1. A 21st Century Mindshift:
Cultivating a Culture of Career Readiness and Competency Devel
opment
A 21st Century Mind Shift:
Cultivating a Culture of Career Readiness and
Competency Development
14. Spar –tan Ready
1. Adjective:
Graduating students from The
University of Tampa who are prepared
to be successful individuals with an
advanced understanding of their field of
study, the interdisciplinary workplace,
how to be effective leaders, and
engaged citizens who contribute to
society.
Building a culture of career
preparedness and readiness.
17. Student Affairs at The University of Tampa will be
known for its dynamic Spartan Ready culture that
engages every student innovative learning
experiences resulting in student success and life
transformation.
Develop student programs and services utilizing
Spartan Ready as a framework for student
learning.
18.
19. Departmental
Goals/Objectives:
University Goals
Supported (Ref. #)
Assessment
Method(s)
Assessment
Results &
Actions
Taken/Planned
Funding
Implications Status
Continue to
Next AYE?
Communication
Partnerships
continuousimprovement
CampusCulture
Communication
InterpersonalAbilities
CriticalThinking
Organization
GlobalEngagement
Teamwork
Self-Awareness
Professionalism
LifeSkills
Implement year 3 of
the assessment
timeline.
2
Each department will
assess 2 different
projects than the
previous year.
N/A x x
Identify division
wide signature
programs and map
them to strategic
priorities and
Spartan Ready.
2,4
1) Define what is
considered a
signature program
2)Ask
directors/associate
deans to map the
program 3) Identify
ways to incorporate
greater division
support of the
signature programs.
N/A x x x x x x x x x x x
2016-2017 Strategic Priorities Spartan Ready Competencies
20. Department Name:
Assessment Project Name:
Semester(s) You Plan to Collect Data:
Overview of Assessment Project (e.g., rationale for selecting project; “why” assessing this program/service/training):
Student Learning Outcomes
Spartan
Ready
Competency
Intended Learners Who
Action
Word
1
Program/Service/
Activity/Course
Will be
able to
Action
Word 2
Intended Outcome
As
evidenced
by
Achievement
Target
(25%-100%)
Description of
sample
(include sample size)
Assessment Type
who
will be
able to
As
evidenced
by
who
will be
able to
As
evidenced
by
who
will be
able to
As
evidenced
by
Process Description (Provide detailed description of the project – timeline, sample size, who will be assessing/collecting results, etc.):
2016-2017 Assessment Project Template
Spartan Ready Competencies:
1. Communication
2. Interpersonal Abilities
3. Critical Thinking
4. Organization
5. Global Engagement
6. Teamwork
7. Self-Awareness
8. Professionalism
9. Life Skills
21. Examples of Competency Mapping
• Some academic classes
• Residence Life Learning Communities
• Debate Watch Party
• Alternative Breaks
• Leadership Exchange
• Leadership and Swimming with the
Mantees
• Student employment
• Resident Assistant training
27. COMMUNICATION
The ability to effectively and efficiently convey and receive information.
Skills examples include:
Resources:
Saunders Writing Studio Cover Letter Writing Guide
Center for Public Speaking Resume Writing Guide
Programs to obtain and enhance this competency:
Leadership Exchange
Presidents Leadership Fellows
Bonner Leaders
Student Employee Enrichment and Development
Elevator Speech Competition
VERBAL
Public Speaking
Elevator Speech
Phone Etiquette
Customer Service
Active Listening
NON-VERBAL
Understanding body language
Art of Storytelling
Understanding Communication
Styles of Communication
First Impressions
Technology for Public Speaking
WRITTEN
Social Media Presence
Professional Business Communication
Art of effective email
Follow up correspondence
Writing proposals and reports
Writing with brevity and effectiveness
Examples of skills. Not a
complete list
Campus Resources and
Web links.
Programs, classes, events,
workshops, etc.
