1. for Indiana University October 13, 2014 Dr Philip Gardner Collegiate Employment Research Institute & Career Services Network at MSU Gardner & Gross. May be used individual educational and research use only with appropriate citation Images from The Lorax © by Theodore Suess Geisel

2.  Which of the following would you not recommend for a first year student to consider?  Accounting  Financial Services  Human Resources  Medical Doctor  All of the Above  None of the Above

5.  No experience necessary  Tenure in 1 st position: 4 to 5 years  Companies did most of the training  Large employer dominance in college market

6.  Experience required  Tenure in first position 12 to 24 months  Most organizations provide little or no training  Skills & expectations have soared (employers)  Large employers are no longer dominant

7.  Work organizing differently: networks  Technology & smart machines  Equilibrium Proposition  50-50 Deal  Disaster Ahead  Leaner/faster & chaotic organizations (knowledge becomes negotiable & ambiguous)  Skills & competencies & learning trump (often) academic disciplines  “Dating” starts much earlier –  Disruptions constant

12.  Diversity: for large companies  Small companies are at the party  Entrepreneurial-mindedness  Can the best students really be found?  Majors versus Skills  All engagement is not created equal  Don’t guarantee what you do not have control over

13.  Accelerated growth in job opportunities  Dance like its 1999!  But it is not like 1999 or 2007  Competitive  No free pass --- those not ready will be pasted over  “All Majors” in play  S TEM mania – the road to a serf economy

14.  Have the necessary pre-professional experiences  Engage in a high stake internship and  Fluently articulate skills developed through experiences

18.  Developing professional competencies  Communicating effectively  Solving problems  Balancing work and life  Embracing change  Working effectively in a team  Working in a diverse environment  Managing time & priorities  Navigating across boundaries  Acquiring knowledge  Thinking critically  Performing with integrity http://careernetwork.msu.edu/award-winning-media

19. Apply learning Write effectively Work in teams Grasp workplace realities Acquire information Demonstrate initiative Communicate orally Think analytically Acquire knowledge Evaluate alternatives Create solutions Innovate Work in teams Lead as necessary Utilize technology Grasp workplace realities Demonstrate initiative

20. Build working relationships Analyze, evaluate and interpret data Engage in continuous learning Communicate through justification and persuasion Plan and manage a project Create new knowledge Seek global understanding

21.  Able to perform with integrity  Able to solve problems  Able to manage time and priorities  Able to take the initiative  Able to analyze, evaluate, and interpret information  Able to contribute to a team  Able to effectively communicate orally  Able to build and sustain working professional relationships  Case Study: Boise State University

22.  Able to embrace change.  Able to acquire knowledge  Able to manage and synthesize different sources of information.  Able to effectively communicate through writing  Able to create original ideas and innovations (be innovative).  Able to plan and manage a project  Able to develop further professional competencies.  Case Study: Boise State University

24.  Takes responsibility and is accountable for work and behavior (accountable)  Demonstrates a strong work ethic (work ethic)  Displays sound judgment and controls feelings/emotions in work situations (maturity)  Case Study: Boise State University

25.  Works with limited direction (self-directed)  Cooperates with co-workers in a respectful, sincere manner (humility)  Conveys passion for work and career (passion)  Functions effectively in an ever changing environment (adaptable)  Completes assignments and other commitments punctually (punctual)  Case Study: Boise State University

26. The new word of the day

29. 13 Systems © IBM

31. Academic and Professional Success on the same platform

32. PURPOSE + CONFIDENCE Make plans Take action Move toward goals I am willing to enter uncertain situations by experimenting, engaging, or challenging my purpose with confidence that I can learn and adapt as I move forward. AWARENESS + PURPOSE Understand differences Mobilize resources Work as a team I can advance my purpose by gaining insights from others; understanding how my purpose is valued by others and how I need to interact with others to contribute in meaningful ways. CONFIDENCE + AWARENESS Learn from others Adapt to differences Work with others I can work with others to accomplish common challenges. I am a global citizen, adapting to situations of change and embracing new ideas and experiences

36. Strong Ties – Weak Ties Short Links -- Long Links

38.  Committed to promoting the development of comprehensive professional competencies, attitudes, and behaviors in each student  Committed to encouraging self-directed, active learning in our students as preparation for becoming life long learners  Committed to enhancing integration of liberal learning, disciplinary, interdisciplinary & co-curricular concepts into a professional foundation  Committed to expanding students’ ability to deal with unexpected, emerging issues Robert Kegan ‘s & Lisa L. Lahey’s, Immunity to Change (Cambridge: HBRP) helped frame these thoughts from earlier presentations.

