

• Professionalism

• Collaboration

• Creativity

• Forward Thinking/Cutting Edge

• Staying Informed

• Communication

• Caring

• Empathy

• Organized

• Efficient

• Learning/Education

• Confidentiality

• Precision/Quality of work

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Create A Vision Statement CAREER SERVICES VISION Career Services will be an integral part of students’ educational experience teaching them to make informed decisions, explore options and pursue fulfilling careers.

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Career Services Mission Statement Career Services teaches students essential skills and encourages personal responsibility to explore and achieve career goals. Students are empowered to engage in self assessment, career exploration, and job preparation. Additionally, Career Services develops and maintains relationships with a diversity of employers to provide networking and job opportunities for students and alumni. More specifically, Career Services’ purpose is to:

• Assist students in exploring and clarifying career goals, selecting suitable majors, and expanding their knowledge of career options.

• Educate students about the job search process, providing them with networking opportunities,

and offering a range of employer recruitment programs.

• Develop and maintain mutually beneficial relationships with a diversity of employers to enhance students’ career exploration process and provide students with a variety of employment opportunities.

• Provide students with a variety of opportunities for experiential learning experiences to enhance the career exploration process, develop professional skills, and increase awareness of social responsibility.

• Provide students with tools and resources to explore and pursue graduate studies and professional programs.

• Provide the university community with current information about national and local employment trends.

• Collaborate with faculty, administrators, staff alumni/ae, community members, and other constituents to develop effective career programs, services, and resources.

• The office supports learning through experience by providing opportunities for: intellectual development, civic and social responsibility, community service, cross cultural and global awareness, career exploration, ethical development, and personal growth.

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Conduct A SWOT Analysis Strengths

• Talented staff • Committed staff/dedicated • New spacious facility • Modern technology • Leadership • New Center • Staff is team oriented • Staff is like minded/open/professional • Experience level of staff • Events/programs • Liaisons have offices in each college • Building relationships with faculty • Decentralized structure • Career Planning Classes • Staff longevity • Staff Credentials • Staff Personalities • Staff diversity • Staff creativity • University-wide constituents/collaboration • Comprehensive array of services • Technology (Career Wings,

InterviewStream, Career Webinars) • Central location of Main office • Reach of branch locations • Customer service

Weaknesses • Funding • Marketing/awareness • Student participation • Lack of faculty support • Economy-lack of jobs (makes our job more

challenging) • Limited resources • Budget • Marketing • Training (consistent communication of

expectations) • Employer relations • Communication with individual units • Lack of organization • Student front desk-system • Coggin Career Management Center being

separate • Consistent office procedures • Faculty resistance • Student misconceptions • Gender diversity of staff • Staff time to plan/brainstorm/develop • Lack of employer relations dedicated staff • Lack of career counseling staff • Lack of consistent OPS student staff • Lack of student awareness of office • Budget constraints- limited professional

development opportunities • Decentralized structure (presence, identity,

perception,competing needs and priorities).

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Opportunities • Established employer relationships • Expansion-potential space • Talented staff-creativity • Community connections • Growth in employer

collaborations/partnerships • Current faculty relationships are strong • Career Services website • On-line chat with students • Events • Improve log-in system • Military vets • Graduate students-prospective graduate

students • Connect and improve relationships with

student organizations • Technology • Partnership with Student Government • Career Mentor Program • Employer sponsorship and participation • Utilization of space • Growth of satellite offices into full career

centers • Enhanced collaboration with campus

constituents • Social networks (Linked-in, Facebook, etc. • Northeast Florida Career Professionals

Consortium

Threats • Economy • Funding/Budgets- challenge planning

events • Student apathy • Academic Center for Excellence- (career

counseling students--giving assessments to students)

• Faculty members providing resume writing assistance

• Staff retention • Lack of job availability for students • Academic advising • Mega Universities (UF, UCF,FSU)- makes

it difficult scheduling major job fairs and events--competing schedules

• Faculty non aware of services, programs and resources

• Non-professional assessments given to students

• Growth of satellite offices into career centers

• Technology • Millenial generation traits • Coggin College of Business continued

movement away from Career Services- influence with employer relations and programs. Potential lack of collaboration

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____________________________________________________________________________________

Section 2 Career Services Internal Review

NACE Professional Standards for Colleges and

Universities

__________________________________________

1/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

Copyright 2010 National Association of Colleges and Employers.

Professional StandardsFOR COLLEGE AND UNIVERSITY CAREER SERVICES

National Association of Colleges and Employers

Evaluation WorkbookRevised 2009

2/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

Professional Standards for College and University Career Services Evaluation Workbook

Table of Contents

Introduction ........................................................................................................................4

Scoring ..............................................................................................................................4

Section I. MISSION Standards 1 through 9 .......................................................................................5

Section II. PROGRAM COMPONENTS Standards 10 through 15 ...................................................................................7 II-A: Career Advising/Counseling Standards 16 through 29 .........................................................................8 II-B: Career Information Standards 30 through 37 .........................................................................9 II-C: Employment Services Standards 38 through 43 .......................................................................10

II-D: Graduate School Planning Standards 44 through 47 .......................................................................10

II-E: Experiential Education Standards 48 through 51 .......................................................................11

Section III. PROGRAM MANAGEMENT Standards 52 through 59 .................................................................................12

Section IV. ORGANIZATION Standards 60 through 66 .................................................................................13

Section V. HUMAN RESOURCES Standards 67 through 71 .................................................................................14

V-A1: Management and Administration Standards 72 through 80 .......................................................................15 V-A2: Program and Event Administration Standards 81 through 88 .......................................................................16 V-A3: Research and Student Learning/Development Outcomes Standards 89 through 91 .......................................................................16 V-A4: Career Advising/Counseling and Consultation Standards 92 through 101 .....................................................................17 V-A5: Teaching/Training/Educating Standards 102 through 110 ...................................................................18 V-A6: Marketing/Promoting/Outreach Standards 111 through 119 ...................................................................19 V-A7: Brokering/Connecting/Linking Standards 120 through 123 ...................................................................19 V-A8: Information Management Standards 124 through 129 ...................................................................20

3/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

Professional Standards for College and University Career Services Evaluation Workbook

Table of Contents

V-B1: Position Qualifications Standards 130 through 136 ...................................................................20 V-B2: Leadership by Career Services Managers Standards 137 through 150 ...................................................................21 V-B3: Professional Positions Standards 151 and 152 .........................................................................23 V-B4: Pre-Professional Positions Standards 153 through 155 ...................................................................23 V-B5: Student Employee and/or Volunteer Positions Standards 156 through 158 ...................................................................24 V-B6: Support Staff and Technical Positions Standards 159 through 162 ...................................................................24 Section VI. FINANCIAL RESOURCES Standards 163 through 166 .............................................................................25

Section VII. FACILITIES AND EQUIPMENT Standards 167 through 180 .............................................................................26

Section VIII. TECHNOLOGY Standards 181 through 192 .............................................................................27

Section IX. CAMPUS AND EXTERNAL RELATIONS Standards 193 through 195 .............................................................................29

Section X. EMPLOYER RELATIONS AND SERVICES Standards 196 through 219 .............................................................................31

Section XI. LEGAL RESPONSIBILITIES Standards 220 through 224 .............................................................................33

Section XII. EQUAL OPPORTUNITY, ACCESS, AFFIRMATIVE ACTION, AND DIVERSITY Standards 225 through 241 .............................................................................35

Section XIII ETHICS Standards 242 through 251 .............................................................................37

Section XIV. PROGRAM EVALUATION, ASSESSMENT, AND RESEARCH Standards 252 through 265 .............................................................................38

Summary .........................................................................................................................40 Quantitative Scores ..........................................................................................40 Observations ..................................................................................................41

4/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

INTRODUCTION

This workbook is designed to be used as a companion to the NACE Professional Standards for College and University Career Services for those who wish to evaluate their program against the Standards.

The workbook is divided into sections of evaluation criteria that generally follow the sequence of items in the Standards document. Each evaluation criterion is intended to measure some part, if not all, of each standard.

In some cases, the standards document contains additional information to provide more context for the reader. Please note that some standards may apply to several functional areas within career services and that overlap does exist. In addition:

Each standard is defined broadly to allow for variation among institutions and career services offices. •Not every standard will apply to every institution or career services office. Only those standards that per-•tain to your program should be used and included in the composite and mean scores. The standards pertain to career services programs, not to individual staff members. The standards reflect •dimensions of career services that affect program performance and quality. Standards that use the term “must” and listed in bold type are considered to represent quality practice and •be essential program components or functions for career services. Standards that use the term “should” and listed in light-face type are intended to enhance program practice •with recommended program components or functions for career services.

To achieve the most benefit from this workbook and to apply it effectively to your program and institution, cite specific examples to justify your rating of each standard.

Scoring

Rate the dimensions of your program on the standards using this rating scale for each evaluation criterion:

1 = Standard is not met at all or in any appreciable manner. Program is deficient and requires extensive improvements. 2 = Partially meets standard. Program performance could be improved. 3 = Fully meets standard. NA = Not applicable. Standard does not apply to this institution and/or career services office.

In addition, to achieve maximum benefit from this workbook, indicate if you have made any comments. If you have, list your comments in a numbered list that corresponds to the standard. Use comments to clarify and justify your rating of any given standard.

At the end of each section or subsection is an area for entering your composite and mean scores. To determine your composite score, simply add the total number of points in that section/subsection derived from the rated evaluation criteria, which are applicable to your institution. To determine your mean score, divide your total number of points by the total number of evaluation criteria in that section/subsection which are applicable to your program. At the end of the workbook, you will find an area for calculating your overall composite score and overall mean score, plus questions to help summarize the evaluation of your overall operation and identify priorities for action.

