2. Goals
1. Provide quality career consulting for
clients.
2. Provide career development and job search
services that prepare students in presenting
themselves effectively as candidates for
employment
3.Provide more opportunities to connect with
employers through campus recruitment .
3. Outcome 1: Students will independently apply critical thinking skills to identify,
analyze, and resolve career development issues after meeting with a
Consultant.(G:1, 2)
Rationale: CS mission in CAS states to develop self-knowledge
related to career choice and work performance by identifying,
assessing, and understanding their competencies, interests, values,
and personal characteristics.
Measure: Students will complete survey which assesses their
knowledge of career development after consultations.
Target: 85% of students who complete survey and will feel
competent in independently identifying, analyzing, and resolving
issues.
Rationale: Students who feel competent after assessing career
development knowledge are more likely to be successful with
recognizing and overcoming career development issues.
4. Name: ___________________________________
This survey is to assess the student’s knowledge of career development and how prepared one is for the
workforce. This information will assist the student in recognizing areas of career development that need
improving and assist the Career Center in targeting areas to further develop and educate our student
population.
1=strongly disagree 2=disagree 3=not sure 4=agree 5=strongly agree
Statement:
I have identified majors and /or career fields that interest me.
I know how to conduct research on majors and careers.
I am knowledgeable about majors at LU.
Several careers interest me, but I’m having a difficult time deciding among them.
Several majors interest me, but I’m having a difficult time deciding among them.
I know what I want to major in, but I don’t know what careers it can lead to that would
satisfy me.
I know what career I want to pursue, but I don’t know what major will best prepare me for
that career.
I have identified my values, interests, skills and abilities.
I understand how my values, interests, skills, and abilities impact my choice of
major/career.
I have decided on a career and I know how to go about implementing my choice.
I have decided on a major and I know how to go about implementing it.
I know how to write an effective resume and cover letter for use in applying for jobs.
5. Super’s Developmental Self-Concept Theory
Formalization of stages and developmental tasks
Stage Age Characteristics
Growth Birth- Form self-concept, develop capacity, attitudes, interests
14 and needs, and for a general understanding of the world of
work
Exploratory 15-24 “Try out” through classes, work experiences, hobbies,
collect relevant information. Tentative choice and related
skill development
Establishment 25-44 Entry skill building and stabilization through work
experience
Maintenance 45-64 Continual adjustment process to improve process.
Decline 65+ Reduced output, prepare for retirement
6. Six Factors of Vocational Maturity
1.Awareness of the need to plan ahead
2. Decision-making skills
3. Knowledge an use of information resources
4. General career information
5. General world of work information
6. Detailed information about occupations of preference
7. Outcome 2: Student will be prepared to interview effectively and professionally
with employers after attending a mock interview with a consultant. (G: 1, 2)
Rationale: According to CAS (12), the mission should include
helping students to prepare for finding suitable employment by
developing job search skills, effective candidate presentation
skills, and an understanding of the fit between their
competencies and both occupational and job requirements
Measure: Student will be scored on interviewing rubric and
provided with results and feedback.
Target: 80% of students will score in the exceptional domain,
between 22- 28 overall points.
Rationale: 80% or more of students scoring in the exceptional
domain will show students are more prepared to interview
effectively. Non-traditional students may already possess skills.
8.
9.
10. Krumboltz’s Social Learning Theory
Much growth takes place as a result of learning and imitating
the behavior of others.
Developed a theory of career decision making and
development based on:
Our social learning
Environmental conditions and events
Genetic influences
Learning experiences
People choose careers based on what they have learned.
Certain behaviors are modeled, rewarded and reinforced
11. Vygotsky’s Social Development Theory
Three Main Concepts
1. Role of Social Interaction in Cognitive Development
(SDT) mainly asserts that social interaction has a vital role in
the cognitive development process.
Vygotsky argues that social learning comes first before
development
2. The More Knowledgeable Other (MKO)
The MKO is any person who has a higher level of ability or
understanding than the learner in terms of the task, process or
concept at hand.
Example: MKO may refer to an older adult, a teacher or an
expert
12. Zone of Proximal Development
3. The Zone of Proximal Development (ZPD) is the
difference between what a learner can do without help and
what he or she can do with help.
ZPD is the distance between what is known and
what is unknown by the learner.
It is the difference between the ability of learner to
perform a specific task under the guidance of his
MKO and the learner`s ability to do that task
independently.
