Career Confused Seniors - ILACADA · 2018-06-04 · you could seek out. Fee-based career...

+

Career Confused Seniors: Single-Session Assistance

Presented by: Stuart Robinson & Tricia Stark

University of Illinois at Chicago (UIC)

+University of Illinois at Chicago (UIC)

! Public University !  ~27,500 students

!  17,000 undergrad w/ 80 majors

Carnegie Classification !  Research University

!  Majority Undergraduate

!  Full-time four-year selective, high transfer-in

!  Large four-year, non-residential

!  Balanced arts & sciences

!  Comprehensive doctoral w/ medicine/veterinary programs

! Student Population !  Highly diverse

!  Non-residential

!  High 1st generation population

At a Glance…

+Rationale

Many students make limited use of campus career exploration resources.

! This increases the need for academic advisors to better understand and knowledgably discuss career exploration and job search steps.

+Rationale

Students may avoid seeking academic advising until their last year or even semester.

These appointments may likely be their first & last appointments.

! These appointments can be difficult to manage ! Student may have unrealistic career goals ! Student may be uncertain about life/career goals

+ Intended Learning Outcomes

1.  Identify likely candidates for single-session interventions.

2.  Choose an appropriate single-session intervention strategy consistent with student characteristics.

3.  Provide student with appropriate strategies for long-term career exploration simultaneous with the short-term job search process.

+Student Characteristics

Pre-appointment factors that might aid in identifying students for single session intervention ! First time meeting with an advisor (or their first since

declaring a major) ! Registered for or taking final semester courses ! Has a declared educational goal with poor grades in key

courses ! Good grades only in courses unrelated to major/career

goal ! Avoidance of courses important to major/career goal

+Student Characteristics

Initial Appointment Questions

1.  How did you decide you wanted to be a(n) _____?

2.  How do you know that you will like _____?

3.  What did you do to discover what being a(n) _____ is like?

4.  What actions have you taken to explore possible careers?

+Student Categorization

Four student categories, seven total subcategories (Marcia 1967; Shaffer & Zalewski 2011)

1.  Foreclosure Student

2.  Diffusion Student

3.  Moratorium Student

4.  Identity Achievement Student

+Foreclosure and Diffusion Student

! Foreclosure (Type

One) !  Listed career goal !  Poor grades in relevant &

non-relevant courses !  Avoidance of relevant

courses

! Foreclosure (Type Two) !  Listed career goal !  Poor grades in relevant

courses !  Better grades in

non-relevant courses ! Diffusion (Type

Three) !  No listed career goal !  Has not done any life or

career exploration

! Diffusion (Type Four) !  No longer interested in listed

career goal !  Had not done any career/life

exploration prior to committing to previous goal

!  May have poor grades in previously relevant courses

+ Moratorium and Identity Achievement Student

! Moratorium, Type

Five !  No listed career goal !  Grades may or may not

be poor

“Not all who wander are lost…”

– JRR Tolkien

!  Identity Achievement, Type Seven !  Listed career goal !  Accepted into graduate/

professional school or job

! Identity Achievement, Type Six !  Listed career goal !  Good grades in relevant courses !  Did not get accepted to graduate/

professional school or job “…to fail at the first attempt does not mean that you won’t succeed later.” – Mr. Carson, Downton Abby

Student type 7

“Diffusion” types 3 & 4

Student type 6

“Moratorium” type 5

Life/Career Exploration

Job Search

Single Session Strategies

“Foreclosure” types 1 & 2

“Identity Achievement” Students

Pre-appointment

Indicators and Introductory

Questions

START HERE!

+Single Session Strategies

! Based on Solution Focused Therapy !  Goal oriented !  Short-term !  Strengths-based

! Five Strategies (Burg & Mayhall, 2002)

!  Scaling Questions !  Miracle Questions !  Presuppositional Questions !  Positive Feedback !  Tasks/Homework

Apply well-established strategies in a new context – the career confused senior

+Relation to Theory

! Utilizes rationale supporting Development

Advising Model - O’Banion (1972) ! Exploration of Life Goals ! Exploration of Vocational Goals ! Exploration of Program Choice ! Exploration of Course Choice ! Exploration of Scheduling Options

+Single-Session Strategies

!  Scaling Questions ! Rank difficult to define issues from 0 – 10 (negative

to positive) ! Useful for 2 common challenges for students ! Motivation ! Confidence

! For example: “On a scale of 0 to 10, how prepared are you for applying to physical therapy school ?” ! Helps the student visualize how to take small

steps toward positive change

+Single-Session Strategies

!  Miracle Question ! Helps student focus on a future where decisions

have been made and a goal is achieved. ! This is a conversational sequence and may take

more time than other strategies. ! For example: “Imagine when you wake up

tomorrow, the current problem no longer exists. How would your life seem different? What would you be doing?” ! After the initial question, guide the student on

identifying behaviors that they do in their miracle world that they are not doing in the real world.

+ Single-Session Strategies

! Presuppositional Questions ! Presupposes that a positive behavior or strength once

existed and consequently leads the student to reflect on those positive past experiences rather than past defeats.