5/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

I. Mission Rating Comments

1. Career services must support the mission, academic programs, experi-ential programs, and advancement of the institution to promote student learning and student development. 1 2 3 N/A Yes No

2. Career services must assist students and other designated clients in developing, evaluating, and/or implementing career, education, and employment decisions and plans. 1 2 3 N/A Yes No

3. Career services should help students and other designated clients to:a. develop self-knowledge related to career choice and work performance

by identifying, assessing, and understanding their competencies, interests, values, and personal characteristics. 1 2 3 N/A Yes No

b. obtain educational and occupational information to aid their career and educational planning, and to develop their understanding of the world of work. 1 2 3 N/A Yes No

c. select personally suitable academic programs and experiential op-portunities that optimize their future educational and employment options. 1 2 3 N/A Yes No

d. take responsibility for developing their career decisions, graduate/professional school plans, employment plans, and/or job-search competencies. 1 2 3 N/A Yes No

e. prepare to find suitable employment by developing job-search skills, effective candidate presentation skills, and an understanding of the fit between their competencies and occupational requirements. 1 2 3 N/A Yes No

f. gain experience through student activities, community service, student employment, research projects, cooperative education, internships, and other opportunities. 1 2 3 N/A Yes No

g. link with alumni, employers, professional organizations, and others who will provide opportunities to develop professional interests and competencies, integrate academic learning with work, and explore future career possibilities. 1 2 3 N/A Yes No

h. use technology to enhance the career development process. 1 2 3 N/A Yes No

i. seek a desired employment opportunity or entry into an appropriate educational, graduate, or professional program. 1 2 3 N/A Yes No

I. MISSION

6/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

Rating Comments

j. prepare to manage their careers after graduation. 1 2 3 N/A Yes No

4. Career services must consider the needs of all students of the institution in designing and delivering programs and services. 1 2 3 N/A Yes No

5. As career issues are addressed by different units within the institution, career services should provide leadership to the institution on career development concerns and linkages, and/or coordination among career-related programs and services where appropriate. 1 2 3 N/A Yes No

6. Career services must incorporate student learning and student development in its mission. 1 2 3 N/A Yes No

7. Career services must develop, record, disseminate, implement, and regularly review its mission and goals. 1 2 3 N/A Yes No

8. Career services should develop positive relationships with employers and other external constituencies. 1 2 3 N/A Yes No

9. Career services should support the institutional outcomes assessment and other relevant research endeavors. 1 2 3 N/A Yes No

Scoring: Section I (Mission)

Number of Criteria = 18 Possible Score = 54

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

I. MISSION (continued)

7/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

II. PROGRAM COMPONENTS

II. Program Components Rating Comments

10. The key program components of the career services function must be clearly defined and implemented in alignment with:

a. the career development perspectives and needs, and the academic and occupational interests of students and other clients. 1 2 3 N/A Yes No

b. current research, theories, and knowledge of career development and learning. 1 2 3 N/A Yes No

c. contemporary career services practices. 1 2 3 N/A Yes No

d. the needs of external constituents, economic trends, opportunities, and/or constraints. 1 2 3 N/A Yes No

e. institutional priorities. 1 2 3 N/A Yes No

f. resources. 1 2 3 N/A Yes No

11. Career services must work collaboratively with academic divisions, departments, individual faculty members, student services, employ-ers, and other relevant constituencies of the institution to enhance students’ career development. 1 2 3 N/A Yes No

12. Career services should promote career development for students as integral to the mission of the institution. 1 2 3 N/A Yes No

13. The institution should integrate career planning into student employment and experiential education programs. 1 2 3 N/A Yes No

14. Career services staff should provide information on programs and services through institutional print and electronic media, campus publications, presentations, outreach, and orientation programs. 1 2 3 N/A Yes No

15. Career services should provide information on career and employ-ment topics, and the ethical obligations of students, faculty, employ-ers, and others involved in the employment process. 1 2 3 N/A Yes No

Scoring: Section I (Program Components)

Number of Criteria = 11 Possible Score = 33

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

8/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

II-A. Career Advising/Counseling Rating Comments

16. The institution must provide career advising/counseling to assist students and other designated clients at any stage of their career development. 1 2 3 N/A Yes No

17. Career services should provide career advising/counseling services that encourage students to take advantage of career services as early as possible in their academic programs. 1 2 3 N/A Yes No

18. Career services should provide career advising/counseling through scheduled appointments and drop-ins with individuals, group programs, career planning courses, outreach opportunities, special events, information technology, and/or any other available resources. 1 2 3 N/A Yes No

19. Career services should offer career advising/counseling services that refer students to other counseling and resource agencies if assistance is needed beyond the scope of career advising/counseling. 1 2 3 N/A Yes No

20. Career services should offer career advising/counseling services that help students explore careers through part-time employment and experiential education programs. 1 2 3 N/A Yes No

21. Career services should offer career advising/counseling services that maintain appropriate records for future work with the students. 1 2 3 N/A Yes No

22. Career services should offer career advising/counseling services that help students to assess their skills, values, and interests, and understand how they relate to academic and co-curricular options and career opportunities. 1 2 3 N/A Yes No

23. Career services should offer career advising/counseling services that help stu-dents develop and apply job-search competencies and decision-making skills. 1 2 3 N/A Yes No

24. Career services must help students and other designated clients make career choices based on accurate self-knowledge and information about the world of work. 1 2 3 N/A Yes No

25. Career services should recognize that career decision making is inex-tricably linked to additional psycho-social, personal, developmental, and cultural issues and beliefs. 1 2 3 N/A Yes No

26. Career services should help students obtain, evaluate, and apply occupational, educational, and employment information. 1 2 3 N/A Yes No

27. Career services should help students establish short-term and long-term goals. 1 2 3 N/A Yes No

28. Career services should help students and other designated clients explore career options through internships, shadowing experiences, summer and part-time jobs, cooperative education, and/or other career-related activities. 1 2 3 N/A Yes No

29. Career services should assist students and other designated clients with career issues relevant to the individual, e.g., dual careers, sexual orientation, disabilities, and so forth. 1 2 3 N/A Yes No

Scoring: Section II-A (Career Advising/Counseling)

Number of Criteria = 14 Possible Score = 42

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

9/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

II-B. Career Information Rating Comments

30. Career services must make current and comprehensive career infor-mation accessible to students and other designated clients as they explore and make career decisions. 1 2 3 N/A Yes No

31. Career information should include the following categories: 1 2 3 N/A Yes No

a. self-assessment and career planning 1 2 3 N/A Yes No

b. occupational and job market information 1 2 3 N/A Yes No

c. graduate and professional schools 1 2 3 N/A Yes No

d. employment/job search 1 2 3 N/A Yes No

e. job, experiential education, and internship listings 1 2 3 N/A Yes No

f. employer information 1 2 3 N/A Yes No

32. Career services must provide resources to help students and other designated clients assess and relate their interests, competencies, expectations, education, experience, personal background, and desired lifestyle to the employment market. 1 2 3 N/A Yes No

33. Career information should provide information on graduate and professional academic programs and other continuing education programs. 1 2 3 N/A Yes No

34. Career services should use information technology to give students, staff, and other designated clients access to career information avail-able on the Internet and via other computer resources. 1 2 3 N/A Yes No

35. Career information should be conveniently available in a variety of media appropriate for different learning styles and special needs. 1 2 3 N/A Yes No

36. Career information resources must be accessible and organized with an appropriate classification system that is user-friendly, flexible, and adaptable to change. 1 2 3 N/A Yes No

37. Career information facilities should be staffed with persons who have the appropriate counseling, advising, and information technology com-petencies to assist students in accessing and using career information. 1 2 3 N/A Yes No

Scoring: Section II-B (Career Information)

Number of Criteria = 13 Possible Score = 39

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

10/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

II-C. Employment Services Rating Comments

38. Career services must assist students and other designated clients in exploring a full range of career and work possibilities that match their career goals. 1 2 3 N/A Yes No

39. Career services must assist students and other designated clients in preparing job-search competencies and tools to present themselves effectively as candidates for employment. 1 2 3 N/A Yes No

40. Career services must assist students and other designated clients in obtain-ing information on employment opportunities and prospective employers. 1 2 3 N/A Yes No

41. Career services must assist students and other designated clients in con-necting with employers through campus interviews, job listings, referrals, direct application, networking, publications, and information technology. 1 2 3 N/A Yes No

42. Career services must assist students and other designated clients in making informed choices among a variety of options. 1 2 3 N/A Yes No

43. Career services should develop and maintain relationships with em-ployers, alumni, and other entities that provide career development and employment opportunities for students and other clients. 1 2 3 N/A Yes No

Scoring: Section II-C (Employment Services)

Number of Criteria = 6 Possible Score = 18

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

II-D. Graduate School Planning Rating Comments

44. Career services must assist students and other designated clients in identify-ing graduate or professional school programs that match their career goals. 1 2 3 N/A Yes No

45. Career services must assist students and other designated clients in effectively presenting themselves as graduate/professional school candidates for further study. 1 2 3 N/A Yes No

46. Career services must assist students and other designated clients in obtaining information on graduate/professional school programs through a variety of sources. 1 2 3 N/A Yes No

47. Career services must assist students and other designated clients in connect-ing with graduate/professional schools through campus interviews, refer-rals, direct application, events, publications, and information technology. 1 2 3 N/A Yes No

Scoring: Section II-D (Graduate School Planning)

Number of Criteria = 4 Possible Score = 12

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

11/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

II-E. Experiential Education Rating Comments

48. The institution must provide experiential education programs that include student employment and/or cooperative education, work-based learning, apprenticeships, internships, volunteer jobs, service learning, and shadowing experiences. 1 2 3 N/A Yes No

49. Career services should provide, or work closely with other depart-ments that provide, experiential education opportunities. 1 2 3 N/A Yes No

50. Career services should help students develop strategies for finding and pursuing financial resources to support experiential education options. 1 2 3 N/A Yes No

51. Experiential education programs should help students obtain career-related experiences with organizations that provide adequate super-vision and opportunities for students to reflect upon their learning and career development. 1 2 3 N/A Yes No

Scoring: Section II-E (Experiential Education)

Number of Criteria = 4 Possible Score = 12

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

12/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

III. PROGRAM MANAGEMENT

III. Program Management Rating Comments

52. The institution must appoint, position, and empower a leader or leadership team to manage career services and align career services with the mission of the institution and the needs of the constituencies the institution serves. 1 2 3 N/A Yes No

53. If career-related services are offered by several units, the institution must designate a leader or leadership team that will be responsible for coordinating the institution’s programs and services for students. 1 2 3 N/A Yes No

54. Programs and services must be structured purposefully and managed effectively to achieve stated goals. 1 2 3 N/A Yes No

55. Evidence of appropriate structure should include current and acces-sible policies and procedures; written job descriptions and regular performance reviews for all employees; functional workflow or organizational charts; facilities appropriate for career services functions; and defined service standards. 1 2 3 N/A Yes No

