Thinking Outside the Books Getting creative with texts and techniques in your careerplanning courseBeth Lulgjuraj, MS/EdSLiz Ruff, MS/EdSSara Cummings, BSThe Career CenterFlorida State UniversityNCDA Conference, July 2006
Overview Why is this Important? Effects of Career Courses Choosing a Career Text Creative Instruction Case Study
History of Career Courses Many career development coursescovered three major areas: (Devlin, 1974) Career choice factors Career information Job-seeking techniques Research of outcomes and outputs(Folsom et al, 2005) Scarce until the 1970s and early 1980s
Why is this Important? Email survey using listservs (Halasz & Kempton, 2000) 70% (28 of 40) institutions reported having acareer course Examination of 47 studies (Whiston et al, 1998) Classes were more effective than mostinterventions
Effects of Career Courses
Outputs & Outcomes Defined(Peterson & Burck, 1982) Outputs:Skills, knowledge, and attitudes acquiredby participants as the result of anintervention Outcomes:Resultant effects occurring at some laterpoint in time
Outputs Leading to Outcomes(Reardon et al, 2001)Effectiveness of sNeed forCareer ServiceCareerDevelopmentCourseUnit I:Career Conceptsand ApplicationsSelf-KnowledgeRetention toGraduationUnit II:Social ConditionsAffecting CareerDevelopmentOccupationalKnowledgeLess TimeTaken toGraduateUnit III:Implementinga StrategicCareer PlanCareerDecidednessLess CreditsTaken toGraduateEffectiveCareer Withdrawals
Output Findings(Folsom et al, 2005)40 studies (1970s to 2005) 90% (36) reported positive gain More positive career planning thoughtsIncreased career decidednessHigher vocational identityInternal locus-of-controlCareer maturity 10% (4) reported no changes
Outcome Findings(Folsom et al, 2005)16 studies (1970’s to 2005) 88% (14) reported positive gains Job satisfactionJob performance ratingsCourse satisfactionLevel of personal adjustmentDeciding on a majorTimely graduation from collegeCumulative GPA 12% (2) reported no changes
Choosing a Career Text
Analysis of Career Texts Cost Purpose Topics covered Theory/conceptual base Instructional support
Authors’ Comments“We emphasized that if students did not believe inthemselves, they would not actually followthrough with all the research they had done inclass.”“We have added a section on getting financial aidand becoming better at financial decision making(Financial Fitness) into the decision makingchapter.”“Instructors can use it as a 3 unit 16 week or 18week semester textbook or split it into SelfAssessment, World of Work Awareness, and JobSearch Strategy sections.”-Lisa Raufman
Authors’ Comments“The text is aimed at undergraduate students incolleges and universities, including all levels anddisciplines.”“Over its lifetime, the text has been used in about 40schools Some in business have used the text inBS and MBA courses in human resources Some counselor educators have used it assupplemental text for beginning graduatestudents in counseling.”“It is assumed that students will be motivated tolearn the material, and have appropriate cognitiveand academic skills. They may be facingeducational or work decisions related to theircareers.”-Robert Reardon
Authors’ Comments“The book is designed to be used as a textbookin a course or series of workshops, by anindividual, or by a counselor working with aclient.”“For example, several chapters deal with transitions,making decisions, taking risks, and gettingassistance from others in making career and lifedecisions deals with various components ofwork satisfaction and takes the reader through avariety of steps that can lead to specific changesthat can enhance one’s present job ‘Create aLasting Lifestyle’ deals with a variety of lifestyleissues, including health, friendships, financialplanning, and a ‘lifestyle checkup’.”-Fred Hecklinger
Authors’ Comments“This book can be a great help in your survey of theoccupational environment as well as in anexamination of the personality that makes you aunique individual.”“The books are intended to be used by students ascomprehensive texts in career-planning coursesor by individuals with the help of a counselor.”-Robert Lock
Custom PublishingOptions RebindsTake chapters from various textsWrite a specialized bookCourse pack of articlesBenefits Specific to your objectives Less expensive Royalties
Custom PublishingPrice Number printedPermissions clearedColorCoverPage countTime 2- 3 ½ months(continued)
Group ActivityTo start the timer, on the SlideShow menu, click View Show.Delete this textbox before using thisslide in a presentation.