! May increase the chance for finding an alternative to the current situation.

! Question phrasing is key ! Avoid phrasing that allows a student to reply in the

negative and without much thought. ! Phrase a question such that the student must

acknowledge that a strength once existed. ! For example: “What classes or activities have you

enjoyed the most?”

+Transition to Career Exploration

! Positive Feedback: Cheerleading & Compliments !  Highlights the strengths and efforts a student has made

towards better understanding their life and career goals. !  Acknowledges that the student took responsibility and

control over their own situation. !  Alleviates student fears that the advisor will pass judgment

on them. !  Important to appear sincere and genuine; avoid sounding

patronizing. !  Positive reinforcement on steps, no matter how small, may

help guide the student on a path towards making decisions and creating positive change.

Student type 7

“Diffusion” types 3 & 4

Student type 6

“Moratorium” type 5

Life/Career Exploration

Job Search

Single Session Strategies

“Foreclosure” types 1 & 2

“Identity Achievement” Students

Pre-appointment

Indicators and Introductory

Questions

Let’s Role-Play!

+Transition to Career Exploration

! Tasks/Homework ! Engages the student in activity that will lead

to decision about their life and career goals. ! Can bridge the advising session into the

student’s own life ! Be careful how you phrase these

“assignments” ! For example…

Glossary

Career Assessment – You may have access to a specific career assessment through your college, but there are others you could seek out. Fee-based career assessments include: the Myers-Briggs Type Indicator, Strong Interest Inventory, Campbell Interest and Skill Survey, Career Key, CareerScope, iMapMyLife.com, and Gallup StrengthsFinder. Free career assessments include: iSEEK, MAPP, Keirsey Temperament Sorter, Life Values Inventory, and CareerIntelligence.com. Companies of Interest – Some organizations are as interested in finding people who truly want to work there than finding people who already have the desired skill set. There may be an option to volunteer or work an entry-level position unrelated to your long-term goal with a plan to advance as you develop your skill set. Elevator speech – This is a 30-second (maximum) description of your professional identity and skills, and how you could help an organization. Feedback – The more experienced members of your professional network know the field well. Ask some of them to provide feedback on your resumé, cover letter, social media presence, and/or elevator speech. Field-Specific Terminology – Every occupational field has a certain vocabulary used to describe the field and operate within it. Formal events and organizations – Formal events include career fairs, receptions, mixers, or similar events. Organizations like honors societies, professional organizations for the field you are hoping to work in, your alumni association offer numerous opportunities to network. Google is your friend – Google the phrases “so you want to be a…” and “a day in the life of a…” for an occupational field you want to explore to get introductory information about what that field is like. Informational Interviews – Find an individual who is working in your ideal occupation, and ask if you can meet with them to discuss how they got into the field, what they enjoy about the job, what they dislike about the job, what their typical day is like, and other job-related questions. Job Shadows – Try and find a professional in your desired field who is willing to let you follow them around at work for a morning, a full day, or several days in a week (this may or may not be possible depending on the field in question) Mock Interview – Go through a practice interview with a trained professional (this service is commonly provided through career services offices) to get feedback on what you can improve before your real job interview. Professional Attributes – You have developed skills and abilities through coursework, extracurricular activities, jobs, and other settings. Determine which of those skills are most relevant to the profession in which you are seeking a job, and highlight those. Professional Organizations – Any occupational field will have a professional organization to encourage growth and development of the field; those organizations may post job openings in the field through their national or regional websites. Qualities – Consider your past experiences, your skill set, your financial needs, and your social and cultural values. Questions and thank-you letters – While you should know much about an organization prior to interviewing, there are likely questions about your role or the organization that you won’t know prior to the interview. Be prepared to ask appropriate questions, and always send a thank you note or e-mail (within 24 hours of your interview) to those who interviewed you. Tailor – Your resumé, cover letter, social media presence, and elevator speech should always reflect field-specific terminology. Any resumé and cover letter you submit should additionally reflect how your skill set applies to the exact job and organization to which you are applying. Unrelated job in related environment – It’s impossible to volunteer or intern in some fields because of the level of knowledge required at even entry-level positions. Working an unrelated job, like administrative assistance (for example) in the environment you want to be in long-term can be a way to determine if that environment is really where you want to be.

+Tool for Simultaneous Career Exploration & Job Search

! What makes this tool useful?

!  Difficult to accept searching for a “for now” job at the same time as beginning career exploration.

!  May meet resistance from families !  Friends may have already done career exploration

!  “Parallel Tracks” may make long-term goal seem closer !  Prevents perception of only working on “for now” job !  Prevents fixating on career exploration at the expense of cost

of living

!  Actionable steps are easier to follow !  Provides information in absence of advisor !  May assuage familial resistance

+Tool for Simultaneous Career Exploration/Job Search (cont.)

Career Exploration

Job Search


Career Exploration

Job Search

Consider what matters to you!

Know how to market yourself!


Career Exploration

Job Search



Learn about careers!

Resumé and Cover letter!


Career Exploration

Job Search



Talk about careers!



Identify jobs!


Career Exploration

Job Search



Talk about careers!



