CAREER CONVERSATIONS & CAPS Plan Module Four

1. CAREER CONVERSATIONS & CAPS PlanModule Four C. Doherty 2004 Quinsigamond Community College

2. What We Know About STUDENTS and SUCCESS Expect Experience Be Undecided 7% 20% Change Majors 12% 65-85% Fail a Course 1% 16% Take Extra Time to Complete Degree 8% 60% Drop Out 1% 40% Work While in College 36% 60% Seek personal Counseling 6% 27% Seek Career Guidance 5% 25% Need Tutoring 15% 20%

3. About Careers Today • 3 out of 4 college students express uncertainty about their major. • Students graduating from high school today will change jobs 10 to 15 times over the course of their working lives and change careers as many as 3 or 4 times. • Occupations requiring an associate's degree or more education will account for 40 percent of total job growth from 1998 to 2008.

4. About Careers Today • Technology and change are driving the need for continuous skill development and life-long learning everywhere. • Periodic unemployment will be experienced by most of the working population at some time in their lives. • A single parent with one child in Massachusetts needs to earn between $13.48 and $15.28 per hour to earn a living wage. • Job Security and High Wages – • What Students Want to Hear and be Assured of..no guarantee in today’s world/economy. We CAN teach students to become “career resilient” and take responsibility for their own career paths.

5. OTHER CAREER TRENDS OR INFORMATION PERTINENT TO OUR STUDENTS?

6. CAREER CONVERSATIONS

7. Why are Career Conversations Important? • 20-50 % of students are UNDECIDED about their career choice. • Many Students have MISINFORMATION about Careers and Programs. • Strong Link between having a career goal (purpose) and retention. • Most New Students do not have a Clear understanding of the relationship between Career and Program of Study.

8. Why are Career Conversations Important? • Millennial Generation Students (1982-2003) • “have limited knowledge about their chosen occupations, about educational requirements, or about future demand for these occupations. Without such information, their life plans are not realistic and are often ill formed.” Source:NACADA Journal, 2003, Advising the Millennial Generation; Schneider and Stevenson, 1999, The Ambitious Generation: America’s Teenagers, Motivated but Directionless.

9. Career Conversations • Encourage Career Exploration and Research. • Stress Importance of Narrowing Down Career Options. • Remind Students that this is/may be their first career of many…Short and Long-term Goals. • Ease Students’ Anxiety about being Undecided or Uncertain…it’s Normal. • Be cautious about imparting your own career values onto students.

10. HOW OUR OWN VALUES ABOUT CAREERS, WORK, and CAREER DECISION-MAY IMPACT QCC STUDENTS…

11. Career and Program Choices of QCC Students

12. QCC Top Certificate Programs (Fall, 03 and 04) • Practical Nursing-Career Cert. • EMT Paramedic • Human Services Certificate • Early Child. Edu. for Assist. Teachers • Business Office Support Specialist • Business Administration

13. QCC Top Degree Programs(Fall, 03 and 04) • General Studies • Liberal Arts • Nurse Education • Business Adm. Career • Criminal Justice

14. INTERPRETING CAREER ASSESSMENT RESULTS ON QCC CAPS PLAN

15. Holland’s Theory The most researched and best-documentedtheory of career orientation is John Holland's theory of career types (Johns, 1992; Leibowitz, Farren & Kaye, 1986). Holland's theory deals with factors influencing career choice and is based on the concept of congruence: that is the fit between the individual and the environment. Holland (1973) sees vocational interests (career types) as an expression of personality and stated that "people search for environments that will let them exercise their skills and abilities, express their attitudes and problems and roles" (p.14). He has classified six distinct patterns that explains many people's career orientation - each of which has a particular type of work environment with which it will be most congruent (Hellriegel, Slocum & Woodman, 1989).

16. Holland’s Hexagon Model

17. RealisticPeople who have athletic or mechanical ability, prefer to work with objects, machines, tools, plants or animals, or to be outdoors. InvestigativePeople who like to observe, learn, investigate, analyze, evaluate or solve problems. ArtisticPeople who have artistic, innovating or intuitional abilities and like to work in unstructured situations using their imagination and creativity.