56. Evidence of effective management should include strategic and operational planning processes; clearly defined areas of respon-sibility; effective communication practices; decision-making and conflict-resolution procedures; accountability systems; sound fiscal management practices; and proof of continuous improvement. 1 2 3 N/A Yes No

57. Review processes for policies, procedures, and budgetary issues must be defined and occur on a regular basis. 1 2 3 N/A Yes No

58. Career services leaders should coordinate efforts with other career services providers in the institution to integrate career services into the broader educational mission. Key constituencies of career services should be identified and their needs reflected in the mission and goals of the unit. Priorities for services should be defined. 1 2 3 N/A Yes No

59. Career services leaders must be advocates for the advancement of career services within the institution. 1 2 3 N/A Yes No

Scoring: Section III (Program Management)

Number of Criteria = 8 Possible Score = 24

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

13/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

IV. ORGANIZATION

IV. Organization Rating Comments

60. The external and internal organization of career services, including its place within the institution, must support its mission. 1 2 3 N/A Yes No

61. To help ensure student learning and development, career services must be purposefully structured to achieve stated goals. Such structure must include current policies and procedures, organizational charts, clearly stated expectations for services delivery, and written performance expectation for all employees. 1 2 3 N/A Yes No

62. The career services office should be structured to ensure effective functioning of student services. 1 2 3 N/A Yes No

63. Staff titles, roles, and reporting lines should support the efficient and effective delivery of career services and programs. 1 2 3 N/A Yes No

64. Career services must be organized to develop positive relationships with students; academic, administrative, and student affairs colleagues; employers; and alumni. 1 2 3 N/A Yes No

65. The external organization, e.g., reporting lines of career services within the college/university, should provide optimal visibility and institutional support. The unit to which career services reports should allow for efficient and effective delivery of career services within the institution. 1 2 3 N/A Yes No

66. The internal and external reporting relationship of career services should support related student outcomes, which are reflected in the departmental mission statement. 1 2 3 N/A Yes No

Scoring: Section IV. (Organization)

Number of Criteria = 7 Possible Score = 21

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

14/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

V. HUMAN RESOURCES

V. Human Resources Rating Comments

67. Career services must have an adequate number of qualified profes-sional and support staff to fulfill its mission and functions. 1 2 3 N/A Yes No

68. Career services must embrace fair employment practices and must be proactive in attracting and retaining a diverse staff. 1 2 3 N/A Yes No

69. Career services must institute hiring and promotion practices that are fair, inclusive, and nondiscriminatory. 1 2 3 N/A Yes No

70. Programs and services should employ a diverse staff to provide readily identifiable role models for students and to enrich the campus community. 1 2 3 N/A Yes No

71. Career services must be staffed by persons who, in combination, provide the core competencies to perform primary program functions effectively. 1 2 3 N/A Yes No

Scoring: Section V (Human Resources)

Number of Criteria = 5 Possible Score = 15

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

15/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

V-A1. Management and Administration (competencies) Primary program functions and their related core staffing competen-cies and knowledge domains are defined below and more specific information is contained in Section V of the professional standards. Rate the competencies from a total staffing perspective, not an indi-vidual perspective.

Rating Comments

72. Needs assessment and satisfaction measures 1 2 3 N/A Yes No

73. Program design, implementation, and evaluation 1 2 3 N/A Yes No

74. Strategic and operational planning 1 2 3 N/A Yes No

75. Program integration and integrity 1 2 3 N/A Yes No

76. Staffing 1 2 3 N/A Yes No

77. Staff development and supervision 1 2 3 N/A Yes No

78. Budget planning and administration 1 2 3 N/A Yes No

79. Political sensitivity and negotiation skills 1 2 3 N/A Yes No

80. Synthesis, interpretation, and reporting of current and longitudinal information 1 2 3 N/A Yes No

Scoring: Section V-A1. Management and Administration (competencies)

Number of Criteria = 9 Possible Score = 27

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

16/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

V-A2. Program and Event Administration (competencies) Rating Comments

81. Needs assessment 1 2 3 N/A Yes No

82. Goal setting 1 2 3 N/A Yes No

83. Program planning 1 2 3 N/A Yes No

84. Implementation and evaluation 1 2 3 N/A Yes No

85. Budget allocation 1 2 3 N/A Yes No

86. Time management 1 2 3 N/A Yes No

87. Problem solving 1 2 3 N/A Yes No

88. Attention to detail 1 2 3 N/A Yes No

Scoring: Section V-A2. Program and Event Administration (competencies)

Number of Criteria = 8 Possible Score = 24

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

V-A3. Research and Student Learning/Development Outcomes (competencies) Rating Comments

89. Identification of relevant and desirable student learning and development outcomes 1 2 3 N/A Yes No

90. Outcome-oriented programming 1 2 3 N/A Yes No

91. Research-based evidence of program impact on student learning and development outcomes 1 2 3 N/A Yes No

Scoring: Section V-A3. Research and Student Learning/Development Outcomes (competencies)

Number of Criteria = 3 Possible Score = 9

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

17/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

V-A4. Career Advising/Counseling and Consultation (competencies) Rating Comments

92. Needs assessment and diagnosis 1 2 3 N/A Yes No

93. Intervention design and implementation 1 2 3 N/A Yes No

94. Test administration and interpretation 1 2 3 N/A Yes No

95. Counseling 1 2 3 N/A Yes No

96. Feedback 1 2 3 N/A Yes No

97. Evaluation 1 2 3 N/A Yes No

98. Advising 1 2 3 N/A Yes No

99. Empathy and interpersonal sensitivity 1 2 3 N/A Yes No

100. Ability to work with individuals and groups 1 2 3 N/A Yes No

101. Use of career, occupational, and employment information 1 2 3 N/A Yes No

Scoring: Section V-A4. Career Advising/Counseling and Consultation (competencies)

Number of Criteria = 10 Possible Score = 30

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

18/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

V-A5. Teaching/Training/Educating (competencies) Rating Comments

102. Needs assessment 1 2 3 N/A Yes No

103. Program/workshop design and delivery 1 2 3 N/A Yes No

104. Researching, evaluating, and integrating information 1 2 3 N/A Yes No

105. Effective teaching strategies 1 2 3 N/A Yes No

106. Career coaching 1 2 3 N/A Yes No

107. Career mentoring 1 2 3 N/A Yes No

108. Work with individuals and groups 1 2 3 N/A Yes No

109. Work with diverse populations 1 2 3 N/A Yes No

110. Use of technology for delivery of content 1 2 3 N/A Yes No

Scoring: Section V-A5. Teaching/Training/Educating (competencies)

Number of Criteria = 9 Possible Score = 27

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

19/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

V-A6. Marketing/Promoting/Outreach (competencies) Rating Comments

111. Needs assessment and goal setting 1 2 3 N/A Yes No

112. Written and interpersonal communication 1 2 3 N/A Yes No

113. Public speaking 1 2 3 N/A Yes No

114. Domestic and international job and experiential learning opportunity development 1 2 3 N/A Yes No

115. Relationship development and management 1 2 3 N/A Yes No

116. Effective use of print, web, and personal presentation methods 1 2 3 N/A Yes No

117. Sales and closing techniques 1 2 3 N/A Yes No

118. Development/fundraising strategies 1 2 3 N/A Yes No

119. Marketing principles/strategies 1 2 3 N/A Yes No

Scoring: Section V-A6. Marketing/Promoting/Outreach (competencies)

Number of Criteria = 9 Possible Score = 27

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

V-A7. Brokering/Connecting/Linking (competencies) Rating Comments

120. Organizing information, logistics, people, and processes toward desired outcomes 1 2 3 N/A Yes No

121. Consulting 1 2 3 N/A Yes No

122. Building and managing advisory boards 1 2 3 N/A Yes No

123. Interpersonal skills 1 2 3 N/A Yes No

Scoring: Section V-A7. Brokering/Connecting/Linking (competencies)

Number of Criteria = 4 Possible Score = 12

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

20/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

V-A8. Information Management (competencies) Rating Comments

124. Organization and dissemination 1 2 3 N/A Yes No

125. Storage and retrieval 1 2 3 N/A Yes No

126. Computing systems and applications 1 2 3 N/A Yes No

127. Data entry and analysis 1 2 3 N/A Yes No

128. Acquisition of appropriate career resources 1 2 3 N/A Yes No

129. Web design and management 1 2 3 N/A Yes No

Scoring: Section V-A8. Information Management (competencies)

Number of Criteria = 6 Possible Score = 18

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

V-B1. Position Qualifications Rating Comments

130. Professional staff members must have the requisite qualifications and competencies to perform effectively in their defined roles with career services constituency groups and in highly specialized functions. 1 2 3 N/A Yes No

131. Career services must develop and maintain job descriptions for all staff members and provide regular performance appraisals. 1 2 3 N/A Yes No

132. Career services must have a regular system of staff evaluation and provide access to professional development opportunities, including in-service training programs and professional conferences/workshops. 1 2 3 N/A Yes No

133. Salaries and benefits for staff must be commensurate with similar positions within the institution, in similar institutions, and within the relevant geographic area. 1 2 3 N/A Yes No

134. All staff members must be trained in legal, confidential, and ethical issues related to career services. 1 2 3 N/A Yes No

135. Career services professionals must engage in continuing profession-al development activities to keep abreast of the research, theories, legislation, policies, and developments that affect career services. 1 2 3 N/A Yes No

136. Staff training and development are ongoing to promote knowledge and skill development across program components. 1 2 3 N/A Yes No

Scoring: Section V-B1. Position Qualifications

Number of Criteria = 7 Possible Score = 21

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

21/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

V-B2. Leadership by Career Services Managers (Director, Associate Director, Assistant Director) Effective and ethical leadership is essential to the success of all orga-nizations. In career services, that leadership comes from members of the management team, including the director, associate directors, and assistant directors.