13. Outcome 3: Student will demonstrate the professional competencies
necessary to be successful in finding part-time employment. (G: 1, 2, 3)
Rationale: Goals of the Student Employment Center which include :
To exceed our students’ and employers’ expectations for our services
To provide a qualified, dependable, motivated work force for on and off-campus
employers
To broaden students’ classroom education with work skills that will complement their
course of study
To train students for their future as productive citizens, providing a foundation for
effective, ethical service to others
To help students refine their unique talents and explore their career options
Measure: Student will be scored during a Pre-Interview for part time employment on the
Student Employment Center-Consulting/Counseling rubric to assess professional
competencies after they have had a previous consultation.
Target: 90% of students meet average of 3, “moderately developed” when they come for
a pre-interview.
Rationale: Students will have gained considerable knowledge and confidence regarding
what to expect during interview for part time employment after meeting with consultant.
14.
15.
16. Holland’s Theory of Vocational Personalities
and Environments
Based his theory of personality types on several assumptions
People tend to choose a career that is reflective of their of personality
People tend to be attracted to certain jobs, the environments then reflects
their personality
Suggests that the closer the match of personality to job, the greater
the satisfaction
6 Core Concepts
Realistic
Investigative
Artistic
Social
Enterprising
Conventional
17. Outcome 4: Career Services Program will be evaluated using CAS
Self Assessment Guide
Target: Program will achieve an average score of 3, “well
met,” in 50% of the defined area and 2 “minimally met” in all
other areas.
Rationale: As a 1st year review 50% will provide valuable
benchmarking data
18. Trait and Factor Theory
Frank Parsons
Founder of Vocational Guidance
Vocation depended on 3 broad factors
a clear understanding of yourself, your aptitudes, abilities,
interest ,ambitions, resources and limitations
Thorough knowledge of job requirements and conditions of
success, advantages and disadvantages, compensation,
opportunities, and prospects in different lines of work
True reasoning on the relations of these two groups of acts or
the ability to make a proper match between the two
Editor's Notes
The reason I listed my target at 85% is because there were factors I had to take into consideration, it may be first time for students visiting center, may be unaware of our services, and some may need several visits to grasp our services.
So here is the survey that will be used for the measure, the first survey that I had constructed turned out to be more of a demographic survey, I corrected that, it was not capturing actual learning outcomes, I believe this one is. I did use a likert scale on a scale of 1 to 5; 1 being- strongly disagree, 2-diagree, 3- not sure, 4- agree, 5- strongly agree assessing how they felt about career development issues after their consultation and the content and information they received.
I linked this outcome to Donald Super’s development self-concept theory and honing in on his formalization of stage and developmental tasks. Super talked about the importance of self-concept and how this develops and becomes more realistic and stable, so does vocational choice and behavior which I believe directly relates to Outcome 1. He also focuses on Career Maturity. So the stages we are looking closely at are Exploratory and Establishment. I think those are the most important when assessing our population. I listed the characteristics for these stages and some of the most important aspects are the “try out” and then also entry skill building. Those also have sub stages that you can go further into to relate to the outcome.
Super also talked about….all whiich directly relate to the first outcome.
Rationale-that is something that should be included according to CAS The reason for this target at 80 is because I do have to take Non traditional students into consideration, student who have been in the workforce, who may already possess these skills. Individuals who may already know how to present themselves professionally and effectively and that is why I set my target at 80%.
Here is the rubric that will be used, they will be critiqued in 7 domains being…….. And targeting 80% to be in the exceptional range
Behavior of othere…directly relating to outcome 2……Learning experienceswhich ties back to interview skills
I also wanted to briefly touch on Vygotsky’s Social Learning Theory, although not a career development theory per se, however he focuses on 3 key concepts..MKO would be the consultant in Outcome 2 directly relating to provide coaching and feedback in a mock interview
I believe this concept is the most important in relation to this outcome………….with help so I think that is directly related to the mock inteviews and quality consulting appts, so I think this concept is definitely most vital for this outcome, not necessarily a career development theory but I believe it is related
Here is the consultation rubric, I did make some minor changes, I took off Career Services completely in the domain area, that was done on the basis of students not being completely familiar with all services or the center, I also changed minimal development to minimally developed. I did feel these domains were significant when we re focusing on the outcome of finding part time employment and how these are related..these are all key components when they are seeking part time employment. I did include selection of major because I feel that we need to know the populaiton we are working with, if they have selected a major, or if they have not and if they have selected a major, how we can utilize that to help them have jobs that would have those transferable skills that could be used for future employment, so I did leave that on their and I feel it is a releveant piece to to this outcome
I think that one of the advantages for using Holland’s types is that it helps students get oriented to the worlds of work, it also provides a helpful way of understanding work environments so I think that relates specifically to outome 3
