Career Exploration: A STRATEGY FOR ENHANCING CAREER READINESS AMONG INCOMING FRESHMAN P Martin
PROMOTING CAREER EXPLORATION<br />A STRATEGY FOR ENHANCING CAREER READINESS AMONG INCOMING FRESHMAN<br />Presentation for the third annual conference, <br />Promoting Student Success: The First Year and Beyond<br />
OUTLINE<br />CONTEXT<br /><ul><li>HCC’s Freshman Focus Program
Career Component</li></ul>CONTENT<br /><ul><li>Overview of Counseling Services
Discussion – So What?</li></ul>CONSEQUENCES (evaluation)<br />
CONTEXT<br />HCC’s Freshman Focus Program<br /><ul><li>An admissions program held every April and May for incoming freshman prior to their high school graduation
Conducted by HCC’s Admissions and Advising Office
Orientation to the admissions process, placement testing, advising, and registration
Includes an optional career component conducted by HCC’s Counseling and Career Services office. </li></li></ul><li>CONTENT<br />Overview of Counseling and Career Services<br /><ul><li>Career counseling for students and community members
Personal counseling for students</li></ul>Overview of the Career Planning Process<br /><ul><li>Self-assessment, career exploration, decision-making
Why start now? </li></ul>Academic success linked to having career goals<br />Gives time to “try out” careers through internships and volunteering prior to graduation<br />Gives time to change major if needed <br />
Explanation of the Holland model and codes</li></ul>Realistic<br />Investigative<br />Doers<br />Thinkers<br />Creators<br />Organizers<br />Artistic<br />Conventional<br />Persuaders<br />Helpers<br />Enterprising<br />Social<br />
Realistic<br />Investigative<br />Working with hands, tools, machinery. Like to produce tangible results. Focus on things. Sample careers include vocational trades, law enforcement, athletics. Structured environment.<br />Like to learn, observe, analyze, solve problems. Curious, inquisitive and inventive. Focus on ideas. Sample careers include math, science, engineering. Unstructured environment.<br />Creative, imaginative, original, expressive. Focus on ideas. Sample careers include performing or visual arts, design, communications, creative writing. Unstructured environment.<br />Like to organize, categorize, follow procedures. Detail-oriented, precise, efficient. Focus on data. Sample careers include Accounting, office management, clerical work. Structured environment.<br />Artistic<br />Conventional<br />Working with and helping people. Prefer teamwork, and value welfare of others. Sample careers include teaching, counseling, religious or social work. Helpful/harmonious environment.<br />Leading and influencing people and achieving goals. Value prestige, status, making money. Assertive. Sample careers include business, politics, sales. Competitive environment.<br />Social<br />Enterprising<br />
CONTENT<br />Career Exploration<br /><ul><li>Each student is given 2 envelopes labeled with a job title and containing a job description and Holland Code
Giving students the “job envelopes” simulates what happens in the job search without doing career planning
Students can attempt to find other students who are willing to trade envelopes, until they find 2 occupations they like.
Reserve pile for students who cannot find anyone to trade with
Students open envelopes for detailed information about their jobs.</li></li></ul><li>CONTENT<br />Discussion<br /><ul><li>How many got/found occupations of interest?
What appealed to you , if anything, about the occupations you were given or found?
How did not having a choice or a limited choice make you feel?
What can you do to prevent the same thing from happening in real life?
What might limit your ability to obtain the career you want?
Ask students if their Holland Code matched the careers they chose and/or how their chosen careers might fit with their Holland code.</li></li></ul><li>EVALUATIONS<br />Students were engaged with the activity and gave positive evaluations after the program<br />