Rating Comments

137. The institution must appoint, position, and empower career services leaders at various levels within the administrative structure to accomplish the stated mission and goals. 1 2 3 N/A Yes No

138. Career services leaders at various levels should be selected on the basis of formal education and training, relevant work experience, personal skills and competencies, relevant professional credentials, as well as potential for promoting learning and development in students, applying effective practices to educational processes, and enhancing institutional effectiveness. 1 2 3 N/A Yes No

139. The institution must determine expectations of accountability for leaders and fairly assesses their performance. 1 2 3 N/A Yes No

140. Leaders in the career services unit must exercise authority over resources for which they are responsible to achieve their respective missions. 1 2 3 N/A Yes No

141. Career services leaders must:

a. articulate a vision for their organization. 1 2 3 N/A Yes No

b. set goals and objectives based on the needs and capabilities of the population served. 1 2 3 N/A Yes No

c. promote student learning and development. 1 2 3 N/A Yes No

d. prescribe and practice ethical behavior. 1 2 3 N/A Yes No

e. recruit, select, supervise, and develop others in the organization. 1 2 3 N/A Yes No

f. manage financial resources. 1 2 3 N/A Yes No

g. coordinate human resources. 1 2 3 N/A Yes No

h. plan, budget for, and evaluate personnel and programs. 1 2 3 N/A Yes No

i. apply effective practices to educational and administrative processes. 1 2 3 N/A Yes No

j. communicate effectively. 1 2 3 N/A Yes No

k. initiate collaborative interaction between individuals and agencies that possess legitimate concerns and interests in the functional area. 1 2 3 N/A Yes No

22/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

V-B2. Leadership by Career Services Managers (Director, Associate Director, Assistant Director) (continued) Rating Comments

142. Career services leaders should identify and find means to address individual, organizational, or environmental conditions that inhibit goal achievement. 1 2 3 N/A Yes No

143. Career services leaders should promote campus environments that result in multiple opportunities for student learning and develop-ment. 1 2 3 N/A Yes No

144. Career services leaders must continuously improve programs and services in response to changing needs of students and other con-stituencies, and evolving institutional priorities. 1 2 3 N/A Yes No

145. If career components are offered through multiple units, the institu-tion should designate a leader or leadership team to provide strategic direction and align career services with the mission of the institution and the needs of the constituencies served. 1 2 3 N/A Yes No

146. Career services leaders should coordinate efforts with other units in the institution providing career components to integrate career services into the broader educational mission. Key constituencies served by each unit are clearly identified and reflected in the mis-sion and goals of the unit. 1 2 3 N/A Yes No

147. Career services leaders must be advocates for the advancement of career services within the institution. 1 2 3 N/A Yes No

148. Career services leaders must participate in institutional decisions about career services objectives and policies. 1 2 3 N/A Yes No

149. Career services leaders must participate in institutional decisions related to the identification and designation of students and others served. 1 2 3 N/A Yes No

150. Decisions about students served should include type and scope of services offered and the fees, if any, that are charged. 1 2 3 N/A Yes No

Scoring: Section V-B2. Leadership by Career Services Managers (Director, Associate Director, Assistant Director)

Number of Criteria = 24 Possible Score = 72

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

23/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

V-B3. Professional Positions (Career Counselors and Advisers, Employee Relations Coordinators, Consultants) Rating Comments

151. Career services professional staff members must hold an earned graduate degree in a field relevant to the position they hold or possess an appropriate combination of educational credentials and related work experience. 1 2 3 N/A Yes No

152. Professional staff members must have the requisite qualifications and competencies to perform effectively in their defined roles with students, alumni, faculty, administrators, and employers, as well as in highly specialized functions, such as career and employment coun-seling, employment opportunities, cooperative education, internships, work-study, graduate school advising, computer technology, etc. 1 2 3 N/A Yes No

Scoring: Section V-B3. Professional Positions (Career counselors and Advisers, Employee Relations Coordinators, Consultants)

Number of Criteria = 2 Possible Score = 6

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

V-B4. Pre-Professional Positions Rating Comments

153. Paraprofessionals, interns, and graduate assistants must be care-fully selected, trained in helping skills and institutional procedures, closely supervised, and evaluated regularly. 1 2 3 N/A Yes No

154. Degree- and credential-seeking interns should be qualified by enroll-ment in an appropriate field of study and by relevant experience. 1 2 3 N/A Yes No

155. These individuals must be trained and supervised adequately by professional staff members holding educational credentials and related work experience appropriate for supervision. 1 2 3 N/A Yes No

Scoring: Section V-B4. Pre-Professional Positions

Number of Criteria = 3 Possible Score = 9

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

24/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

V-B5. Student Employee and/or Volunteer Positions Rating Comments

156. Student employees and volunteers must be carefully selected, trained, supervised, and evaluated. 1 2 3 N/A Yes No

157. Student employees and volunteers must be trained on how and when to refer those in need of assistance to qualified staff members and have access to a supervisor for assistance in making these judgments. 1 2 3 N/A Yes No

158. Student employees and volunteers should be provided with clear and precise job descriptions, pre-service training based on as-sessed needs, and continuing educational development. Training should include customer service, program procedures, and informa-tion and resource use. 1 2 3 N/A Yes No

Scoring: Section V-B5. Student Employee and/or Volunteer Positions

Number of Criteria = 3 Possible Score = 9

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

V-B6. Support Staff and Technical Positions Rating Comments

159. Each organizational unit must have adequate administrative and technical staff to accomplish its mission. 1 2 3 N/A Yes No

160. Such staff must be technologically proficient and qualified to perform their duties, knowledgeable of ethical and legal uses of technology, and have access to training. 1 2 3 N/A Yes No

161. The level of staffing and workloads should be adequate and appropri-ate for program and service demands. 1 2 3 N/A Yes No

162. A technical support person or support service should be available to maintain computer and information technology systems for career services. 1 2 3 N/A Yes No

Scoring: Section V-B6. Support Staff and Technical Positions

Number of Criteria = 4 Possible Score = 12

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

25/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

VI. Financial Resources Rating Comments

163. Career services must have dependable sources and adequate funding to ensure achievement of its mission and goals. 1 2 3 N/A Yes No

164. Career services must demonstrate fiscal responsibility and cost effectiveness consistent with institutional policies and procedures. 1 2 3 N/A Yes No

165. Career services should cultivate outside sources of funding for special projects, scholarships, and programs to help fulfill its mission. These sources, or sponsorships, may include, but are not limited to, employers, alumni, members of the community, grant agencies, and professional associations. (Such external funding should not be used as a replacement for institutional funds, but can be used to supplement existing budgetary funds in a limited and reasonable manner.) 1 2 3 N/A Yes No

166. Career services should have a funding strategy that outlines proj-ects, programs, and related activity that can be further enhanced with additional outside funding sources. (This should be undertaken in collaboration with the institution’s development office.) 1 2 3 N/A Yes No

Scoring: Section VI. Financial Resources

Number of Criteria = 4 Possible Score = 12

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

VI. FINANCIAL RESOURCES

26/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

VII. Facilities and Equipment Rating Comments

167. Career services must have adequate facilities and equipment to fulfill its mission and to perform its functions effectively. 1 2 3 N/A Yes No

168. Career services professional staff must have private offices, allowing them to perform career advising/counseling and/or other confidential work. 1 2 3 N/A Yes No

169. Career services must have support staff work areas; a reception and student waiting area; a career resource center; storage space sufficient to accommodate supplies and equipment; and necessary office equipment, including computers for staff and student use. 1 2 3 N/A Yes No

170. Career services must provide students and employers with private interview facilities and adequate conditions and equipment to function professionally. 1 2 3 N/A Yes No

171. The number of employer interview rooms must be adequate to meet employer and student needs. 1 2 3 N/A Yes No

172. An employer lounge or an accessible lunch area should be available. 1 2 3 N/A Yes No

173. The career services facility must have Internet connectivity and ac-cess to conference rooms and large group meeting rooms that have an appropriate level of technology to support service delivery. 1 2 3 N/A Yes No

174. Information technology specific to enhancing awareness of employ-ment opportunities and networking must be available for students and staff to support career services functions. 1 2 3 N/A Yes No

175. Equipment and facilities must be secured to protect the confidential-ity and safety of records. 1 2 3 N/A Yes No

176. Facilities must be accessible to persons with disabilities and comply with the Americans With Disabilities Act (ADA). 1 2 3 N/A Yes No

177. Accommodations for students with special needs must be provided by career services or in conjunction with the department that serves this population. 1 2 3 N/A Yes No

178. Career services must provide office hours at times appropriate for its constituencies. 1 2 3 N/A Yes No

179. The career services office should be located conveniently on cam-pus and project a welcoming, professional atmosphere for students, employers, alumni, parents, and others. 1 2 3 N/A Yes No

180. Parking for visitors should be adequate and convenient. 1 2 3 N/A Yes No

Scoring: Section VII. Facilities and Equipment

Number of Criteria = 14 Possible Score = 42

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

VII. FACILITIES AND EQUIPMENT

27/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

VIII. TECHNOLOGY

VIII. Technology Rating Comments

181. Career services staff must be well-informed about the array of career-based technological applications that are in current use. 1 2 3 N/A Yes No

182. Based upon program design, mission, budget, and staffing consid-erations, career services must implement appropriate technologi-cal applications for career programs and ensure that appropriate technology is used to deliver services. 1 2 3 N/A Yes No

183. Career services must ensure that adequate hardware, software, and staff are available to support existing technological applications. 1 2 3 N/A Yes No

184. In light of the rapidity of change associated with technology, career services must develop plans for the replacement/updating of exist-ing hardware and software, as well as plan for the integration of new technically based or supported career programs. 1 2 3 N/A Yes No

185. Technological applications to career services, including web sites, should be consistent with and integrated within the college or uni-versity technology infrastructure. 1 2 3 N/A Yes No

186. Specific technological applications for career services must include:

a. career services web sites that provide updated information regard-ing mission, location, staffing, programs, and services available to students and other designated clients, as well as contact information. 1 2 3 N/A Yes No

b. computer-based assessment and computer-assisted career guidance systems that support the mission of career services. 1 2 3 N/A Yes No

c. computer-based and/or online recruiting and employment systems that support the career services mission for part-time employment, cooperative education, internship, and professional employment. These systems include online opportunity listings and student re-sume data bases. 1 2 3 N/A Yes No

187. Career services offices must make informed choices regarding the use of available technological applications to career programs, including systems developed internally by the college/university, systems available through professional associations, or private vendor-based systems. 1 2 3 N/A Yes No

188. Career services must make informed decisions based upon the of-fice’s mission, budget, and staffing regarding the use of additional technologically based applications to career services. Such applica-tions include student registration systems; student contact, record, and tracking systems; career portfolios; graduating student surveys; career fair management systems; resume writing software; office intranet sites; e-mail based career advising/counseling; and video-based technology. 1 2 3 N/A Yes No

28/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

VIII. TECHNOLOGY (continued)

VIII. Technology Rating Comments

189. Computer access and/or work stations must be available to staff, students, and other designated clients in support of technological applications for career services. 1 2 3 N/A Yes No

