Welcome to the…

1. Welcome to the… Career Path Program For College Students

2. Introduction Begin Your Career Path Establishment Exploration

3. The Career Path Program 1. The program is voluntary and it consists of 2 components • Monthly face-to-face workshops where counselors meet with students on the first Friday of every month @ noon when most students are not in class. • An online interactive discussion on Facebook where counselors address students concerns as well as initial discussions on important career development topics.

4. Mode of Advertisement A. Students are made aware of the Career Path program through • The use of colorful fliers posted on various notice boards on campus • Announcement by Professors who make attendance of the workshop an opportunity for extra credit • Social- networking [i.e. attendees are encouraged to invite their friends to join our online discussion and subsequently attend our monthly workshops]

5. Mode of Advertisement b. Students are enticed to attend by being offered individual attention and FREE FOOD. c. Counselors reach out to individuals and schedule 1:1 sessions for more in-depth and personal career exploration. 6. Counselors conduct a mixed-method study to evaluate and fine-tune the workshop and to gain student, parent, and administrator support.

6. Goals of the Career Path Program • Increase student awareness of career counseling services available to them. • Educate students on the various aspects of career self-concept and exploration. • Educate students about employment trends to help them develop career decision-making skills • Prepare students to enter the workforce by helping them to develop effective job seeking strategies.

7. IMAGINE you are now traveling back in time when you may have been a college student with a case of CAREER INDESCION

8. Know your career services options

9. Lastly you will participate in an interview skill – building exercise with partners, led by Brittany Next, Kofi will help you provide you with tips on effective job -search strategies as well as what you can do to make your college-to-work transition a stress-free experience Order of presentation Next, Stesha will lead you in a discussion about how to gather information about various career options First, you will work with Angela and the group to explore your personality and self-concept Step 4 Step 3 Step 2 Step 1

10. Personality and Self Concept Objective: Students will be able to answer these questions: “Why am I interested in certain jobs”? “What can my personality tell me about possible career options?

11. Intervention Objectives At the end of this activity students will be able to: • Record their MTBI type • Explore their personality profile • Discuss insights into their self-concept and job preferences

12. Literature Review • The MBTI is based on Jungian-type theory (Jung, 1990/1971) and originally was developed as a career counseling tool (McCaulley, 1990). • Approximately 2 million copies of the MBTI are sold each year (Healy, 2001), making it the most widely used personality instrument in the world (Jackson, Parker, & Dipboye, 1996; Quenk, 2000). • The MBTI yields four bipolar preference scores: extraversion-introversion, sensing-intuition, thinking-feeling, and judging-perceiving (Myers et al., 1998).

13. Literature Review • MBTI is explicitly marketed as a tool to aid in selecting majors and careers. • MBTI promotes understanding of why those careers are of interest. • The MBTI also has been described as effective in increasing self- awareness, enhancing understanding of decision-making processes and preferences, and improving interpersonal communication (McCaulley, 1990). • Apostal(1988) found that the MBTI stimulates self-concept exploration. • Katz, Joyner, and Seaman (1999) found that the MBTI was as effective as the Strong Interest Inventory

14. Activity Directions • Go to: http://www.humanmetrics.com/ • Under Jung Typology section Click “Take Test” • answer quickly and honestly, don’t over-think it, • Click “Score It” • Then Click exampleENFP type description by D.Keirsey • Click on exampleMore About Your Idealist Champion Personality:Best Job Fit for Idealists (your may say guardian, rational, artisan, or idealist)

15. Activity Discussion • What did you discover about your personality preference? • According to your type what types of career fields and occupations are you attracted to? • Are there any discrepancies between your predicted Jungian type and your real life? • What have you learned about yourself and your major of choice upon reading your profile?

16. Job Trends & Future Predictions Objective: Students will be able to answer this question: “Will there be jobs in my field?”

17. Intervention Objectives content

18. Literature Review content

19. Activity Directions content

20. College-To-Work TransitionHow do I get to where I want to go?

21. Objectives Students will be able to • Identify at least 2 ways to enhance their employability whiles still in school • Describe four job search strategies

22. What do we know?

23. Enhance You Employability “To be employed is to be at risk, to be employable is to be secured” Peter Hawkins • Talk to counselors and professors • Volunteer your time and skills • Consider an internship or temporary work • Keep a portfolio or record of activities depicting your employability skills

24. Job Search Strategies Forget not the hidden jobs Use your career services

25. Winners Start Early

26. Resume Building & Interview Skills Objective: Students will be able to answer this question: “How do I get my dream job?”