TD Foundation Videos
28. Integration and Assessment
• Co-curricular advising
• Residence Life Curriculum
• Software to assess, badge and track
competency development
• Imbedding competencies into selection
processes. For example:
• Co-curricular transcript alighment
• Leadership Awards
• Resident Assistant positions
• Student Employment positions
• Student leadership positions
• Expand competency assessment and mapping
more broadly campus wide
• Develop additional T-shaped opportunities
29. Advantages
• Earlier engagement with students
• Transcends majors and year in school
• University-wide conversation
• Common language
• Aligns with Liberal Arts outcomes
• Builds intentionality with partners
• Students have earlier awareness soft
skills and context to tell their story
30. Challenges
• Partnership development takes time
• Strategic infusion into culture – language,
missions, etc.
• Bringing along faculty/academic side is
slow process
• Assessment of student competency
development (progressive)
• Explaining the concept
Editor's Notes
We are on a journey. This is not a discussion of an initiative that is concluded but a discussion of the journey.
But there are some fundamental truths that we are going to consider.
The main point of our discussion today is really about re-thinking the way in which we do career services.
A lot is being written and shared about a new career services model. So much of what is see is simply re-branding of the same old thing. Yes, it’s good to freshen the essentials and give them a new face. BUT, if that is deemed to be a re-invention of career services, the results are going to be sadly disappointing.
Restructuring and new titles – but if they are done to just keep up with the Joneses and without strategic outcomes in mind, the outcomes will not meet expectations.
This is a time for change and innovation. And, it is hard work. There is not a silver bullet; nor is there a single one size fits all answer. What I do know is that we cannot do career development within higher education in a vacuum by ourselves, without an integrated cross departmental approach, and without student development as the foundation.
Transactional services must become less of our focus (technology replacing) and transformational interactions that are developmental must increase.
Wall, Fence v. Field mentality – Article
Wall: keep all knowledge inside and people have to come to us to get it. We do it, and we are the only ones to do it.
Fence: some information is available to others and recognize that there is some career work going on outside, but we are still ultimately responsible. Those people should be referring them to us! (Collaborate)
Field: we are actively developing meaningful partnerships to extend our reach with a goal of enlisting and empowering others to join us in our work. (Partnerships)
https://youtu.be/OORnMYoWX9c
Journey to re-invent career services started about six years ago. New Dean of Students
New structure designed to bring more intentionality to the relationship that we already knew existed between Leadership Engagement, Community Engagement, and Career Services.
We knew that students co-curricular experience helped prepare them for careers, but our approach was more one of helping student simply recognize and market that experience as it relates to their job search. That’s not a bad thing and needed to continue.
But that wasn’t enough!!!
Tim:
Employers are expressing a growing demand for college graduates to possess deep disciplinary knowledge while at the same time possessing an ability to communicate across social, cultural and economic boundaries. This is what is called the T-shaped Professional.
Co-curricular engagement affords the opportunity for students to apply their I-shaped disciple/major broadly and in concert with others in a T-shaped interdisciplinary environment, which is more characteristic of today’s workplace.
Currently many college and university graduates have been trained to be productive in one field, but employers are placing increasing importance on skills that reach beyond a single discipline or focus. Upon graduation, students should be able to handle information from multiple sources, advance professional relationships across different organizations, contribute innovatively to organizational practices, and communicate with understanding across social, cultural, economic and scientific disciplines. Tomorrow’s workers will build their careers in a globally interconnected and constantly changing world with smarter technologies in an effort to effect positive global change.
These “T-shaped professionals” are in high demand for their ability to innovate, build relationships, advance research and strengthen their organizations.
--- Source tsummit.org
Inter-related nature of the work that we do.
It is a joint responsibility; not an individual’s or a department’s responsibility. Collaboration is the key. Work hard to break down the walls and turf thoughts that we might have and look at interdisciplinary team approaches to accomplishing our work.
Tim:
Many areas already focusing on competency development.
We are doing the work in pockets without a consistent and university wide approach.