190. Adequate staff support must be available to maintain and update the use of any technological applications for career services. 1 2 3 N/A Yes No

191. Technological applications for career services must ensure student confidentiality and be consistent with legal and ethical standards. Data security and privacy of student records must adhere to the institutional privacy policy. 1 2 3 N/A Yes No

192. Adequate funds should be available to support the hardware and software associated with the use of any technological applications for career services. 1 2 3 N/A Yes No

Scoring: Section VIII. (Technology)

Number of Criteria = 14 Possible Score = 42

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

29/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

IX. CAMPUS AND EXTERNAL RELATIONS

IX. Campus and External Relations Rating Comments

193. As an integral function within the institution, career services must develop and maintain productive relationships with relevant campus offices and key stakeholders at the institution and externally. 1 2 3 N/A Yes No

194. In order to achieve this, career services should:

a. develop institutional support for career development and employ-ment services for students and other designated clients. 1 2 3 N/A Yes No

b. involve the academic administration and faculty in career planning and employment programs. 1 2 3 N/A Yes No

c. raise issues and concerns with the institution’s legal counsel regard-ing compliance with employment laws as they pertain to recruit-ment and hiring of students and alumni. 1 2 3 N/A Yes No

195. In addition, career services should:

a. participate in campus activities such as faculty organizations, committees, student orientation programs, classroom presentations, academic courses in career planning, and student organization programs. 1 2 3 N/A Yes No

b. exchange information with the academic administration and faculty concerning employment requirements, labor market trends, specific jobs, and employment that may be related to academic planning and curriculum development. 1 2 3 N/A Yes No

c. arrange appropriate programs that use alumni experience and expertise. 1 2 3 N/A Yes No

d. establish cooperative relationships with other offices and services in order to support mutual referrals, exchange of information, sharing of resources, and other program functions. 1 2 3 N/A Yes No

e. provide information and reports to the academic administration, faculty, and key offices of the institution regarding career services to students, employers, and alumni. 1 2 3 N/A Yes No

f. provide feedback to faculty, administrators, and students on the preparation of graduates for employment and graduate school to aid curriculum development and individual career planning. 1 2 3 N/A Yes No

g. encourage dialogue among employers, faculty members, and administrators concerning career issues and trends for students and graduates (development of employer/alumni advisory groups). 1 2 3 N/A Yes No

30/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

IX. CAMPUS AND EXTERNAL RELATIONS (continued)

IX. Campus and External Relations Rating Comments

h. create and effectively use advisory groups that may include employers, alumni, and students. 1 2 3 N/A Yes No

i. provide parents with information and relevant data on career education programs and services, and key results related to employment and graduate study outcomes for recent graduates. 1 2 3 N/A Yes No

j. serve as an institutional resource for the media and provide key information and data related to career development, labor market trends, and employment outcomes as appropriate. 1 2 3 N/A Yes No

k. encourage staff participation in professional associations and community activities related to career and employment issues (e.g., chambers of commerce, work force development functions, employer open houses, workshops, federally mandated one-stop centers, school-to-work efforts). 1 2 3 N/A Yes No

l. participate in professional staff development activities. 1 2 3 N/A Yes No

Scoring: Section IX. (Campus and External Relations)

Number of Criteria = 16 Possible Score = 48

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

31/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

X. EMPLOYER RELATIONS AND SERVICES

X. Employer Relations and Services Rating Comments

196. Career services must develop policies and practices to ensure the highest-quality employer relations and services. 1 2 3 N/A Yes No

197. Career services must develop strategic objectives for employer relations/services and job development that yield maximum oppor-tunities for the institution’s students and other designated clients. 1 2 3 N/A Yes No

198. Career services must develop, maintain, and enhance relationships with employers that may provide career development and employ-ment opportunities for students and other designated clients. 1 2 3 N/A Yes No

199. Career services must enhance customer service and foster continuous improvement by using feedback from employers on key performance indicators and measures of services. 1 2 3 N/A Yes No

200. Career services must inform, educate, and consult with employers on the nature of services provided and student candidates’ availability. 1 2 3 N/A Yes No

201. Career services must actively involve employers in on-campus programs that meet career and employment needs of students and other designated clients. 1 2 3 N/A Yes No

202. Career services must promote employer adherence to professional and ethical standards that serve as conduct models for students and other designated clients. 1 2 3 N/A Yes No

203. Career services must provide employer feedback to faculty, admin-istrators, and students on the students’ preparation for jobs, the curricula, and the hiring process. 1 2 3 N/A Yes No

204. Career services should develop and implement marketing strategies to cultivate employment opportunities for students and other designated clients. 1 2 3 N/A Yes No

205. Career services should maximize opportunities for employers to consider candidates for employment. 1 2 3 N/A Yes No

206. Career services should maximize students’ exposure to employers while respecting appropriate academic and co-curricular standards. 1 2 3 N/A Yes No

207. Career services should encourage dialogue among employers, fac-ulty, and administrators concerning career and employment issues. 1 2 3 N/A Yes No

208. Career services should facilitate employer involvement and commu-nication with faculty, students, and administrators. 1 2 3 N/A Yes No

32/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

X. EMPLOYER RELATIONS AND SERVICES (continued)

X. Employer Relations and Services Rating Comments

209. Career services should uses employer experiences and expertise in support of institutional activities. 1 2 3 N/A Yes No

210. Career services must not give preferential treatment to specific em-ployers. Employers must be treated uniformly and consistently. 1 2 3 N/A Yes No

211. Career services staff should understand the variety and diversity of needs and employment practices among small businesses, large corporations, government agencies, and nonprofit organizations. 1 2 3 N/A Yes No

212. Career services should define the various types of employers it will serve and articulate policies that guide its working relationships with these employers. 1 2 3 N/A Yes No

213. Career services must offer a variety of services to employers that ulti-mately reflect the match between student interests and employer needs. 1 2 3 N/A Yes No

214. Career services should provide information to employers on the institution’s operations, enrollment, curricula, and interviewing logistics, such as policies, procedures, transportation, lodging, and so forth. 1 2 3 N/A Yes No

215. Career services should encourage employer participation in career planning courses, career conferences, career and alumni fairs, cooperative education, and internships. 1 2 3 N/A Yes No

216. Career services should provide information and services to assist recruiters to effectively communicate their opportunities to specific and targeted student populations. 1 2 3 N/A Yes No

217. Career services should encourage employers to list job vacancies on a continuing basis and to provide timely information to career services staff on their job offers, salaries, and hires. 1 2 3 N/A Yes No

218. Career services should encourage employer support of the institu-tion, which may include scholarships and related forms of financial support, in collaboration with campus development office efforts. 1 2 3 N/A Yes No

219. Career services should develop policies for working with third-party re-cruiters, which may include requiring recruiters to disclose the identities of the organizations they represent and adhering to the ethical guide-lines documented in the NACE Principles for Professional Practice. 1 2 3 N/A Yes No

Scoring: Section X. Employer Relations and Services

Number of Criteria = 24 Possible Score = 72

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

33/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

XI. LEGAL RESPONSIBILITIES

XI. Legal Responsibilities Rating Comments

220. Career services professional staff members must be knowledgeable about accepted and current professional practices, and must be responsive to those obligations and limitations imposed on the op-eration of their program areas by relevant civil and criminal laws, institutional policies, and any contractual commitments. 1 2 3 N/A Yes No

221. Career services must ensure that records are maintained following prevailing legal guidelines. 1 2 3 N/A Yes No

222. Career services staff members must use appropriate policies and practices to protect students and limit the liability exposure of the institution, and its officers, employees, and agents. In this regard, the institution must provide access to legal advice for professional staff as needed to carry out assigned responsibilities. 1 2 3 N/A Yes No

223. Career services staff must be aware of and seek advice from legal counsel about particular areas of the law including but not limited to:

a. the Family Education Rights and Privacy Act regarding disclosure of student information contained in education records. 1 2 3 N/A Yes No

b. privacy of data maintained in electronic form by the career center or by another entity at its request. 1 2 3 N/A Yes No

c. defamation law regarding references and recommendations on the behalf of students. 1 2 3 N/A Yes No

d. equal employment opportunity laws regarding employment referral practices of the career services office and others employed by the institution that refer students for employment. 1 2 3 N/A Yes No

e. affirmative action regulations and law regarding special programs for special student populations. 1 2 3 N/A Yes No

f. liability issues pertaining to experiential education programs. 1 2 3 N/A Yes No

g. work authorization practices in countries other than where the student holds citizenship. 1 2 3 N/A Yes No

h. institutional policy regarding safety standards and practices for students traveling to work or participating in university-sponsored experiential activities. 1 2 3 N/A Yes No

i. laws regarding contracts governing service provided by outside vendors. 1 2 3 N/A Yes No

34/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

XI. LEGAL RESPONSIBILITIES (continued)

XI. Legal Responsibilities (continued) Rating Comments

j. laws regarding grant applications. 1 2 3 N/A Yes No

k. laws regarding eligibility to work in the United States. 1 2 3 N/A Yes No

l. other related state or federal employment or student-related statutes. 1 2 3 N/A Yes No

224. The institution must inform career services in a systematic and timely fashion about extraordinary or changing legal obligations and potential liabilities. 1 2 3 N/A Yes No

Scoring: Section XI. Legal Responsibilities

Number of Criteria = 16 Possible Score = 48

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

35/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

XII. EQUAL OPPORTUNITY, ACCESS, AFFIRMATIVE ACTION, AND DIVERSITY

XII. Equal Opportunity, Access Affirmative Action, and Diversity Rating Comments

225. Career services must ensure that services and programs are provided on a fair and equitable basis. 1 2 3 N/A Yes No

226. Career services must adhere to the spirit and intent of equal oppor-tunity laws in all activities. 1 2 3 N/A Yes No

227. Career services’ operating policies and procedures must not dis-criminate on the basis of race, color, religion, age, national origin, gender, sexual orientation, disability, marital status, or veteran status. (Exceptions are appropriate only where provided by relevant law and institutional policy.) 1 2 3 N/A Yes No

228. Career services’ programs and facilities must be accessible to all students. 1 2 3 N/A Yes No

229. Career services hours of operation, customer service systems, and online operations should respond to the needs of all students. 1 2 3 N/A Yes No

230. Career services must seek to identify, prevent, and/or remedy any discriminatory practices associated with the delivery of its services. 1 2 3 N/A Yes No