27. Intervention Objectives After this session, students will:- Be knowledgeable about creating resumes and choosing appropriate references- Feel more comfortable answering common interview questions- Feel more confident in their ability to obtain a job

28. Literature Review The majority of employers still prefer the standard resume: chronological order, delivered electronically, and including cover letters (Schullery, 2009)Thoms et al (1999) found that resumes with clear, precise objective statements were more likely to be chosen than those without. Resumes that listed a GPA of 3.0 or higher were more likely to be chosen than those with no GPA listed. According to Muir (2009), students should have a variety of references, including ones from social, academic, and supervisory areas. Those who received interview coaching used more strategies than those who did not, such as role-playing, observing, and organizing their thoughts. These strategies resulted in better interview performance (Maurer, 2001).Trossand Maurer (2008) found that the more coaching an interviewee received, the higher the rating their interview received.

29. Activity Directions Get together with a partner and answer the interview questions providedEach take 5 minutes

30. Conclusion Thank you! Students you are encouraged to sign up for a session with your counselor to continue the career counseling process. Please complete the survey in person or on our Facebook page.

31. References Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469–480.Bezdek, R. H. (2010). Green jobs currently employ substantial numbers; Source of new jobs.Natural Gas & ElectricityBrown, D. (2012). Career Information, Career Counseling, and Career Development. Upper Saddle River, New Jersey: Pearson Education, Inc.Culkin, N. & Mallick, S. (2010). Producing work-ready graduates: The role of the entrepreneurial university. InternationalJournal of Market Research, 53,347 – 368.Dietz, J. The myth that college and major choice decides Johnny’s future.Gilbert, H. G. (1997). Career thoughts inventory: A review and critique. Paper presented at the Annual Meeting of the Southwest Education Research Association.Evuleocha, S., Ugbah, S., & Law, S. (2009). Recruiter perceptions of information that employment references should provide to assist in making selection decisions. Journal of Employment Counseling, 46, 98-106.Hipple, S. F. (2010). Self-employment in the United States. Monthly Labor Review, 17 – 32.Hobojn, B., Gardiner, C. & Wile, T. (2011). Recent college graduates and the job market. FRBSF Economic Letter, 2011-09. Retrieved from http://www.frbsf.org/publications/economics/letter/2011/el2011-09.pdfHolton, E. (1999). Managing the transition to work: Twelve essential steps to a fast start to your career. Journal of Career Planning & Employment, 59(3), 28-31Huffcutt, A., Conway, J., Roth, P., & Stone, N. (2001). Identification and meta-analytic assessment of psychological constructs measured in employment interviews. Journal of Applied Psychology, 85(5), 897-913.

32. References Cont’d Maurer, T., Solamon, J., Andrews, K., & Troxtel, D. (2001). Interviewee coaching, preparation strategies, and response strategies in relation to performance in situational employment interviews: an extension of Maurer, Solamon, and Troxtel (1998). Journal of Applied Psychology, 86(4), 709-717.Muir, C. (2009). Rethinking job references: a networking challenge. Business Communication Quarterly, 72(3), 304-317.Nemanick, R., & Clark, E. (2002). The differential effects of extracurricular activities on attributions in resume evaluation. International Journal of Selection and Assessment, 10(3), 206-217.Sampson, J. P., Peterson, G. W., Lenz, J. G., Reardon, R. C., & Saunders, D. E. (1996). Professional manual: Career thoughts inventory. Odessa, FL: Psychological Assessment Resources.Schullery, N., Ickes, L., & Schullery, S. (2009). Employer preferences for resumes and cover letters. Business Communication Quarterly, 72(2), 163-176.Smith-Hunter, A., Paul, M., & DeCasperis, F. (2010). Gender role perceptions and job satisfaction levels. Journal of Academy of Business and Economics, 10, 62 – 72.Thoms, P., McMasters, R., Roberts, M., & Dombkowski, D. (1999). Resume characteristics as predictors of an invitation to interview. Journal of Business and Psychology, 13(3), 339-356.Tross, S., & Maurer, T. (2008). The effect of coaching interviewees on subsequent interview performance in structured experience-based interviews. Journal of Occupational and Organizational Psychology, 81, 589-605.Vidal-Brown, S. & Thompson, B. (1998). The career assessment diagnostic inventory: A score reliability and validity study. Paper presented at the Annual Meeting of the Mid-South Educational Research Association.Wood, L. & Kaczynski, D. (2007). University students in USA and Australia: Anticipation and reflection on the transition to work. International Journal of Employment Studies, 15, (2), 91-101