Striving for Excellence in Career Advising: A Case Study Approach Ken Hughey Dan Wilcox Kansas State University Dorothy Nelson Southeastern Louisiana University 2011 NACADA Conference Denver, CO October 3, 2011

Career Advising Resources

“All students need career advising, even those who are decided on an academic major” (Gordon, 2006, p. 5)

Career advising is a dynamic, interactive process that “helps students understand how their personal interests, abilities, and values might predict success in the academic and career fields they are considering and how to form their academic and career goals accordingly” (Gordon, 2006, p. 12). “It is a process aimed at helping students effectively use information about themselves (e.g., interests, abilities, values, strengths) and the options available (e.g., majors, occupations, internships)” (Hughey & Hughey, 2009, p. 6).

Gordon’s (2006) 3-I Process: A Career Advising Framework Inquire Inform Integrate

Inquire “The inquire phase involves identifying students’ academic and career concerns, clarifying their needs, and making appropriate responses to help them move to the information-collecting phase” (Gordon, 2006, p. 47).

Inform “The acquisition and effective use of educational and career information is an integral part of academic advising. Three areas where students need to gather career information are (1) their personal attributes, such as their likes and dislikes; (2) educational information, such as how academic decisions (e.g., major, coursework) relate to possible career directions and the acquisition of marketable skills; and (3) the type of occupational information that is pertinent to their academic situation and career goals.” (Gordon, 2006, p. 63)

Integrate “In the integrate phase, advisors and students determine what additional assistance is needed to help students organize and make meaningful connections between the information sources they have collected. The term integrate is used in this context to mean coordinating or blending all the student knows into a functioning or unified whole.” (Gordon, 2006, p. 63)

Career Advising Questions 1--What do you want to do? 2--What is stopping you from doing it? 3--What are you doing about it? (Figler & Bolles, 2007, p. 106)

Questions to Consider Related to Case Studies 1—What are important considerations or issues (e.g., information, needs) in the case? 2—How might you describe or conceptualize the case? What would help you understand the case? What are appropriate goals for the student? 3—What are recommendations (e.g., interventions, strategies, programs, resources, actions) that might be considered to facilitate the student’s career and academic planning and development?

Readiness The capability of an individual to make appropriate career choices taking into account the complexity of family, social, economic, and organizational factors that influence career development Capability – Individual student factors Complexity – Factors outside the student Sampson, Peterson, & Reardon, (2004). Career counseling & services: A cognitive information processing approach..

Capability

Cognitive and affective capacity to engage in effective career choice behaviors How are my career choices influenced by the way I think and feel?

Capability Honest exploration of values, interests, and skills Motivated to learn about options Able to think clearly about career problems Confident of their decision-making ability Willing to assume responsibility for problem solving Aware of how thoughts and feelings influence behavior Able to monitor and regulate problem solving

Complexity

Contextual factors, originating in the family, society, economy, or employing organizations that make it more difficult (or less difficult) to solve career problems and make career decisions How does the world around me influence my career choices?

Readiness Model Complexity (high) (high) Capability (low) (high) (low) (low) Low Readiness High Support Moderate Readiness Moderate-low support needed High Readiness Little support needed

Continuum of Decision Styles Decided Individuals 1) Very decided 2) Somewhat decided 3) Unstable decided Undecided Individuals 1) Tentatively undecided 2) Developmentally undecided 3) Seriously undecided 4) Chronically indecisive Gordon, V. N. (1998). The undecided college student: An academic and career advising challenge.

Career Decidedness Types Very Decided Somewhat Decided Unstable Decided Tentatively Undecided Developmentally Undecided Seriously Undecided Chronically Indecisive Gordon, V. N. (1998). The undecided college student: An academic and career advising challenge.

Assessing Career-related Attributes StrengthsQuest Hollands Self-Directed Search Myers-Briggs Type Indicator Informal discussion

Resources for Occupational Information DISCOVER ( Occupational Outlook Handbook ( O*NET (

How can I help you discover what motivates you... what gets the best out of you? 2. become curious and innovative (entrepreneurial thoughts/ ideas)? 3. get the people skills needed to work in teams/cooperate/inspire? 4. get the oral skills you need to persuade/change another’s attitude or opinion? 5. embrace technology (productivity)? Ten Career Advising Questions

How can I help you gain higher math and science competencies without “saying uncle”? 7. practice business writing (regardless of field, the more responsibility gained the more persuading others in writing using documentation is valued)? 8. see education is a means to develop competencies not an end in itself (lifelong learning)? 9. read, travel, and experiment with new environments to see beyond present boundaries? 10. see that polished effort looks a lot like ability? (Feller & O’Bruba, 2009, p. 41)

