Download pptx - Injecting Career Preparation into Career Exploration

Injecting Career

Preparation into Career

ExplorationAn Applied Model for Advisors Helping

Students

Expected Learning Outcomes

• Advisors will be able to discuss theory as a foundation to career development.

• Advisors will be able to articulate steps in the career development process.

• Advisors will be able to discuss the progressive steps of a career-centric development model.

• Advisors will have a framework to implement 30 experiences in various steps of the model.

Introductions• Kerry Hammock• Justin Zamora• Kyle Slaughter• Dan Chandler

Our Observation

StudentWorld of

WorkMAJOR

Frank Parsons (1908)Occupational decision making occurs when people have achieved:

1. Accurate understanding of their individual traits

2. Knowledge of occupations and industry

3. Judgment between self and work

Frank ParsonsFather of Vocational Guidance Movement

Problems & Limitations

1. Parson’s theory is self-directed and does not allow for an advisory relationship

o Students focus on “marketable” majors rather than evaluating alternatives

2. Career exploration is seen separate from career preparation

o Students focus on selecting a major more than acquiring skills and experiences that will prepare them for their career

3. Career development is seen as something done after graduation

o Students see their degree as the vehicle for their employment

Our Observation

StudentWorld of

WorkMAJOR

Frank Parsons (1908)Occupational decision making occurs when people have achieved:

1. Accurate understanding of their individual traits, values, and goals

2. Knowledge of occupations and industry, and what is required to obtain employment therein

3. Judgment between self and work and how their institution can help them achieve their professional goals

Frank ParsonsFather of Vocational Guidance Movement

Collaborative Career Exploration & Preparation

StudentWorld of

WorkMAJOR

Career Preparation


GoalGoalGoalGoalGoalGoalGoalGoalGoal

1. Intake2. Assessment3. Articulate Criteria4. Narrow Options5. Exploration6. Evaluate Exploration7. Commit Through Choice8. Total Education Plan9. Ongoing Collaboration


Advisor-DrivenAdvisor-DrivenAdvisor-DrivenAdvisor-StudentStudent-DrivenAdvisor-StudentStudent-DrivenAdvisor-StudentStudent-Driven


Assumptions: Characteristics of Students1. Want the answer in 30 minutes or less

• Assessments are prescriptive • Advisors will tell student what to do

2. Minimal self-knowledge• High achiever, can do anything, but don’t know what to do• Mixed or uncertain interests, goals, and skills

3. Minimal knowledge of the world of work• Parent/relatives’ occupation• Interest in one industry doesn’t match personal or academic interests

4. Unclear on how majors connect with professions• Need to pick a “marketable” degree• Do not understand “no specific major needed” career paths

Assumptions: Characteristics of Advisors

1. Want to help students in their personal and professional goals

2. Have distinct roles and exposure in academic advising, career exploration, and career preparation

3. Work from diverse theoretical models that fit their personality, experience, and job function

4. Have access to knowledge, persons, and resources students cannot easily identify or utilize


GoalGoalGoalGoalGoalGoalGoalGoalGoal



Intake

Advisor:

Develop a working relationship of trust with the student.

Understand a student’s needs, personal and professional goals, level of commitment.

Student:

Understand the process of career exploration and preparation.


Assessment

Advisor:


Help a student understand themselves better and create meaning from their personal experience into their professional goals.

Student:

Understand the process of career exploration and preparation.


Articulate Criteria

Student: Understand the process of career exploration and preparation.

Advisor:



Narrow Options

Advisor: Process student’s Process student’s goalsProvide institutional and professional resourcesProvide assurance

Advisor: Understand a student’s needs, personal and professional goals, level of commitment.

Student: Understand the process of career exploration and preparation


Evaluate Exploration

Advisor: Understand a student’s needs, personal and professional goals, level of commitment.


•Evaluate Options: Education, Processing, Confirming•Exploration: Planning, Educating, Meaning Making.


Total Education Plan


Advisor: Understand a student’s needs, personal and professional goals, level of commitment

•Work experience•Research•Activities/Clubs•Internships


Commit Through Choice

Advisor: Motivates student to commit to his/her identified professional goalsIdentifies goals and milestones for a student for what will become their Total Education Plan

Confirmation: Internal/ExternalStudent: Will have a vision of what their university educational and preparation experience will be likeWill have a plan


Exploration

Student: Understands how to seek out and identify information related to their personal and professional goals

Advisor: Teaches student how to identify industries and professions related to his/her area of interest

Informs student how to access information regarding professional organizations, companies, alumni, etc.


Follow-Up & On-Going Collaboration

Advisor: Provides student with information that may benefit his/her T.E.P. (e.g. internship opportunities, campus visitors, brown bag lectures).

Assures student that s/he can return to revise his/her T.E.P. according to their personal and professional goals.

Monitors student’s T.E.P. progress and provides feedback to him/her attain their goals.

Student: Has access to information and activities that will benefit their T.E.P.

Has flexibility in adapting their T.E.P. according to their evolving goals.