231. Career services must provide advocacy in bringing the career-related needs of all students to the attention of the institution’s administration. 1 2 3 N/A Yes No

232. Career services should ensure that employers using services and programs adhere to the word and spirit of equal employment op-portunity and affirmative action. 1 2 3 N/A Yes No

233. Career services should educate faculty members about legal and ethical issues relating to student referrals and recommendations. 1 2 3 N/A Yes No

234. Career services must nurture environments where commonalities and differences among people are recognized. 1 2 3 N/A Yes No

235. Career services must address the characteristics and needs of a diverse population when establishing and implementing policies and procedures. 1 2 3 N/A Yes No

236. Career services should work in conjunction with the institution’s special services and related organizations to enhance student and em-ployer awareness and appreciation of cultural and ethnic differences. 1 2 3 N/A Yes No

237. Career services must provide educational programs that help students from diverse backgrounds, and individual with special needs, to identify and address their unique needs related to career development and employment. 1 2 3 N/A Yes No

36/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

XII. EQUAL OPPORTUNITY, ACCESS, AFFIRMATIVE ACTION, AND DIVERSITY (continued)

XII. Equal Opportunity, Access Affirmative Action, and Diversity Rating Comments

238. Career services should initiate partnerships and cooperative pro-gramming with other offices representing special populations to ensure appropriate service delivery.) 1 2 3 N/A Yes No

239. Consistent with its goals and mission, career services must take affirmative action to remedy significant imbalances in student par-ticipation and staffing patterns. 1 2 3 N/A Yes No

240. The institution must recognize the needs of students who participate in distance learning for access to programs and services on campus. 1 2 3 N/A Yes No

241. The institution must provide appropriate services in ways that are accessible to distance learners and assist them in identifying and gaining access to appropriate services in their geographic region. 1 2 3 N/A Yes No

Scoring: Section XII. Equal Opportunity, Access Affirmative Action, and Diversity

Number of Criteria = 17 Possible Score = 51

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

37/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

XIII. ETHICS

XIII. Ethics Rating Comments

242. All persons involved in providing career services to students must adhere to the highest standards of ethical behavior as set forth in the “Career Services Professions” section of the NACE Principles for Professional Practice, as well as any additional professional standards and/or codes that may apply. 1 2 3 N/A Yes No

243. Career services leaders/managers should proactively provide guid-ance and education on these standards to all persons involved in providing career services, including, but not limited to, entry-level professionals, support staff, student staff, interns, graduate assistants, faculty, and other administrators. 1 2 3 N/A Yes No

244. Guidance on ethical rights and responsibilities should also be pro-vided to students and other designated clients. 1 2 3 N/A Yes No

245. All career services staff members must be aware of and comply with the provisions contained in the institution’s human subject research policy and in other relevant institutional policies addressing ethical practices and confidentiality of research data concerning individuals. 1 2 3 N/A Yes No

246. Whenever handling institutional funds and funds generated through career center activities, all career services staff members must ensure that such funds are handled in accordance with established and responsible accounting procedures and the fiscal policies or processes of the institution. 1 2 3 N/A Yes No

247. Career services staff must use suitable means to confront and otherwise hold accountable other staff members who exhibit unethical behavior. 1 2 3 N/A Yes No

248. Career services staff members must be knowledgeable about and practice ethical behavior in the use of technology. 1 2 3 N/A Yes No

249. Career services staff members must recognize and avoid personal conflict of interest or appearance thereof in their transactions with students and others. 1 2 3 N/A Yes No

250. Career services staff members must ensure that privacy and con-fidentiality are maintained with respect to all communications and records to the extent that such records are protected under the law and appropriate statements of ethical practice. 1 2 3 N/A Yes No

251. Information contained in students’ education records must not be disclosed without written consent except as allowed by relevant laws and institutional policies. 1 2 3 N/A Yes No

Scoring: Section XIII. Ethics

Number of Criteria = 10 Possible Score = 30

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

38/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

XIV. PROGRAM EVALUATION, ASSESSMENT, AND RESEARCH

XIV. Program Evaluation, Assessment, and Research Rating Comments

252. Systematic and regular qualitative and quantitative evaluations must be conducted in support of career services’ mission, goals, and student learning and development outcomes. 1 2 3 N/A Yes No

253. Although methods of assessment vary, a sufficient range of mea-sures must be employed to maintain objectivity and comprehensive-ness in program evaluation. 1 2 3 N/A Yes No

254. Data collected must include responses from students, employers, and other constituencies. 1 2 3 N/A Yes No

255. Career services must evaluate periodically how well it complements and enhances the institution’s stated mission and educational effectiveness. 1 2 3 N/A Yes No

256. Core program evaluation should include:

a. annual review of goal completion. 1 2 3 N/A Yes No

b. quantitative evaluation via user data for programs and services. 1 2 3 N/A Yes No

c. career services-wide qualitative student satisfaction and feedback surveys. 1 2 3 N/A Yes No

d. program-specific qualitative assessment via student satisfaction and feedback surveys. 1 2 3 N/A Yes No

e. students needs-based surveys. 1 2 3 N/A Yes No

257. Additional assessment and research should include:

a. graduating student (first destination) and alumni surveys. 1 2 3 N/A Yes No

b. benchmarking-comparative surveys. 1 2 3 N/A Yes No

c. empirically based outcome research. 1 2 3 N/A Yes No

258. Career services must conduct regular evaluations to improve programs and services, to adjust to changing client needs, and to respond to environmental threats and opportunities. 1 2 3 N/A Yes No

259. Evaluations should include:

a. review of the strategic plan, mission, human resources needs, diversity efforts, and other areas covered in this document. 1 2 3 N/A Yes No

b. regular feedback from participants on events, programs, and services. 1 2 3 N/A Yes No

39/NACE Professional Standards for College and University Career Services Evaluation Workbook—2009

XIV. PROGRAM EVALUATION, ASSESSMENT, AND RESEARCH (continued)

XIV. Program Evaluation, Assessment, and Research Rating Comments

c. systematic needs assessment to guide program development. 1 2 3 N/A Yes No

d. first destination surveys at or following graduation. 1 2 3 N/A Yes No

e. employer and student feedback regarding experiential learning programs. 1 2 3 N/A Yes No

f. alumni follow-up surveys administered at specific times following graduation. 1 2 3 N/A Yes No

g. reports and satisfaction surveys from students and other constituencies interacting with career services, including employers and faculty. 1 2 3 N/A Yes No

260. Evaluation results must be used in revising and improving programs and services, and in recognizing staff performance. 1 2 3 N/A Yes No

261. In order for the institution to use comparable methods for evaluations, professional association resources, such as NACE benchmarking surveys, and peer institutional resources should be consulted. 1 2 3 N/A Yes No

262. Career services should collaborate with institutional research, state agencies, accrediting bodies, academic graduate programs, and other evaluative groups that generate and assess evaluation information. 1 2 3 N/A Yes No

263. Career services should promote institutional efforts to conduct relevant research on career development; institutional issues, such as academic success and retention; student learning outcomes; employment trends; and career interests of students. 1 2 3 N/A Yes No

264. Career services should prepare and disseminate annual reports, as well as special program evaluation reports addressing career services philosophy, mission, goals and objectives, programs and services, activities/outcomes, and graduate follow-up information. 1 2 3 N/A Yes No

265. Career services should gather, participate in, and/or conduct rele-vant research on career development academic success, institutional issues, such as admissions and retention; student learning outcomes; employment trends; and career interests. 1 2 3 N/A Yes No

Scoring: Section XIV. Program Evaluation, Assessment, and Research

Number of Criteria = 26 Possible Score = 78

Number of Applicable Criteria = Actual Score =

Mean Score (actual score divided by number of applicable criteria) =

40/NACE Professional Standards for College and University Career Services Evaluation Workbook —2009

SUMMARY

Quantitative Scores:

Please enter your number of applicable criteria, actual score and mean score for each section. Calculate the mean score by dividing the actual score by the number of applicable criteria.

# Section Number of Criteria

Possible Score

Number of Applicable

Criteria

Actual Score

MeanScore

I. Mission 18 54

II. Program Components 11 33

II-A. Career Advising/Counseling 14 42

II-B. Career Information 13 39

II-C. Employment Services 6 18

II-D. Graduate School Planning 4 12

II-E. Experiential Education 4 12

III. Program Management 8 24

IV. Organization 7 21

V. Human Resources 5 15

V-A1. - V-A8. Competencies 58 174

V-B1. - V-B6. Qualifications 43 129

VI. Financial Resources 4 12

VII. Facilities and Equipment 14 42

VIII. Technology 14 42

IX. Campus and External Relations 16 48

X Employer Relations and Services 24 72

XI. Legal Responsibilities 16 48

XII. Equal Opportunity, Access, Affirma-tive Action and Diversity 17 51

XIII. Ethics 10 30

XIV. Program Evaluation, Assessment, and Research 26 78

Totals 332 996

MORE DETAILS ON AREAS RATED BELOW "3"

EMPLOYMENT SERVICES #43 Career Services should develop and maintain relationships with employers, alumni, and other entities that provide career development and employment opportunities for students and other clients.

EXPERIENTIAL EDUCATION #50 Career Services should help students develop strategies for finding and pursuing financial resources to support experiential education options.

HUMAN RESOURCES #67 Career Services must have an adequate number of qualified professional and support staff to fulfill its mission and functions.

TEACHING/TRAINING/EDUCATING (competencies) #107 Career mentoring

INFORMATION MANAGEMENT (competencies) #129 Web design and management

POSITION QUALIFICATIONS #132 Career Services must have a regular system of staff evaluation and provide access to professional development opportunities, including in-services training programs and professional conferences/workshops.

FINANCIAL RESOURCES #165 Career Services should cultivate outside sources of funding for special projects, scholarships, and programs to help fulfill its mission. These sources, or sponsorships, may include, but are not limited to, employers, alumni, members of the community, grant agencies, and professional associations. (Such external funding should not be used as a replacement for institutional funds, but can be used to supplements existing budgetary funds in a limited and reasonable manner.)

FACILITIES AND EQUIPMENT #180 Parking for visitors should be adequate and convenient.

TECHNOLOGY #185 Technological applications to career services, including web sites, should be consistent with and integrated within the college or university technology infrastructure.

CAMPUS AND EXTERNAL RELATIONS 195 #h Create and effectively use advisory groups that may include employers, alumni, and students.

