Welcome to the…Career Path Program For

College Students

Exploration

EstablishmentBegin Your Career Path

Introduction

4 Goals of the on-going Workshop

1. Increase student awareness of career counseling services available to them.

2. Educate students on the various aspects of career self-concept and exploration.

3. Educate students about employment trends to help them develop career decision-making skills

4. Prepare students to enter the workforce by helping them to develop effective job seeking strategies.

Workshop Structure

Students are made aware of the Career Path program through:

1. The use of colorful fliers posted on various notice boards on campus

2. Announcement by Professors who make attendance of the workshop an opportunity for extra credit

3. Social- networking [i.e. attendees are encouraged to invite their friends to join our online discussion and subsequently attend our monthly workshops]

Workshop Structure4. Students are enticed to attend by being offered individual attention and FREE FOOD.

5 Counselors reach out to individuals and schedule 1:1 sessions for more in-depth and personal career exploration.

6. Counselors conduct a mixed-method study to evaluate and fine-tune the workshop and to gain student, parent, and administrator support.

Workshop Time Line: Every 3rd Friday 11:00- 1:00* Room 201

3. “How do I become a successful employee?” & Survey

12:40 -1:00 survey/ conclusion *1:00pm-1:30 pm

2. “How do I get my dream job?” & “Will there be jobs in my field?”11:40 pm - 12:30 pm (10 min break)

1. Introduction brunch & “Who am I?” 11:00 am - 11:40 am

*at conclusion of workshop counselors are available for 1:1 scheduling

Let the workshop begin!

IMAGINE you are now traveling back in time when you may have

been a college student with a case of CAREER INDESCION

Know your career services options

Step 1

Step 2

Step 3

Step 4

First, you will work with Angela and the group to exploreyour personality and self-concept

Lastly you will participate in an interview skill – building exercise with partners, led by Brittany

Next, Stesha will lead you in a discussion about how to gather information about various career options

Then, Kofi will provide you with tips on effective job -search strategies as well as what you can do to make your college-to-work transition a stress-free experience

Order of presentation

Personality and Self Concept

Objective: Students will be able to answer these questions:

“Why am I interested in certain jobs”?

“What can my personality tell me about possible career options?

Intervention Objectives

At the end of this activity students will be able to:

1. Record their MTBI type

2. Explore their personality profile

3. Discuss insights into their self-concept and job preferences

Literature Review1. The MBTI is based on Jungian-type theory (Jung,

1990/1971) and originally was developed as a career counseling tool (McCaulley, 1990).

2. Approximately 2 million copies of the MBTI are sold each year (Healy, 2001), making it the most widely used personality instrument in the world (Jackson, Parker, & Dipboye, 1996; Quenk, 2000).

3. The MBTI yields four bipolar preference scores: extraversion-introversion, sensing-intuition, thinking-feeling, and judging-perceiving (Myers et al., 1998).

Literature Review

1. MBTI is explicitly marketed as a tool to aid in selecting majors and careers.

2. MBTI promotes understanding of why those careers are of interest.

3. The MBTI also has been described as effective in increasing self- awareness, enhancing understanding of decision-making processes and preferences, and improving interpersonal communication (McCaulley, 1990).

4. Apostal (1988) found that the MBTI stimulates self-concept exploration.

5. Katz, Joyner, and Seaman (1999) found that the MBTI was as effective as the Strong Interest Inventory

Activity Directions1. Go to: http://www.humanmetrics.com/

2. Under Jung Typology section Click “Take Test” • answer quickly and honestly, don’t

over-think it,• Click “Score It”

3. Then Click example ENFP type description by D.Keirsey

4. Click on example More About Your Idealist Champion Personality: Best Job Fit for Idealists (your may say guardian, rational, artisan, or idealist)

Activity Discussion

Dichotomies

Extraversion (E) - (I) Introversion

Sensing (S) - (N) Intuition

Thinking (T) - (F) Feeling

Judgment (J) - (P) Perception

Activity Discussion1. What did you discover about your personality

preference?

2. According to your type what types of career fields and occupations are you attracted to?

3. Are there any discrepancies between your predicted Jungian type and your real life?

4. What have you learned about yourself and your major of choice upon reading your profile?

Job Trends & Future Predictions

Objective: Students will be able to answer this question:

“Will there be jobs in my field?”

Intervention Objectives

Students will understand:

• The importance of being knowledgeable about job market trends

• The process of navigating online career databases to investigate market trends

• What careers are likely to grow over the next few years

Why is it important to be informed about future job market trends?

The job market is always changingTechnology, globalization, state of the economy, etc.

To ensure that the career you want is still out there with available openings

To remain competitive

To stay abreast of the changes that will occur in your chosen field

Career InformationOnline Resources

Occupational Outlook Handbook (OOH) provided by the Bureau of Labor Statistics – provides information about careers including:

Training and education neededIncomeExpected job prospectsWhat workers do on the jobWorking conditionsProjects job market outlook through the year 2018and moreFREE

http://www.bls.gov/oco/

Career InformationOnline Resources

Occupational Information Network (O*NET) - a database of occupations

Students can explore and learn about the various careers that are out there

Information about hundreds of jobs Future outlook of jobs

Green jobs

Provides information about what each occupation entails, the entry requirements, and salary

FREE

http://www.onetonline.org/

Career InformationOnline Resources

My Next Move (http://www.mynextmove.org/) Interactive web-based tool on O*Net website

Helps new job seekers, students, and other career explorers investigate over 900 jobs.