Identify jobs!

Try it out!

Network!


Career Exploration

Job Search



Talk about careers!



Identify jobs!

Try it out!

Network!

Develop contacts!

Apply!


Career Exploration

Job Search



Talk about careers!



Identify jobs!

Try it out!

Network!

Develop contacts!

Apply!

Create your image!

Interview!


Career Exploration

Job Search



Talk about careers!



Identify jobs!

Try it out!

Network!

Develop contacts!

Apply!

Create your image!

Interview!

Get hired!

Weigh offers!

+Primary References

!  Burg, J. E. & Mayhall, J. L. (2002). Techniques and interventions of solution-focused advising. NACADA Journal, 22(2).

!  Career Network Services – Michigan State University. (n.d.). Retrieved from http://careernetwork.msu.edu/

!  James Madison University – CAP Home. (n.d.). Retrieved from http://www.jmu.edu/cap/students/index.shtml

!  Marcia, J. E. (1967). Ego identity status: Relationship to change in self-esteem, general maladjustment, and authoritarianism. Journal of Personality, 35(1).

!  Mayhall, J. & Burg, J. E. (2002). Solution-focused advising with the undecided student. NACADA Journal, 22(1).

!  Shaffer, L. S. & Zalewski, J. M. (2011). “It’s what I have always wanted to do.” Advising the foreclosure student. NACADA Journal, 31(2).

!  Steele, G. (2003, Spring and Fall). A research-based approach to working with undecided students: A case study illustration. NACADA Journal, 23(1 & 2).

!  UIC Office of Career Services. (n.d.). Retrieved from http://www.uic.edu/depts/ocs/

+Secondary References

!  Averett , S. & Dalessandro, S. (2001). Racial and gender differences in the returns to two-year and four-year degrees. Education Economics, 9.

!  Baum, S. & Ma, J. (2007). Education pays: The benefits of higher education for individuals and society. New York: The College Board.

!  Baum, S. & Payea, K. (2004). Education pays 2004. New York: The College Board.

!  Bowers, P. J., Dickman, M. M., and Fuqua, D. R. (2001, Spring). Psychosocial and career development related to employment of graduating seniors. NASPA Journal, 38(3).

!  Baylor University – Office of Career and Professional Development. (n.d.). Retrieved from http://www.baylor.edu/cpd/

!  Career Center – Temple University. (n.d.). Retrieved from http://www.temple.edu/provost/careercenter/

!  Career Services – University of Memphis. (n.d.). Retrieved from https://www.memphis.edu/careerservices/

!  Career Services – Wayne State University. (n.d.). Retrieved from http://careerservices.wayne.edu/


!  Council for Adult and Experiential Learning, & National Center for Higher Education Management Systems. (2008). Adult learning in focus: National and state by state data. Council for Adult and Experiential Learning. Retrieved from http://www.cael.org/Research-and-Publications/All-Publications?page=3 on January 5, 2014.

!  DePaul – The Career Center. (n.d.). Retrieved from https://careercenter.depaul.edu/

!  Kahn, J. S., Wood, A., & Wiesen, F. E. (1999). Student perceptions of college counseling center services: Programming and marketing for a seamless learning environment. Journal of College Student Psychotherapy, 14.

!  Kirkner, T. & Levinson, J. (2012). Career decision making in a brief advising context: Yes we can! NACADA Academic Advising Today, 35(3).

!  Fouad, N. A., Guillen, A., Harris-Hodge, E., Henry, C., Novakovic, A., Terry, S., & Kantamneni, N. (2006). Need, awareness, and use of career services for college students. Journal of Career Assessment, 14.

!  Pomerantz Career Center. (n.d.). Retrieved from http://www.careers.uiowa.edu/

!  Porfeli, E. J. & Skorikov, V. B. (2010). Specific and diversive career exploration during late Adolescence. Journal of Career Assessment, 18(1).


!  Reardon, R. & Bullock, E. (2004). Holland’s theory and implications for academic advising and career counseling. NACADA Journal, 24(1 & 2).

!  Schreiner, L. A. & Anderson, E. C. (2004). Strengths-Based Advising. In J. K. Drake, P. Jordan, & M. A. Miller (Eds.), Academic advising approaches: Strategies that teach students to make the most of college. San Francisco, CA: Jossey-Bass.

!  Schreiner, L. A. & Anderson, E. C. (2005). Strengths-based advising: A new lens for higher education. NACADA Journal, 25(2).

!  St. Louis University Student Development: SLU. (n.d.). Retrieved from http://slu.edu/x28683.xml

!  Walter, J. & Peller, J. (1992). Becoming solution focused in brief therapy. New York: Brunner/Mazel.

!  Wood, F. B. (2004, June). Preventing postparchment depression: A model of career counseling for college seniors. Journal of Employment Counseling, 41(2).

+Questions & Comments

+Thank You!

Feel free to contact us with any

questions or feedback:

Stu Robinson ([email protected]) Tricia Stark ([email protected])

Date post:	26-May-2020
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Career Confused Seniors - ILACADA · 2018-06-04 · you could seek out. Fee-based career...

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