EMPLOYER RELATIONS AND SERVICES #218 Career Services should encourage employer support of the institution, which may include scholarships and related forms of financial support, in collaboration with campus development office efforts.

LEGAL RESPONSIBILITIES #224 The institution must inform Career Services in a systematic and timely fashion about extraordinary or changing legal obligations and potential liabilities.

PROGRAM EVALUATION, ASSESSMENT, AND RESEARCH #259 f – Evaluation should include alumni follow-up surveys administered at specific times following graduation.

OBSERVATIONS:

1. What are the strengths of your career services program?

• Talented staff • Committed staff/dedicated • New spacious facility • Modern technology • Leadership • New Center • Staff is team oriented • Staff is like

minded/open/professional • Experience level of staff • Events/programs • Liaisons have offices in each

college • Building relationships with faculty • Decentralized structure

• Career Planning Classes • Staff longevity • Staff Credentials • Staff Personalities • Staff diversity • Staff creativity • University-wide

constituents/collaboration • Comprehensive array of services • Technology (Career Wings,

Interview Stream, Career Webinars) • Central location of Main office • Reach of branch locations • Customer service

2. What program dimensions are functioning at a satisfactory level but could be improved?

• Funding • Marketing/awareness • Student participation • Lack of faculty support • Economy-lack of jobs (makes our

job more challenging) • Limited resources • Budget • Marketing • Training (consistent communication

of expectations) • Employer relations • Communication with individual

units • Lack of organization • Student front desk-system • Coggin Career Management Center

being separate • Consistent office procedures

• Faculty resistance • Student misconceptions • Gender diversity of staff • Staff time to

plan/brainstorm/develop

• Lack of employer relations dedicated staff

• Lack of career counseling staff • Lack of consistent OPS student staff • Lack of student awareness of office • Budget constraints- limited

professional development opportunities

• Decentralized structure (presence, identity, perception, competing needs and priorities).

3. What dimensions of your program are functioning below performance expectations and defined standards, and should be improved? Employer relations – need funding to hire staff who focuses just on employer development.

4. What are your top priorities for action to improve career services?

Utilize student work study program for needed staff liaisons continue to build collaboratively relationships w/faculty, advisors, UNF offices, employers. Continue to cross train, so consistent implementation of policies at main office and within satellite offices.

_________________________________________________________________________

Section 3 Career Services Internal Review

Benchmark: Comparable Schools Best Practices

_____________________________________________

RUBRIC: University Career Center Comparison

COMPARATIVE SCHOOLS: As identified in UNF Strategic Plan -University of Maryland-Baltimore County -University of West Florida -Appalachian State University -University of North Carolina-Charlotte CAREER CENTER WEBSITE AND INTERNET RESOURCES

1. UMBC: University of Maryland-Baltimore County: http://www.careers.umbc.edu/ 2. UWF: University of West Florida: http://www.uwf.edu 3. ASU: Appalachian State University: http://www.appstate.edu 4. UNCC: University of North Carolina- Charlotte: http://www.uncc.edu

STUDENT POPULATION Universities Undergraduate Graduate Post baccalaureate Total students UNF 13,894 1,806 941 16,641 UMBC 10,210 2,678 12,888 UWF (Fall 2009) 8,719 1,800 (no # given) 11,184 ASU 15,137 2,085 17,222 UNCC (Fall 2009) 19,419 5,282 24,701 STAFFING Universities Levels ASU Director, Associate Director Asst. Director (4), On- Campus, Recruiting,

Customer Service & Support, Technology Support, Student Employment, Coordinator, Admin Asst. , Career Counselor (2), Staff Psychologist, Graduate Asst. (2), Graduate Intern, Undergraduate Interns (11)

UMBC Director (1), Associate Director (2), Career Advisor (1), Web Master, Office Supervisor/Budget Coordinator, Recruitment Coordinator

UWF Director, Asst. Director (2), Coordinator (1 volunteer, 1 experiential learning, 1 career planning), Program Specialist, Office Administrator, Graduate Assistant (3)

UNCC Director, Associate Director (2), Senior Asst. Director(2), Asst. Director (4), Career Counselor, Experiential Recruitment Specialist, JLD Program Coordinator, Budget Office Manager, Technical Assistance Coordinator, Customer Service Representative, Event Information Assistant, Peer Assistant (4)

SERVICES UNF UMBC UWF ASU UNCC Counseling Service X X Career Counseling Individual Appointment (help making career choices)

X X X X X

Personality Assessments: Interest Assessments: Values Assessments: Skills Assessments:

X X X X

- X X X

X X X X

X X X X

X

Career Assessment Interpretation X UNF UMBC UWF ASU UNCC Job Search Counseling Resume/letter critiques Interview assistance Job Search assistance Applying to Graduate School

X X X X X

X X X X X

X X X X X

X X X X X

Practice Interview Program Online Appointments

X X X

X X

X X X

Walk-In/Drop In Visits -All types of questions/concerns

X X X Counseling only

X

Peer Advising X Career Education Officers

Cooperative Education X X X Internships X X X X Part-Time Job Program (Job Location Development)

X X

Workshops X X X X X Career Classes for Credit X - Graduate Exit Interviews X All campus

survey PROGRAMS Name of Career Program/Event UNF UMBC UWF ASU UNCC Making a Difference – Non-Profit Career Fair X X X Education Career Fair X X X X Internship, Leadership & Volunteer Fair X X X X Majors Fair X X X X Job Fair X X X X Graduate School Fair X X X X X Outdoor Job Fair- i.e. camps etc X X Part-time Job Fair X

EXPERIENTIAL LEARNING PROGRAMS Program UNF UMBC UWF ASU UNCC Cooperative Education X X X X Internships X X X X X Part-time Jobs X X X X Volunteer Experience X X X X Seasonal Jobs X X X College Work Study X X X ALUMNI RELATIONS Service/Program UNF UMBC UWF ASU UNCC Career Counseling X Fee > 1 sem X X X Career Assessments (MBTI, Strong, Etc) X Fee > 1 sem X Job Search Counseling X Fee > 1 sem X X X Practice Interviews X Fee > 1 sem X X X On-campus Interviews X Fee > 1 sem X X Resume Referrals X Fee > 1 sem X X On-Line Job Postings X Fee > 1 sem X X X Paper-Job Postings X Fee > 1 sem X Career Library Resources X Fee > 1 sem X X Workshops X Fee > 1 sem X X X Job Fairs X Fee > 1 sem X X X Career Expos X Fee > 1 sem X X Cooperative Education X Fee > 1 sem X Internships X Fee > 1 sem X X Networking Events X Fee > 1 sem X X EMPLOYER RELATIONS Availability UNF UMBC UWF ASU UNCC On-campus Interviews X - X X X Resume Referrals X X X X Job Postings X X X X X Career Expo Job Fair

X X X X

Internship X X X X X Cooperative Education X X X X Information Table X X X X Information Session X X X X X Socials TBD X Career Information Seminar/panel X X - Speaker in Classroom X X Virtual Interviews - Skype - X Practice Interviews by Employers X X X Resume Clinics & Workshops Presented by Employers

X - X

CAREER RESOURCES UNF UMBC UWF ASU UNCC Magazines/Publications - Employers - - - X Magazines/Publications - Students X - - X Career Planning Classes X - - Library X - X X Online X X X X Assessments X X X X Job Search Resources: Online X X X X WEBSITE RESOURCES UNF UMBC UWF ASU UNCC Parent Page X X X X Community X - - Student Page X X X X X Alumni Page X X X X X Employer Page X X X X X Faculty Page X X X X X Advisor - - - X Other Volunteer/Intern COMPUTERIZATION AND TECHNOLOGY UNF UMBC UWF ASU UNCC Name of Software Career Wings UNBCWorks JasonQuest Career

Gear Niner JobNet

Student Registration System X X X X Student Appointment Tracking System

Banner X X

On campus Interview Scheduling X - X X X Resume Referral System X X X X Job Posting System X X X X X Coop Educ. Program Tracking System X X X Employer Data Base X-Simplicity X-Simplicity X-Jason Q X X –

Experience Inc.

Webinars TBD - - X Online Practice Interview System X-

InterviewStream - - X

Academic Mgnt System Blackboard Blackboard - Hits to CC Website - - E Calendar X X X X X Internship Resources Website X X-Jason Q X X Other: volunteer, research, on-campus positions

- X X X

BEST PRACTICES/INNOVATIONS/HIGHLIGHTS Schools UMBC • Faculty/Staff page: links to NACE about writing resumes and job search link for students

• F/S: Faculty referral-Direct link to employer info. • Parents page: tips to support students career goals • Corporate visibility days: companies pay fee and gets to advertise on campus and has workshops

on campus/in center • Employer Relations Team • Networking tab that includes Linked In group and professional development: connects students

to Alumni and employer • Connect Alumni to Continuing Education website • Professional Network Profile: Uses Simplicity/NACE for Alumni to register as mentors

ASU • Appear to have a dedicated technology individual for career center • Youtube Channel - Our Youtube channel contains several online presentations. If you need

more help, but can't stop by our office, this is a great place to start. • Class Assignments- web page for faculty request list possible assignment types. Faculty

Assignment Request Form- would need someone to monitor request.

• Outdoor Camp Fair – Summer Camps etc –working with Youths

• Networking Tab

• Career Information Network-Register or update online to offer your professional contact information to ASU students.

UWF • Has a “no-show” policy for appointments • Has a page on the “Disney College Program” • Has an online mentoring program through JasonQuest and uses LinkedIn • Has video workshops

UNCC • Quotes from students who have done/are doing internships/coops on the page describing the experience and the benefits of it on the website main page

• Lists featured events (near future mock interview days, job fairs, etc.) on website main page • Lists upcoming events (things that are w/in the next month) on website main page • Has links to: Alumni NinerJobNet, Bridges, Career Links Online, E-leads, Focus-2, Interfolio,

Job Search tools, NinerJobNet, Opitimal Interview, Optimal Resume, Vocation Bio Vids on main web page

• Lists employers coming to campus on their main web page • Includes a component for volunteer/community experiences as part of their mission statement • Have a technology services coordinator on the Career Center staff • Have a Career Success Certificate program (seems similar to STAR program)

STRENGTHS AND WEAKNESSES: SUMMARY UNF Strengths

• Many online resources for students (Career Wings, Interview Stream, etc.). • Good resource library within the Career Services office that offers a wide range of topics and a

dedicated space for these resources. • Liaison/Staff contact information is easily accessible to students and alumni. • Staff is very knowledgeable and flexible when working with students and other UNF offices/services

and has extensive years of experience in Career Services. • Good retention of staff; average number of years in position is 5. • Able to put on quality programs with a less than optimal budget. • UNF Career Services provides more interactive online based programs in comparison to similar

universities (ie. Interview stream and career webinars). • More available assessment options compared to counterparts.