18. SocialPeople who like to work with people to enlighten, inform, help, train, or cure them, or are skilled with words. EnterprisingPeople who like to work with people, influencing, persuading, performing, leading or managing for organizational goals or economic gain. ConventionalPeople who like to work with data, have clerical or numerical ability, carry out tasks in detail or follow through on others' instructions.

19. R I A S E CProfile Discussion What are your Self-Directed Search Results? Does your profile match your current profession? Reflect your hobbies or interests? If a student’s results were ISR and they wanted to be a Nurse, is this a good/appropriate choice? If a student’s results were RCI and they wanted to be an Architect, is this a good/appropriate choice?

20. INTERPRETING LEARNING STYLE ASSESSMENT RESULTS ON QCC CAPS PLAN

21. Modality Questionnaire Measures the Dimensions: • Visual • Auditory • Kinesthetic/Tactile To take test and get additional information see: http://students.estrellamountain.edu/larson/learning/questionnaire.htm

22. Index of Learning Styles Measures these Learning Areas: Active --------------- Reflective Sensing --------------- Intuitive Visual --------------- Verbal Sequential --------------- Global To take test and get additional information see: http://www.engr.ncsu.edu/learningstyles/ilsweb.html

23. Preferred Learning Methods(similar results over 5 semesters) Fall, 02 & 03 Fall, 04 • Visual 92% 86% • Kinesthetic 90% 95% • Reading 58% 59% • Lecture 54% 54%

24. LINKING QCC PROGRAMS TO CAREERS

25. QCC CAREER LINKhttp://www.qcc.mass.edu/t3/ort/careerlink.html • Links QCC Programs of Study with Actual Careers • Uses U.S. Department of Labor Information • Activities to Help Students Research Careers http://www.qcc.mass.edu/t3/ORT110/doc/sp04/CareerLinkResearchandstudyskills.doc

26. CAREER RESOURCES

27. Career Assessments (on-line) -Worker Interest Quiz (Holland’s RIASEC codes) http://www.myfuture.com/  Source: Career Toolbox -Career Key (RIASEC Codes) http://www.careerkey.org  Also uses Holland Codes -Career Link Inventory http://www.mpc.edu/cl/climain.htm

28. Career Research Sites -Mass Careers (very good site based on MA jobs and economy) http://masscis.intocareers.org/ -Career Interests Game http://career.missouri.edu/modules.php?name=News&file=article&sid=146 Source: Missouri University -Occupational Outlook Handbook On-line (one of the most comprehensive career info sites) http://stats.bls.gov/oco/home.htm . -Salary Wizard (calculates salaries) http://swz-vault.salary.com/salarywizard/layoutscripts/swzl_newsearch.asp

29. Career Research Sites -Job Web  http://www.jobweb.com/search/sitemap.htm -Career InfoNet (salaries, trends, state specific info)  http://www.acinet.org/acinet/ -Fastest growing occupations http://www.acinet.org/acinet/select_occupation.asp?stfips=&next=occ_rep

30. SAMPLE WEB-BASED QCC STUDENT CAPS PLAN

31. CAPS Plan(QCC web-based version) • Students who have completed ORT 110 or PSY 115 since Fall, 03 have web-based CAPS Plans, located on QCC Net. • CAPS Plan Components • Learning Styles/Preferences • Career Planning Assessments/Profile • Career Research • Semester Plans • To view CAPS Plan See http://www2.qcc.mass.edu/title3/ or http://www.qcc.mass.edu/t3/mocCapsPlan/CapsPlan.asp

32. Benefits of a web-based QCC CAPS Plan • Quick and Easy Access to Student Information (advisors, faculty and student) • Comprehensive Information in an • Abbreviated and Flexible Format that students can change/add to • Cost-Effective • Students paying for 3 credit ORT 110 or PSY 115 course