1. Career Services Workshop Proposal, August 2011
Exploration and Empowerment:
Tools for a Successful Career
A Career Exploration Workshop Proposal
Background
Tarleton State University’s student body is primarily comprised of undergraduate
students (81%), and women outnumber men 59% to 41%, according to data available
from 2008. Tarleton State University’s flagship campus is located in rural Erath County,
which has a population under 35,000. The population of Stephenville, home to
Tarleton’s main campus, is less than 18,000. Stephenville is surrounded by other rural
counties, including Hood (49,200) to the east, Bosque (18,000) and Hamilton (8,200) to
the south, Palo Pinto (27,800) to the north, and Comanche (13,800) to the west.
Vermeulen and Minor (1998) looked at the career decisions of women from rural
communities, and found that access to information (or lack thereof) made a significant
impact on women’s choices. Lack of information about educational opportunities,
scholarships, career options, etc. hindered many women from pursuing satisfying
careers. Research by Shepard (2002) also supports the idea that female adolescents in
rural communities generally have less access to information about educational and
occupational options than their urban counterparts.
The research of Vermeulen and Minor (1998), and Shepard (2002) also suggests that
empowering women from rural backgrounds with information about themselves,
educational opportunities, and the world of work may be particularly important to the
career decisions these women make.
Target Audience
This workshop can serve female Tarleton students at any stage of their academic
career, though students in the earlier stages of their college career are likely to benefit
most due to having more opportunity for exploration and changes in degree plans. It is
designed to span two days, but can be tailored to be presented in part or in a series,
and/or for a specific audience / event. For example, the workshop could be marketed
to sororities and presented at one or several meetings, it can easily be implemented at
satellite campuses, it can be tailored to a mixed-sex group with just a few of the many
activities used during an orientation session, etc.
Objectives
I propose a two-day workshop for Tarleton State University female students with the
Empowerment and
education are
particularly
important for
career
development of
women from rural
communities.

2. Career Services Workshop Proposal, August 2011
following objectives:
• Participants will be able to identify strengths and weaknesses associated
with assessments completed through MyPlan;
• Participants will be able to identify ways these factors may impact them in
their career;
• Participants will be able to identify ways to explore a career of interest;
• Participants will be able to identify at least two career fields they can further
research on their own;
• Participants will understand and be able to articulate the importance of
social supports in educational and career development, including
networking and mentoring;
• Participants will be able to name at least one way they can begin networking
in a field of interest.
Delivery
Prior to the workshop itself, students must register. The registration period will be held
for several days, about two or three weeks prior to the workshop. Students may come
by the career services office at any time during regular hours to sign up for the
workshop, which entails filling out a brief form with their name, classification, major,
and career goals (if known). They will pay a reasonable workshop fee which will offset
the cost to career services and provide motivation for the participants to complete the
workshop. Students must complete the career assessments in MyPlan prior to
beginning the workshop. Workshop participants will bring their MyPlan assessment
reports to the workshop.
Each session will be held several weeks apart, to allow participants time to complete a
homework assignment between sessions. Ideally, the workshop will be held in the
spring semester, allowing time to promote it during the fall semester.
Each day consists of several presentations and activities that include small and large
group discussions, brainstorming, and role-play. The conclusion of the second day
includes a panel of successful female professionals, who will be led in discussion by the
group facilitator. A workshop outline is attached to this proposal.
Cost
A great deal of staff time will be used in the planning and implementing of the
program. Staff will have to promote the program, arrange the location, secure guest
speakers, and devote two full days to the workshop, if implemented in full. Ideally, at
least two staff members should be on hand throughout the workshop to co-facilitate.
Two sessions,
several weeks
apart, allow
participants time
to complete an
assignment
between meetings.
Cost can be offset
by a reasonable
fee, and funding
can be pursued.