Creative Presentation IdeasFor ideas, go to:http://www.career.fsu.edu/techcenter
Career Course Effectiveness(Brown & Krane, 2000)Effective career courses provide. . . Opportunity to clarify goals in writing Individualized interpretations & feedback Information about risks & rewards ofcareer fields & occupations Study of models/mentors who exhibiteffective career behavior Assistance in developing supportnetworks
Diversity of Career Courses(Folsom et al, 2005) Structured vs. Open-ended format Career planning vs. Job search focus Specialized vs. Nonspecific audience Stand-alone vs. Fully integrated format Credit vs. No credit 1st year vs. Upper division Elective vs. Required course Career counseling staff vs. Faculty
Case Study“I like the fact that this class is designed foranyone looking for a career.” “I wouldn’tchange anything about the course.” “Greatcourse--GREAT INSTRUCTOR” “I liked that wegot into small groups and that we had a lotof activities.” “Very helpful tips on decisionmaking & seeking/preparing for employment” “Ihad to actually examine the state of my lifeand really contemplate my future . . . it wasnot the most pleasant experience butnecessary.” “I value everything Ilearned. . .”
Students’ PerspectivesWhy areyoutakingthis class?
Case Study Demographics of students Instructional design Activities and assignments
Demographics(2005)Sample 247 undergraduate studentsGender Female 102, 41.3% Male 145, 58.7%Ethnicity African American 15.8% Asian American 1.6% Hispanic American 12.1% Caucasian 67.6% “Other” 2.8%Class Freshmen 13% Juniors 23.9% Sophomores 32.4% Seniors 30.1%
Students’ PerspectivesWhat do you think about the waythe class is designed?
Instructional Design 12 sections/yr (28-30 students/class)Variable creditElective courseInstructor-student ratio 1:7-10Team-taught instruction model Small groups Individual conferences Career Center as course lab Comprehensive in scope Theory
Students’ PerspectivesTells us whatyou thoughtabout theassignments.
Sequence of AssignmentsUnit ISelf DirectedSearchAutobiographySkillsAssessmentCareer ThoughtsInventoryUnit IIReview SDSInterpretive Report& Skills AssignmentInformationInterview ReportsCFAPaperCFAWorksheetDraft IndividualAction PlanInstructorConferenceFinal IndividualAction PlanUnit IIIDraftResumeDraftCover LetterInformationInterviewsSIGI or DiscoverChoicesStrategic AcademicCareer PlanFinalResumeFinalCover Letter
Activities Values Auction Employer Panels Scavenger Hunt Analyze CASVE Holland Party Game Organizational CultureSimulation Portfolio Assignment Internet Job Search Reframe NegativeThoughts
Students’ PerspectivesWhat did you get out of takingthis class?
For More Information . . .http://www.career.fsu.edu/student/current/choose a major/sds 3340/syllabus.html
Comments fromDr. Carole Minor
ReferencesBrown, S. D., & Krane, N. E. R. (2000). Four (or five) sessions and a cloud ofdust: Old assumptions and new observations about career counseling. InS. B. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (3rded.). New York: John Wiley & Sons.Devlin, T. (1974, Summer). Career development courses: An important partof the counselor’s repertoire. Journal of College Placement, 62-68.Folsom, B., Reardon, R., & Lee, D. (June 28, 2005). The effects of collegecareer courses on learner outputs and outcomes (technical report No. 44).Tallahassee, FL: Center for the Study of Technology in Counseling andCareer Development, Florida State University.Halasz, T. J., & Kempton, C. B. (2000). Career planning courses andworkshops (pp. 157-170). In D. A. Luzzo (Ed.), Career counseling ofcollege students: An empirical guide to strategies that work. Washington,D.C.: American Psychological Association.Hecklinger, F.J., & Black, B.M. (2006). Training for Life: A Practical Guide toCareer and Life Planning (9th ed.). Kendall Hunt.Lock, R. D. (2005). Taking Charge of Your Career Direction: Career PlanningGuide, Book 1 (5th ed.). Belmont, CA: Thomson Learning.
ReferencesLock, R. D. (2005). Job Search: Career Planning Guide, Book 2 (5th ed.).Belmont, CA: Thomson Learning.Peterson G. W., & Burck, H. D. (1982). A competency approach toaccountability in human service programs. Personnel & GuidanceJournal, 60, 491-495.Reardon, R., & Folsom, B. (March, 2001). The Effects of Career Courses onLearners and Colleges. American College Personnel Association, Boston.Reardon, R.C., Lenz, J.G., Sampson, J.P., & Peterson, G.W. (2006). CareerDevelopment and Planning: A Comprehensive Approach (2nd ed.).Mason, OH: Thomson Learning.Sukiennik, D., Bendat, W., & Raufman, L. (2007). The Career FitnessProgram (8th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.Whiston, S. C., Sexton, T. L., & Lasoff, D. L. (1998). Career-interventionoutcome: A replication and extension of Oliver and Spokane (1988).Journal of Counseling Psychology, 45, 150-165.
planning course Beth Lulgjuraj, MS/EdS Liz Ruff, MS/EdS Sara Cummings, BS The Career Center Florida State University NCDA Conference, July 2006 . Overview Why is this Important? Effects of Career Courses Choosing a Career Text Creative Instruction Case Study . Background . History of Career Courses Many career development courses covered three major areas: (Devlin, 1974) C