39. Playing with Purpose…

41.  Why is that lifestyle important to you?  How could you make that happen?  What steps could you take now?  How confident are you to take those steps?  Who could help you?

42. How could we provoke students to think about their strengths & interests?

43. What will you do to… Restate this in words that are meaningful to you Give examples of what you will do List people or resources that can help you Acquire, analyze, and evaluate information from multiple sources? Synthesize and apply information within and across disciplines? Identify and apply, as appropriate, quantitative methods for defining and responding to problems? Identify the credibility, use and misuse of scientific, humanistic and artistic methods?

44. “It is not the answer that enlightens, but the question.” ~Eugène Ionesco

46. Next steps for discussion: How might you interweave purpose more intentionally within your interactions with students? How might you refine your communication style with students to foster their thinking?

48.  Expressing clearly their career interests (an idea of where they want to go)  Having appropriate (and sufficient) pre- professional experiences (understand the context of the workplace)  Expressing realistic expectations for their first job  Being able to craft their story for non- academic audiences

49. Dr. Phil’s Generational Quiz: Meet the Young Adult of Your Life Identify yours from these four possible groups

50. 5 Factors describing emerging adults in the workplace:  Experience Surfing: I would be willing to endure frequent job changes in order to find a job that fits my interests and abilities. I believe I still have a few years to try out different jobs before I settle down into a career.  Career Plans: I don’t have any specific goals for this year. I can’t imagine what my life will be like 10 years from now.  Career Concern: I will not find a job where I can succeed. I will have trouble finding a job that can use my skills and talents.  Superiority: I deserve favors from others. Being admired by others helps me feel fantastic.  Work Identity: Work as a central life focus

51. The Clueless  Represents 12% of young adults  More men  More Asian-Americans  Financially dependent on parents  Low work identity  Moderately superior

52. The Aimless  Represents 38% to 41% of young adults  More whites  Moderate career concerns  Low work identity  High superiority  High family income  Well-educated parents  57% would renege  Parental support necessary  Social Sciences, Humanities, Sciences

53. The Directionless  Represents 23% of young adults  High career concerns  High superiority  Moderate work identity  Family income $60-80K  Business and sciences  59% would renege

54. The Directed  Represents 25% of young adults  Selective surfers  High career concerns  High identity with work  Moderate superiority  Women  More African-Americans and Hispanics  Moderately dependent on parents  Health, education, family services

56. Colleges and universities MUST be more explicit about professional preparedness & co-curricular learning expectations. Means closer collaboration between faculty, advising, and “career” agents

57.  Normal – really?  Student Success  Alignment of Learning Outcomes & Professional Outcomes  Shorten Links – support strong ties  Will only work if faculty accept a role  Metrics  Transactional  Transformative  Delayed Impacts

58. Thoughts, Questions, Research Ideas, Calls to Action

59. Dr. Phil Gardner Collegiate Employment Research Institute gardnerp@msu.edu ceri.msu.edu Dr. Linda Gross Career Services Network Office of the Associate Provost for Undergraduate Education grossL@msu.edu careernetwork.msu.edu undergrad.msu.edu/programs/seminar

60. Ash, S. & Clayton, P. (2009) Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning. Journal of Applied Learning in Higher Education Vol. 1, Fall 2009 25-48 (http://www.missouriwestern.edu/appliedlearning/journal.asp)http://www.missouriwestern.edu/appliedlearning/journal.asp Elder, L & Paul, R. (2002). The Art of Asking Essential Questions. Foundation for Critical Thinking (www.criticalthinking.org).www.criticalthinking.org Gardner, P. (2011) The High Stakes Internship. Collegiate Employment Research Institute, Michigan State University. http://ceri.msu.edu/publicationshttp://ceri.msu.edu/publications Gardner, P., Gross, L., Steglitz, I (2008) Unpacking Your Study Abroad Experience: Critical Reflection for Workplace Competencies. Collegiate Employment Research Institute Research Brief I 2008, Michigan State University. http://ceri.msu.edu/publications/pdf/brief1-2008final.pdfhttp://ceri.msu.edu/publications/pdf/brief1-2008final.pdf Krumboltz, J.D. (2009) The Happenstance Learning Theory. Journal of Career Assessment May 2009 vol. 17 no. 2 135-154. Published online before print December 30, 2008, doi:10.1177/1069072708328861 Mitchell, K. E., Al Levin, S. and Krumboltz, J. D. (1999), Planned Happenstance: Constructing Unexpected Career Opportunities. Journal of Counseling & Development, 77: 115–124. doi: 10.1002/j.1556-6676.1999.tb02431.x Paul, RW (1995). Making Critical Thinking Intuitive. Foundation for Critical Thinking. Suess (Geisel), Theodore (1971) The Lorax. New York: Random House Children’s Books.