3. Career Services Workshop Proposal, August 2011
Advertising and event location will need to be secured. If refreshments are to be served,
that is another expenditure to consider. The total cost, assuming guest speakers’ time is
donated, is estimated to run between $700 and $900, more if guests are compensated
for their time and travel. A $20 workshop fee, with participation by 30 students, covers
$600 of the cost of the workshop. Grant money and / or sponsorships can also be
pursued to offset the cost of the event.
Conclusion
This workshop offers activities not only to help students explore areas of interest, but to
help them learn how to explore their interests on their own. It will help them not just
learn about interesting career fields, but learn about themselves and how their
personalities, interests, and values may work - or not - in various fields. The workshop
will help students understand the importance of social support in pursuing a career, and
help them learn ways to network, and what qualities to seek in a mentor.
The workshop is intended particularly to promote awareness and empowerment among
young women, who research shows often limit themselves based on a lack of support
and knowledge, unlike their male counterparts. One of the most unique and beneficial
qualities of the workshop, however, is its flexibility. The workshop can be tweaked for a
mixed audience, it can be used in its entirety, or just certain activities can be used if
time is limited. It is "portable"; it can easily be implemented at other campuses or
during various campus events. It can provide meaningful and cost-effective services to a
large group of participants, or be presented to a very small group and be equally as
effective.
This workshop can
serve a large
number of
students with
relatively low
expense!

4. Career Services Workshop Proposal, August 2011
References
Shepard, B. C. (2002). The life-career development and planning of young women: shaping selves in a
rural community. Unpublished doctoral dissertation, University of Victoria, Canada. Retrieved
June 23, 2007 from ProQuest database.
Vermeulen, M.E. and Minor, C.W. (1998). Context of career decisions: Women reared in a rural
community. The Career Development Quarterly, 46. Retrieved June 23, 2007 from ProQuest
database.

5. Exploration and Empowerment:
Tools for a Successful Career
Workshop Outline
*The following outline is not an exhaustive list of all workshop activities. Each area can be expanded on or
omitted as appropriate to the audience. This outline is intended as a guide in developing the workshop for the
specific audience.
Pre-Registration
Registration Form (Name, classification, major, career goals if known)
Payment of Workshop Fee
Complete MyPlan assessments, bring reports to workshop
Day One - Awareness
8 – 8:30 a.m. – Registration
8:30 – 9 a.m. – Welcome, housekeeping, and agenda presented
9 – 10:30 a.m. Activities based on MBTI results
- Brief explanation provided regarding each type and the implications for work environment, with
examples, and some time for Q&A
- Participants divided according to first preference / type (introversion / extroversion)
- Each group is given time to identify one thing about the other group that they like / respect, and one
thing they do not like or do not understand.
- Groups share what they have come up with one at a time. Open discussion held of how each type
may be perceived in the workplace, how it can benefit and hurt each type, how each can improve on
the areas that can be a challenge.
- Each group is given time to come up with two examples of how they can ensure a working
relationship with a boss / supervisor / project leader who is the opposite type, followed by
discussion.
- Repeat similar activities for each four pairs of preferences / types.
10:45– 11:45 a.m. – Activities based on Strong Interest Inventory
- Basic explanation provided of the Strong Interest Inventory and how to understand the results, with
examples, and time for some Q&A.
- Breakout sessions based on each participant’s top theme.
- Each participant is asked to identify ways that she expresses this theme in her life, whether through
employment, education, or avocations.
- Participants are asked to discuss in their groups how their interest / abilities in this area can be a
strength on the job (examples: possessing curiosity, creativity, strong interpersonal skills, etc.). How
can these themes be marketed to more than one position? Think of examples of when these

