Injecting Career Preparation into Career Exploration An Applied Model for Advisors Helping Students

Introductions W. Kerry Hammock o Academic and Career Advisor o University Advisement Center o Brigham Young University Justin Zamora o Academic and Career Advisor/Counseling Psychology, Ph.D. Student o University Advisement Center o Brigham Young University Dan Chandler o Academic and Career Advisor o University Advisement Center o Brigham Young University Kyle Slaughter o Academic and Career Advisor/Public Administration, MPA. Student o University Advisement Center o Brigham Young University Nanette Lefrandt o Project Manager-Special Development Initiative o Development and Alumni Relations o Utah Valley University

Expected Learning Outcomes Advisors will be able to discuss theory as a foundation to career development. Advisors will be able to articulate steps in the career development process. Advisors will be able to discuss the progressive steps of a career-centric development model. Advisors will have a framework to implement 30 experiences in various steps of the model.

Our Observation Student World of Work MAJOR

Frank Parsons (1908) Occupational decision making occurs when people have achieved: 1.Accurate understanding of their individual traits 2.Knowledge of occupations and industry 3.Judgment between self and work Frank Parsons Father of Vocational Guidance Movement

Problems & Limitations 1.Parson’s theory is self-directed and does not allow for an advisory relationship o Students focus on “marketable” majors rather than evaluating alternatives 2.Career exploration is seen separate from career preparation o Students focus on selecting a major more than acquiring skills and experiences that will prepare them for their career 3.Career development is seen as something done after graduation o Students see their degree as the vehicle for their employment

Our Observation Student World of Work MAJOR

Frank Parsons (1908) Occupational decision making occurs when people have achieved: 1.Accurate understanding of their individual traits, values, and goals 2.Knowledge of occupations and industry, and what is required to obtain employment therein 3.Judgment between self and work and how their institution can help them achieve their professional goals Frank Parsons Father of Vocational Guidance Movement

Collaborative Career Exploration & Preparation Student World of Work MAJOR Career Preparation

Assumptions: Characteristics of Students 1.Want the answer in 30 minutes or less Assessments are prescriptive Advisors will tell student what to do 2.Minimal self-knowledge High achiever, can do anything, but don’t know what to do Mixed or uncertain interests, goals, and skills 3.Minimal knowledge of the world of work Parent/relatives’ occupation Interest in one industry doesn’t match personal or academic interests 4.Unclear on how majors connect with professions Need to pick a “marketable” degree Do not understand “no specific major needed” career paths

Assumptions: Characteristics of Advisors 1.Want to help students in their personal and professional goals 2.Have distinct roles and exposure in academic advising, career exploration, and career preparation 3.Work from diverse theoretical models that fit their personality, experience, and job function 4.Have access to knowledge, persons, and resources students cannot easily identify or utilize

Collaborative Career Exploration Model 1. Intake 2. Assessment 3. Articulate Criteria 4.Narrow Options 5. Exploration 6. Evaluate Exploration 7. Commit Through Choice 8. Total Education Plan 9.Follow-up & Ongoing Collaboration 1. Meet student/Set goals 2. Explore career identity 3.Establish guidelines 4. Apply criteria to options 5.Gather Information 6. Frame Options 7.Make Decision 8.Develop Next Steps 9. Continued Support as needed PhasesGoals

Advisor-Driven Advisor-Student Student-Driven Advisor-Student Student-Driven Advisor-Student Student-Driven 1.Intake 2.Assessment 3.Articulate Criteria 4.Narrow Options 5.Exploration 6.Evaluate Exploration 7.Commit Through Choice 8.Total Education Plan 9.Ongoing Collaboration Collaborative Career Exploration Model

1. Intake - Determine the needs of the student and explain that this is a process 2. Assessment - Using techniques to identify students’ interests, personality, values, and external influences. 3. Articulate Criteria - Identify together the criteria which will shape and give meaning to the exploration process. 4. Narrow Options - Using Intake, Assessment, and Criteria to narrow options to more manageable list to explore and ensuring tools of exploration are understood. 5. Exploration - Students carry-out exploration plan developed in narrowing options step. 6. Evaluate Exploration - Student and advisor evaluate what the student has learned and/or decided based on their exploration. The advisor strives to frame new understanding within context of criteria. 7. Commit Through Choice - Student evaluates the consequences of possible choice(s) and by so doing commits to said choice(s). 8. Total Education Plan - Formulating the complete plan which will guide life, academic, major, and career choices toward committed decision. 9. Follow-up & Ongoing Collaboration - Determining the follow-up process for student success. Sometimes this step is carried-out through continued meeting and sometimes it is completed through a proper referral.

