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Career Exploration: A STRATEGY FOR ENHANCING CAREER READINESS  AMONG INCOMING FRESHMAN  P Martin
 

Career Exploration: A STRATEGY FOR ENHANCING CAREER READINESS AMONG INCOMING FRESHMAN P Martin

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CONTEXT...

CONTEXT
HCC’s Freshman Focus Program
Career Component
CONTENT
Overview of Counseling Services
Holland Checklist
Career Envelopes
Discussion – So What?
CONSEQUENCES (evaluation)

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    Career Exploration: A STRATEGY FOR ENHANCING CAREER READINESS  AMONG INCOMING FRESHMAN  P Martin Career Exploration: A STRATEGY FOR ENHANCING CAREER READINESS AMONG INCOMING FRESHMAN P Martin Presentation Transcript

    • PROMOTING CAREER EXPLORATION
      A STRATEGY FOR ENHANCING CAREER READINESS AMONG INCOMING FRESHMAN
      Presentation for the third annual conference,
      Promoting Student Success: The First Year and Beyond
    • OUTLINE
      CONTEXT
      • HCC’s Freshman Focus Program
      • Career Component
      CONTENT
      • Overview of Counseling Services
      • Holland Checklist
      • Career Envelopes
      • Discussion – So What?
      CONSEQUENCES (evaluation)
    • CONTEXT
      HCC’s Freshman Focus Program
      • 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.
    • CONTENT
      Overview of Counseling and Career Services
      • Career counseling for students and community members
      • Personal counseling for students
      Overview of the Career Planning Process
      • Self-assessment, career exploration, decision-making
      • Why start now?
      Academic success linked to having career goals
      Gives time to “try out” careers through internships and volunteering prior to graduation
      Gives time to change major if needed
    • CONTENT
      Self-Assessment Activity
      • Holland checklist
      • Explanation of the Holland model and codes
      Realistic
      Investigative
      Doers
      Thinkers
      Creators
      Organizers
      Artistic
      Conventional
      Persuaders
      Helpers
      Enterprising
      Social
    • Realistic
      Investigative
      Working with hands, tools, machinery. Like to produce tangible results. Focus on things. Sample careers include vocational trades, law enforcement, athletics. Structured environment.
      Like to learn, observe, analyze, solve problems. Curious, inquisitive and inventive. Focus on ideas. Sample careers include math, science, engineering. Unstructured environment.
      Creative, imaginative, original, expressive. Focus on ideas. Sample careers include performing or visual arts, design, communications, creative writing. Unstructured environment.
      Like to organize, categorize, follow procedures. Detail-oriented, precise, efficient. Focus on data. Sample careers include Accounting, office management, clerical work. Structured environment.
      Artistic
      Conventional
      Working with and helping people. Prefer teamwork, and value welfare of others. Sample careers include teaching, counseling, religious or social work. Helpful/harmonious environment.
      Leading and influencing people and achieving goals. Value prestige, status, making money. Assertive. Sample careers include business, politics, sales. Competitive environment.
      Social
      Enterprising
    • CONTENT
      Career Exploration
      • 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.
    • CONTENT
      Discussion
      • 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.
    • EVALUATIONS
      Students were engaged with the activity and gave positive evaluations after the program