Keyword Search

Browse Careers

O*Net Interest profilercomputerized Likert-type questionnaire to determine interests

Career InformationOnline Resources

Career Exploration Tools on the O*Net Website

Self-directed career exploration/assessment tools

Helps workers consider and plan career options, preparation, and transition.

Also are designed for students who are exploring the school-to-work transition.

Based on a "whole-person" concept, includes:Abilities

Interests

Work values (Achievement, Independence, Recognition, Relationships, Support, Working Conditions)

Career InformationFuture Trends

• Total employment expected to increase by ~10%• Jobs that require postsecondary education will account

for 1/3 of new jobs and 1/2 of job openings• Careers requiring Bachelor degrees 17%• Careers requiring Master’s degrees 18%

• Changes Labor Force:• More racially and ethnically diverse• More older workers

Baby boom generation continues trend of remaining in the work force longer

Workers 55+ expected to 43%

Career InformationFuture Trends

According to the OOH the career categories in the service center that will experience the most growth are:

Healthcare Physicians

Home healthcare

Nursing

Social Assistance

ProfessionalManagement, scientific, and technical consulting

Computer systems design and related services

Career InformationFuture Trends

Employment services

Educational services

Accounting

Accommodation and food services

Government

Local government

According to Bezdek (2010):Renewable and energy-efficiency contain some of the most rapidly growing industries in the world such as

wind, photovoltaics, fuel cells, recycling and re-manufacturing, and biofuels

Future TrendsGreen Jobs

What are Green Jobs?There is no official definition

Generally defined as jobs that assist in improving the environment (Green Jobs, 2011)

2007 - Revenues from the renewable energy and energy efficiency industries were significantly more than that of Walmart, ExxonMobile, and GM

Presently, there are approximately 13 million green jobs in the U.S.

Renewable and energy-efficiency jobs are growing faster than average (Bezdek, 2010)

Future TrendsGreen Jobs

Projecting the growth of green jobs greatly depends on implementation of changes proposed by the government

Depending on the government’s revision of certain policies, it is possible that the energy efficiency and renewable energy industries could create over 37 million jobs a year by 2030 (Bezdek, 2010).

Future TrendsGreen Jobs

Green Economy- an economic activity related to reducing the use of fossil fuels, decreasing pollution and greenhouse gas emissions, increasing the efficiency of energy usage, recycling materials, and developing and adopting renewable sources of energy (O*Net).

Green Increased Demand Occupations

Green Enhanced Skills Occupations

Green New and Emerging Occupations

Future TrendsGreen Jobs

Green Increased Demand Occupations- The impact of green economies increase employment demand but the tasks of the job have remained the same

Zoologists

Chemical Engineers and Technicians

Chemists

Environmental Scientists

Occupational Health & Safety Specialists

Future TrendsGreen Jobs

Green Enhanced Skills Occupations- The impact of green economic activities caused the work requirements to change but it may not increase employment demand

Nuclear and Mechanical Engineers

Industrial Engineering Technicians

Public Relations Specialists

Urban/Regional Planners

Future TrendsGreen Jobs

Green New and Emerging Occupations- The impact of green economy activities/technologies create the need for unique worker requirements and generates new jobs

Climate Change Analysts

Wind Energy Engineers, Project Managers, and Operation Managers

Robotics Engineers and Technicians

Logistics Analysts and Engineers

Water Resource Specialists

College-To-Work Transition

How can I enhance my chances of getting a job after school?

ObjectivesStudents will be able to

A. Identify at least 2 ways to enhance their chances of getting employment after school

B. Describe 2 job search strategies

Literature Review

What do we know?

Majority of college graduates find it difficult to

obtain employment and hence develop meaningful careers not only because the economy is bad but also because most recent graduates are seriously

under-prepared for the world of work. Most of them left college with but little knowledge of the job

market and worst of all no knowledge about the job-seeking process itself.

Wood, L. & Kaczynski, D. (2007). University students in USA and Australia: Anticipation and reflection on the transition to work. International Journal of Employment Studies, 15, (2), 91-101

Enhancing Your Employability

•Have a focus

•Get the required work experience while still in school

•Keep a portfolio or record of activities depicting your employability skills

“To be employed is to be at risk, to be employable is to be

secured”Peter Hawkins

Ways To Get The Required Experience

Through:

• Part-time work in your chosen field

•Seasonal employment

•Internship and job shadowing

•Volunteering your time and skills

Internship /Job Search Strategies

Forget not the hidden

jobs

Use your

career service

s

Winners Start Early

Resume Building & Interview Skills

Objective: Students will be able to answer this question:

“How do I get my dream job?”