Intake Advisor: Develop a working relationship of trust with the student. Understand a student’s needs, personal and professional goals, level of commitment. Student: Understand the process of career exploration and preparation. Determine the needs of the student and explain that this is a process

Assessment Advisor: Gather relevant information about students’ interests, values, experience, abilities and other attributes. Help a student understand themselves better and create meaning from their personal experience into their professional goals. Student: Develop of sense of self related to career. Articulate interest, values, experience, abilities and other attributes Using techniques to identify students’ interests, personality, values, and external influences.

Articulate Criteria Student: State the importance of various assessment results in relation to examining possible options. Identifying potential conflicts in assessment data. Conceptual the attributes of a “good choice.” Advisor: Direct a student in the process of developing a coherent pattern of assessment information that can be used to narrow options and evaluate possibilities. Assist the student in developing connections among information and insights gained during assessment Identify together the criteria which will shape and give meaning to the exploration process.

Advisor: Process student’s methods of narrowing. Provide institutional and professional resources. Provide assurance. Develop structure in the process. Narrow Options Using Intake, Assessment, and Criteria to narrow options to more manageable list to explore and ensuring tools of exploration are understood. Student: Apply the criteria developed. Consider the impact of each criteria separately and in conjunction with other criteria. Apply information and emotional measures to options

Advisor: Instruct the student in how to find and utilize information sources. Help the student apply criteria previously developed. Explore emotional criteria and set methodology to apply such criteria Exploration Students carry-out exploration plan developed in narrowing options step. Student: Gather information. Attempt to make meaning of options in more detail in terms of established criteria. Evaluate and re-establish new criteria if needed

Advisor: Assistant the student in articulating findings from exploration. Help the student make connections that may not readily see. Evaluate Exploration Student and advisor evaluate what the student has learned and/or decided based on their exploration. The advisor strives to frame new understanding within context of criteria. Student: Compare and rank alternatives using established criteria. Articulate findings. Develop coherence of thought regarding most desirable options.

Commit Through Choice Student evaluates the consequences of possible choice(s) and by so doing commits to said choice(s). Advisor: Motivates student to commit to identified professional goals Identifies goals and milestones for a student for what will become their Total Education Plan Confirmation: Internal/External Student: Will have a vision of what their university educational and preparation experience will be like Explore results and future possibilities regarding choice

Total Educational Plan Formulating the complete plan which will guide life, academic, major, and career choices toward committed decision. Advisor: Understand a student’s needs, personal and professional goals, level of commitment Refer to appropriate resources Work experience Research Activities/Clubs Internships Help student to explore desired outcomes from experiences Student: Establish goals and a general plan for attaining experience and skills in addition to the major or career direction choice. Make choices in desired outcomes and how these will be achieved.

Follow-up & On-Going Collaboration Determining the follow-up process for student success. Sometimes this step is carried-out through continued meeting and sometimes it is completed through a proper referral. Advisor: Provides student with information that may benefit his/her T.E.P. (e.g. internship opportunities, campus visitors, brown bag lectures). Assures student that s/he can return to revise his/her T.E.P. according to their personal and professional goals. Monitors student’s T.E.P. progress and provides feedback to him/her attain their goals. Student: Has access to information and activities that will benefit their T.E.P. Has flexibility in adapting their T.E.P. according to their evolving goals.

1.Intake 2.Assessment 3.Articulate Criteria 4.Narrow Options 5.Exploration 6.Evaluate Exploration 7.Commit Through Choice 8.Total Education Plan 9.Ongoing Collaboration Bryan

1.Intake 2.Assessment 3.Articulate Criteria 4.Narrow Options 5.Exploration 6.Evaluate Exploration 7.Commit Through Choice 8.Total Education Plan 9.Ongoing Collaboration Kendra

1.Intake 2.Assessment 3.Articulate Criteria 4.Narrow Options 5.Exploration 6.Evaluate Exploration 7.Commit Through Choice 8.Total Education Plan 9.Ongoing Collaboration Drew