UNF Weaknesses

• Needs a dedicated employer relations staff member; sister institutions of our size have this essential staff person.

• Needs a dedicated technology person to update website more consistently with services, programs and other information vital to the Career Services office and create a site that easy to navigate.

• Needs a more streamlined, user-friendly website. • Online mentoring program for students (ALL other institutions reviewed have something of this type.) • More consistency with the Volunteer Center to include experiential learning as more of a Career

Services option. • Career Services staff lacks funding to attend career related conferences and training in their field. • Comparable schools work with a larger number of undergraduate and graduate students as student

assistants. • Other schools don’t directly charge students for assessments. • Our slim marketing budget and online presence limits our outreach. Other schools have a stronger web

presence. • ASU has a focus on leadership (tab that includes internships/grad asst./volunteering) from the career

development page.

____________________________________________________________________________________________

Section 4

Career Services Internal Review

Future Demands on career centers

Occupational Trends

Skills Graduates will need for the future

___________________________________________________________________________________________

FUTURE DEMANDS ON CAREER CENTERS

• Increasing numbers of alumni will seek expanded career services

• Employers are moving toward the use of web-based recruiting (on-line campus recruiting systems and social media) instead of the traditional job fairs.

• Greater focus on providing internship opportunities to students earlier in the college career.

• Increased accountability concerning learning outcomes and outcomes based needs assessment.

• Technology will continue to play a vital role in the delivery of services: i.e. social media, virtual interviewing, 24/7 delivery of services to students/alumni.

• Increase in resource sharing across the campus: further development of partnerships between alumni services and advising.

• The changing student demographic and attitude and attribute’s of today’s student.

• Early recruitment and talent identification through experiential education programs will continue to be a strong on campus recruiting activity for many organizations.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LOCAL, STATE, NATIONAL, GLOBAL FUTURE TRENDS

Trends that will reshape the workplace

• Employment is projected to increase by 15.3 million, or 10.1 percent, during the 2008-18 period. BLS.gov

• Jacksonville’s leading industries include transportation, financial services, insurance, healthcare and manufacturing. US Department of Labor: Bureau of Labor Statistics

• Seventy-seven percent of Jacksonville’s working population are employed by companies, 12 percent by the government, and 5 percent are self-employed.

US Department of Labor: Bureau of Labor Statistics

• Jacksonville has an unemployment rate of 6.5%, compared the national average of 6.9%. US Department of Labor: Bureau of Labor Statistics

• Florida’s fastest growing companies through 2018 are projected to be in Administrative and Support Services, Social Assistance, and Ambulatory Health Care Services. Labor Market Statistics

• Florida’s fastest growing jobs through 2018 include Network Systems and Data Communications

Analysts; Employment, Recruitment, and Placement Specialists, and Cost Estimators. Labor Market Statistics

• Three of the 10 detailed industries projected to have the most employment growth are in professional and

business services: management, scientific, and technical consulting; computer systems design; and employment services. Altogether, these 3 industries are expected to add 2.1 million jobs. BLS.gov

• Of the largest projected employment declines, 4 are in the manufacturing sector and 2 each are within retail trade and information. The largest decline among the detailed industries is expected to be in department stores, followed by manufacturers of semiconductors, and motor vehicle parts. BLS.gov

• Projected to add the most jobs is registered nurses followed by home healthcare aides. BLS.gov

• Employment in the construction industry is projected to increase by 1.3 million, declines in

manufacturing (-1.2 million) and mining (-104,000) will nearly offset this growth. BLS.gov

• Due to the economic downturn, there has been a shift in the types of organizations that have been recruiting on college campuses. There has been a reduction in hiring in sectors such as engineering and finance and more hiring in the governmental sector due to retirement projections and increased funding. Also with more focus on globalization, economic, and sustainability trends, more multinational and energy companies will look to establish an on campus presence. NACE Journal, September 2010

• There is a shift toward green careers, those that are affected by activities like conserving energy, reducing pollution, or recycling. Jobs that make the environment safer and ecologically friendly seem to appeal to women and often offer higher wages. Career One Stop.org

• More and more people will consider entrepreneurial ventures instead of traditional employment. Smallbusiness.chron.com

• The workplace is now dealing with a multi-generational workforce now more than ever. There are four distinct generations: Traditionalists, Baby Boomers, Generation X and Generation Y (Millennials). Employers will have to develop creative and innovative way to accommodate the career needs for each of these generations. Smallbusiness.chron.com

• Ethnically diverse labor force is a result of higher population growth among minorities--due to higher birth rates and increased immigration, along with higher labor force participation rates by Hispanics and Asians. BLS.gov

• Persons age 55 years and older in the labor force is expected to increase by 12.0 million, or 43.0 percent,

during the 2008-18 period. BLS.gov

• Young people (age 16-24) are expected to account for 12.7 percent of the labor force in 2018. BLS.gov

• Persons in the prime-age working group (age 25 to 54) to account for 63.5 percent of the 2018 labor

force. BLS.gov

• The utilization of computer and scientific technology will continue to be a workforce trend as long as new developments are discovered

o increased remote access to offices, video conferencing and virtual work teams o Remote management, telecommuting and increased work style flexibility will become more o commonplace o Globalization will become both an impetus for improvements to computer technology and a o result of more advanced technology in the workplace Smallbusiness.chron.com

• Occupations where a postsecondary degree or award is usually required are expected to account for one-

third of total job openings through 2018. BLS.gov

• Fastest growth will occur in occupations requiring an associate degree. BLS.gov

• 14 of the 30 fastest growing detailed occupations have a bachelor's degree or higher as the most significant source of postsecondary education or training. BLS.gov

 

 

 

 

 

 

 

 

 

SKILLS GRADUATES WILL NEED FOR THE FUTURE

• Self-Reliance o The Self-Reliant Graduate is aware of the changing world of work, takes responsibility for his or her own

career and personal development and is able to manage the relationship with work and with learning throughout all stages of life.

o Employers have vastly different requirements, even with things that sound common ‘communication skills’ o Employer requirements are rarely based on future roles and needs but on past and current needs

• Self-Awareness

o Able clearly to identify skills, values, interests and other personal attributes. o Able to pinpoint core strengths and "differentiating factors". o Equipped with evidence of abilities (e.g. summary statement, record or "potential"). o Actively willing to seek feedback from others, and able to give constructive feedback. o Able to identify areas for personal, academic and professional development.

• Self-Promotion

o Able to define and promote own agenda. o Can identify "customer needs"(academic/community/employer)and can promote own strengths in a

convincing way, both written and orally, selling "benefits" to the "customer", not simply "features".

• Exploring and Creating Opportunities o Able to identify, create, investigate and seize opportunities. o Has research skills to identify possible sources of information, help and support. o Greater focus on securing internships, co-ops, and other practical experiences earlier in the college career

• Action Planning

o Able to plan a course of action which addresses: Where am I now? What do I want to be? How do I get there?

o Able to implement an action plan by: Organizing time effectively Identifying steps needed to reach the goal Preparing contingency plans

o Able to monitor and evaluate progress against specific objectives.

• Networking o Aware of the need to develop networks of contacts. o Able to define, develop and maintain a support network for advice and information. o Has good telephone skills.

• Matching and Decision Making

o Understands personal priorities and constraints (internal and external) o This includes the need for a sustainable balance of work and home life. o Able to match opportunities to core skills, knowledge, values, interests etc. o Able to make an informed decision based on the available opportunities.

• Negotiation

o Able to negotiate the psychological contract from a position of powerlessness. o Able to reach "win/win" agreements.

• Political Awareness

o Understands the hidden tensions and power struggles within organizations. o Aware of the location of power and influence within organizations.

• Coping with Uncertainty

o Able to adapt goals in the light of changing circumstances. o Able to take myriads of tiny risks.

• Development Focus

o Committed to lifelong learning. o Understands preferred method and style of learning. o Reflects on learning from experiences, good and bad. o Able to learn from the mistakes of others. o More lifelong learning, greater training requirements, and more cross training. o Graduates will need to learn, in order to be adaptable.

• Transfer Skills

o Able to apply skills to new contexts.

• Self-Confidence o Has an underlying confidence in abilities, based on past successes. o Also has a personal sense of self-worth, not dependent on performance.

• Harbor Realistic Expectations

o Aware there is no ‘job for life’ o New focus on maintaining employability o Decline of loyalty o Expectation of multiple careers o Best way to achieve career progression

 

 

 

 

 

 

Summary

Future Demands

Serving an increasing number of alumni, ever changing technology, and a focus on providing earlier experiential learning opportunities are just a few of the demands that Career Centers will be facing in the next few years. Career Centers will also need to find ways to adapt to the changing student demographic and provide services to students that fit their fast pace and oft times demanding lifestyle. Internally, Career Centers will continue to be accountable for meeting divisional and university learning outcomes; further develop partnerships and resource sharing with various departments across the campus as well continuing to engage faculty members in the career development process. As an employer needs change, Career Centers may experience opportunities to work with small businesses and may also find that employers are starting to embrace the idea of virtual careers fairs, which could have implications on the Career Centers operation budget.

Future Trends

Occupations focused on human service, technology, and communication will show the most growth through 2018. There is an increased focus on globalization and occupations with widespread impact, including green careers. The workplace is becoming more diverse in terms of age and ethnicity, due to late retirement and an increase in immigration. Flexibility within the workplace in quickly becoming the trend. Jobs will begin to incorporate more technology including virtual meetings and work teams, remote office and management. Educational trends include an increase in those seeking Associates degrees. About half of the fastest growing occupations through 2018 will require a Bachelor’s or higher.

Skills

Studies indicate that the successful graduate possesses four skills. Self-reliance is a key trait for managing their career and personal development with the use of confidence, self-awareness, action planning, and political awareness. The second skill is being connected; the graduate must be a team player and can demonstrate this through management skills, meetings skills, negotiation skills, networking skills, and presentation skills. Next it is essential that the graduate be considered a specialist at a specific task or subject and lastly the graduate needs to be a generalist with a foundation of general business skills and knowledge.