By Anita Yoder and Liz Bushnell

1. Your Students are Certifiable!Help Us List the Ways Anita Yoder, Goshen College CDPI Spring Conference Liz Bushnell, Manchester College April 8, 2011

2. Agenda Introductions Overview of CDPI Career Award Initiative Program Goals & Benefits Review of Other Programs National Career Readiness Certificate CDPI Career Award Draft Initial Employer Feedback Group Discussions Next Steps

3. Goals & Benefits Aim to develop a statewide standard to certify students’ preparation for professional work which can be adapted to the individual needs of colleges and universities Benefits Consistency among schools Resources and ideas for implementation Recognized achievement among employers Validation of career services’ role Challenges Balancing consistency with adaptability Marketing to all users (schools, students, employers)

4. Review of Other Programs University of Southern Indiana – Career Certificate Ball State University – Advanced Professionalism Certificate Ivy Tech – Career Start Program University of Pittsburg – Outside the Classroom Curriculum Xavier University – Business Profession Program

5. National Career Readiness Certificate Purpose of NCRC Examples of Skills - standards Set benchmarks for essential foundation skills for employability Identify candidates with those skills Help candidates without those skills gain them

6. Utilization in Indiana Promoted via WorkOne Will assess jobs to identify essential skills Offer candidate testing in skills Employer Response Comparison to proposed CDPI Program NCRC focuses on skills at all levels, does not address experience or fit CDPI program complements NCRC efforts, might be used in combination Possibility for cross-promotion and DWD endorsement

7. Professional Career Readiness Initiative Professional Identity: Students develop an understanding of their professional strengths and weaknesses, working style, workplace preferences and use these to evaluate their personal fit for specific jobs, employers and professions. Students also learn effective means to convey their professional identity and to promote themselves as candidates in the job market. Students must complete at least one (1) self-assessment activity, which may include: Career assessments such as Myers-Briggs Type Indicator, Strong Interest Inventory, Self Directed Search, or StrengthsQuest Career development class/seminar Information interviews and analysis Students must complete at least two (2) self-marketing activities, which may include: Resume or cover letter review Completed LinkedIn profile Mock interview Career services workshop or program Development of elevator speech Professional portfolio Job search strategies class/seminar

8. Indiana Collegiate Career Competency Award Professional Experience: Students apply their academic learning to a professional environment to strengthen understanding of their field and to graduate with marketable experience. Students also learn professional etiquette, networking and other workplace practices to transition successfully from student to professional. Students must complete at least two (2) activities to gain professional experience, which may include: Job shadowing or volunteer work Professional conferences or active membership in professional association Externship or other workplace project Internship, practicum or other field placement Students must complete at least one (1) activity to develop professional practices, which may include: Class or workshop on professionalism Etiquette dinner Networking event or training

9. Indiana Collegiate Career Competency Award Professional Skills: Students learn communication and other transferrable skills most highly sought by employers, as identified by the National Association of Colleges and Employers (NACE) annual Job Outlook Survey. Students must complete at least two (2) activities to develop professional skills, one of which must focus on communication skills. Examples include: Workshop, class or program focused on skill training Leadership role on campus or in work Internship, practicum or other field placement

10. Employer Feedback Influential credential in hiring decisions Would prompt questions in an interview Experience category is particularly important Addresses key skills and knowledge that employers value Liked professional practices, communication emphasis and professional identity Could be a “tie breaker” among candidates Other criteria suggested by employers More emphasis on volunteer work

11. Employer Feedback Ideas for marketing the program Promote through HR groups Representatives from each school promote to their local employers Feedback on the name Include variation of “professional” “Competency” seems weak or average “Award” sounds like a medal – maybe certificate, endorsement or accreditation Ensure acronym isn’t used elsewhere

13. Are there other criteria you would like to see represented in this program?

14. Is this something you would promote? Does it complement (or duplicate) anything that you already have in place?

15. What ideas do you have for implementing this at your own school? What challenges do you foresee?

17. Thanks, everyone!