Brown, S.D., & Lent, R.W. (Eds.). (2005). Career development and counseling: Putting theory and research to work. Hoboken, NJ: Wiley. Carr, D.L., & Epstein, S.A. (2009). Information resources to enhance career advising. In K.F. Hughey, D. Burton Nelson, J.K. Damminger, B. McCalla-Wriggins, & Associates, Handbook of career advising (pp ). San Francisco, CA: Jossey-Bass. Clifton, D.O., Anderson, E., & Schreiner, L.A. (2006). StrengthsQuest: Discover and develop your strengths in academics, career, and beyond (2 nd ed.). Washington, DC: The Gallup Organization. Feller, R., & O’Bruba, B. (2009). The evolving workplace: Integrating academic and career advising. In K.F. Hughey, D. Burton Nelson, J.K. Damminger, B. McCalla-Wriggins, & Associates, Handbook of career advising (pp ). San Francisco, CA: Jossey-Bass. Figler, H., & Bolles, R. N. (2007). The career counselor’s handbook (2 nd ed.). Berkeley, CA: Ten Speed Press. Gordon, V.N. (2005). What is your career advising IQ? Academic Advising Today, 28(4). Retrieved from Gordon, V.N. (2006). Career advising: An academic advisor’s guide. San Francisco, CA: Jossey-Bass. Gordon, V.N. (2007). The undecided college student: An academic and career advising challenge (3 rd ed.). Springfield, IL: Charles C. Thomas. Gordon, V.N., & Sears, S.J. (2010). Selecting a college major: Exploration and decision making (6 th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Gore, P.A., Jr., & Metz, A.J. (2008). Advising for career and life planning. In V.N. Gordon, W R. Habley, T.J. Grites, & Associates, Academic advising: A comprehensive handbook (2 nd ed., pp ). San Francisco, CA: Jossey-Bass. Bibliography

Hughey, K.F., Burton Nelson, D., Damminger, J.K., McCalla Wriggins, B., & Associates. (2009). The handbook of career advising. San Francisco, CA: Jossey-Bass. Hughey, K.F., & Hughey, J.K. (2009). Foundations of career advising. In K.F. Hughey, D. Burton Nelson, J.K. Damminger, B. McCalla-Wriggins, & Associates, Handbook of career advising (pp. 1-18). San Francisco, CA: Jossey-Bass. Krumbotlz, J.D. (2009). The happenstance learning theory. Journal of Career Assessment, 17, Krumboltz, J.D., & Levin, A.S. (2004). Luck is no accident: Making the most of happenstance in your life and career. Atascadero, CA: Impact Publishers. McCalla-Wriggins, B., Hughey, K.F., Damminger, J.K., & Burton Nelson, D. (2009). Career advising: Challenges, opportunities, and recommendations for the future. In K.F. Hughey, D. Burton Nelson, J.K. Damminger, B. McCalla-Wriggins, & Associates, Handbook of career advising (pp ). San Francisco, CA: Jossey- Bass. Mitchell, K.E., Levin, A.S., Krumboltz, J.D. (1999). Planned happenstance: Constructing unexpected career opportunities. Journal of Counseling & Development, 77, Niles, S.G., Amundson, N.E., & Neault, R.A. (2011). Career flow: A hope-centered approach to career development. Boston, MA: Pearson. Niles, S.G., & Harris-Bowlsbey, J. (2009). Career development interventions in the 21 st century (3 nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Niles, S.G., & Hutchison, B. (2009). Theories of career development to inform advising. In K.F. Hughey, D. Burton Nelson, J.K. Damminger, B. McCalla Wriggins, & Assocites, The handbook of career advising (pp ). San Francisco, CA: Jossey-Bass. O’Banion, T. (1972). An academic advising model. Junior College Journal, 42(6), Parsons, F. (1909). Choosing a vocation. Boston: Houghton Mifflin Reardon, R., & Bullock, E. (2004). Holland’s Theory and implications for academic advising and career counseling. NACADA Journal, 24(1&2), Reardon, R.C., Lenz, J.G., Sampson, J.P., Jr., & Peterson, G.W. (2009). Career development and planning: A comprehensive approach (3 rd ed.). Florence, KY: Cengage Publishing. Sampson, J.P., Jr., Reardon, R.C., Peterson, G.W., & Lenz, J.G. (2004). Career counseling & services: A cognitive information processing approach. Belmont, CA: Brooks/Cole. Schreiner, L., & Anderson, E. (2005). Strengths-based advising: A new lens for higher education. NACADA Journal, 25(2), Steele, G. (2003). A research-based approach to working with undecided students: A case study illustration. NACADA Journal, 23(1&2), Steele, G.E., & McDonald, M.L. (2008). Moving through college. In V.N. Gordon, W.R. Habley, T.J. Grites, & Associates, Academic advising: A comprehensive handbook (2 nd ed., pp ). San Francisco, CA: Jossey-Bass.