6. interests have been beneficial.
- Create a posterboard to share with the other groups highlighting the aforementioned discussions, to
promote increased understanding and discussion of the various themes and how people possessing
certain traits may function in the world of work.
- Repeat similar activities for second highest theme.
11:45 a.m. – 1 p.m. – Lunch
1 – 1:30 p.m. Discussion of interaction between MBTI codes and Strong themes, allowing students to gain the
fullest value of understanding the interaction between personality and interest.
1:30 – 3 p.m. Career Chaos Theory – presentation and activities
- Presentation of background of theory.
- Activity: write on a piece of paper a time that you had to change significant plans in your life based
on an external force. What did you do? How did you handle this? What have been the benefits of
the path you ended up taking? The drawbacks?
- Allow participants to share as they feel comfortable. Discuss how the change impacted each person,
focusing on the positive, such as opportunities for growth, lessons learned, etc. Discuss how what is
gained from this can be applied to the world of work (examples: adaptability, flexibility, ability to
learn quickly, etc.)
3:30 – 4 p.m. Homework assigned
- Pick at least two areas of interest (which may include several occupations) or specific occupations of
interest on which to conduct research.
- Find out the educational requirements for your occupations or for several occupations in an area of
interest.
- Find out salary ranges.
- Consult professors, graduate students, and / or professionals in the areas / occupations, etc. Find
out about some of the day-to-day responsibilities of professionals in each occupation, opportunities
for advancement, and the best and worst parts of the job or area of interest.
*Participants may simply be provided instructions to complete the aforementioned tasks, or provided
with a form to complete in gathering the information. A brief form may be less intimidating to
participants than the other option. The purpose of the activity is not for participants to conduct
exhaustive research, but to gain some experience learning how to research careers and specific
positions while gaining some knowledge of areas of interest, and to begin networking.
4 – 4:30 Q&A and wrap-up
Day Two - Empowerment
7:30 – 8:00 – Registration
8:00 – 8:45 – Homework sharing
- Divide into groups via Strong Inventory Scales. Have group participants share, briefly, what
information they gathered. This allows participants to learn about similar areas of interest as well as
how others gained information.
8:45 – 10 a.m. –Networking and Mentors – Why They Are So Important. (Presentation)
- Explanation of networking

7. - Brainstorm / discussion: What are some ways one can network (student organizations; national,
state, local professional organizations [ie, Texas Counseling Association, local Women’s Club or
Zonta Club], part time jobs within a career-field, internships, etc.). Ask for ideas from participants,
and for examples of ways membership in an organization or a part time job has already benefited
them.
- Students will write down two ways they can network when they leave the workshop.
- Explanation of a mentor.
- Presentation of S.K Gibson’s themes as criteria for mentor. Provide handouts. Ask participants if they
can think of anyone matching that description; discuss. Ask participants if they have had a mentor
who has influenced them to this point; discuss.
- Brainstorm other options for ongoing career / educational support.
10:15 a.m. – Noon – Ways Women Sabotage Their Careers.
- Introduce Lois P. Frankel book: Nice Girls Don't Get the Corner Office, 101 Unconscious Mistakes
Woman Make That Sabotage Their Careers
- 10 - 15 of the 101 "mistakes" can be presented, depending on discussion / activity time for each.
Activities can include, but are not limited to:
• Present a role-play of one "mistake" and see if participants can identify the mistake and describe
why it can negatively impact a person's career. Discuss how this can be avoided; use realistic
examples and / or role-play.
• Divide into small groups and give each group a "mistake" to act out in a short skit. The other
groups have to guess what the mistake is. Discuss why this has a negative impact on one's
career. Have groups briefly re-present their skits with the mistake corrected to practice /
demonstrate empowering behavior
- At the conclusion of activities / discussions, have each participant write down two to three ways
they can avoid the mistakes discussed. Participants may share as they feel comfortable.
Noon – 1 p.m. – Lunch
1:00 – 4:00 –Guest Speakers / Panel
- The panel consists of women who have found success in various fields, particularly “non-traditional”
fields of employment.
- Each panel member will give a brief introduction of herself including her educational background,
current position, and a brief summary of her work experience that led to her current position.
- Prepared questions will be presented to the panel from workshop planner.
- Questions will periodically be fielded from participants.
4:15 – 5:00 p.m. – Wrap-up, Networking, one-on-one Q&A with guests / career center staff, etc.