Intervention ObjectivesAfter this session, students will:

1. Be knowledgeable about creating resumes and choosing appropriate references

2. Feel more comfortable answering common interview questions

3. Feel more confident in their ability to obtain a job

Literature ReviewThe majority of employers still prefer the standard resume: chronological order, delivered electronically, and including cover letters (Schullery, 2009)

Thoms et al (1999) found that resumes with clear, precise objective statements were more likely to be chosen than those without. Resumes that listed a GPA of 3.0 or higher were more likely to be chosen than those with no GPA listed.

According to Muir (2009), students should have a variety of references, including ones from social, academic, and supervisory areas.

Those who received interview coaching used more strategies than those who did not, such as role-playing, observing, and organizing their thoughts. These strategies resulted in better interview performance (Maurer, 2001).

Tross and Maurer (2008) found that the more coaching an interviewee received, the higher the rating their interview received.

Activity Directions

1. Get together with a partner.

2. Answer the interview questions provided.

3. Each question will take 5 minutes.

Conclusion

Thank you!

Students you are encouraged to sign up for a session with your

counselor to continue the career counseling process.

Please complete the survey in person or on our Facebook page.

Workshop-Review Discussion with Baker’s Class

According to Brown career development workshops should include some or all of the following:

1. Career and self-awareness

2. Exploration of interests, values, goals, and decisions

3. Realities of the job market and future trends

4. Practical, accurate information about careers

5. Special needs such as risk-taking, resume building, and interviewing.

6. An academic advisement system that makes it possible for students to get the assistance they need in academic planning (Brown, 2012)

References

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469–480.Bezdek, R. H. (2010). Green jobs currently employ substantial numbers; Source of new jobs.Natural Gas & ElectricityBrown, D. (2012). Career Information, Career Counseling, and Career Development. Upper Saddle River, New Jersey: Pearson Education, Inc.Culkin, N. & Mallick, S. (2010). Producing work-ready graduates: The role of the entrepreneurial university. InternationalJournal of Market Research, 53,347 – 368.Dietz, J. The myth that college and major choice decides Johnny’s future.Gilbert, H. G. (1997). Career thoughts inventory: A review and critique. Paper presented at the Annual Meeting of the Southwest Education Research Association.Evuleocha, S., Ugbah, S., & Law, S. (2009). Recruiter perceptions of information that employment references should provide to assist in making selection decisions. Journal of Employment Counseling, 46, 98-106.Hipple, S. F. (2010). Self-employment in the United States. Monthly Labor Review, 17 – 32.Hobojn, B., Gardiner, C. & Wile, T. (2011). Recent college graduates and the job market. FRBSF Economic Letter, 2011-09. Retrieved from http://www.frbsf.org/publications/economics/letter/2011/el2011-09.pdfHolton, E. (1999). Managing the transition to work: Twelve essential steps to a fast start to your career. Journal of Career Planning & Employment, 59(3), 28-31Huffcutt, A., Conway, J., Roth, P., & Stone, N. (2001). Identification and meta-analytic assessment of psychological constructs measured in employment interviews. Journal of Applied Psychology, 85(5), 897-913.

References Cont’d

Maurer, T., Solamon, J., Andrews, K., & Troxtel, D. (2001). Interviewee coaching, preparation strategies, and response strategies in relation to performance in situational employment interviews: an extension of Maurer, Solamon, and Troxtel (1998). Journal of Applied Psychology, 86(4), 709-717.Muir, C. (2009). Rethinking job references: a networking challenge. Business Communication Quarterly, 72(3), 304-317.Nemanick, R., & Clark, E. (2002). The differential effects of extracurricular activities on attributions in resume evaluation. International Journal of Selection and Assessment, 10(3), 206-217.Sampson, J. P., Peterson, G. W., Lenz, J. G., Reardon, R. C., & Saunders, D. E. (1996). Professional manual: Career thoughts inventory. Odessa, FL: Psychological Assessment Resources.Schullery, N., Ickes, L., & Schullery, S. (2009). Employer preferences for resumes and cover letters. Business Communication Quarterly, 72(2), 163-176.Smith-Hunter, A., Paul, M., & DeCasperis, F. (2010). Gender role perceptions and job satisfaction levels. Journal of Academy of Business and Economics, 10, 62 – 72.Thoms, P., McMasters, R., Roberts, M., & Dombkowski, D. (1999). Resume characteristics as predictors of an invitation to interview. Journal of Business and Psychology, 13(3), 339-356.Tross, S., & Maurer, T. (2008). The effect of coaching interviewees on subsequent interview performance in structured experience-based interviews. Journal of Occupational and Organizational Psychology, 81, 589-605.Vidal-Brown, S. & Thompson, B. (1998). The career assessment diagnostic inventory: A score reliability and validity study. Paper presented at the Annual Meeting of the Mid-South Educational Research Association.Wood, L. & Kaczynski, D. (2007). University students in USA and Australia: Anticipation and reflection on the transition to work. International Journal of Employment Studies, 15, (2), 91-101