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Enhancing the Career Adaptability and Decision Making to Pr Enhancing the Career Adaptability and Decision Making to Pr

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Enhancing the Career Adaptability and Decision Making to Pr - PPT Presentation

Judith K Hughey Kenneth F Hughey Kansas State University Manhattan KS NACADA Conference Nashville TN October 5 2012 How does it look for students preparing for the future What is needed to prepare for the futurefor students and for advisors ID: 575899

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Slide1

Enhancing the Career Adaptability and Decision Making to Prepare Students for the Future

Judith K.

Hughey

Kenneth F.

Hughey

Kansas State University

Manhattan, KS

NACADA Conference

Nashville, TN

October 5, 2012Slide2

How does it look for students preparing for the future?Slide3

What is needed to prepare for the future—for students and for advisors?Slide4

“Among individuals choosing jobs and constructing careers, the work world of the 21

st

century provokes feelings of anxiety and insecurity” (

Savickas

, 2012, p. 13).

“Steeped in and influenced by politics and economics, both national and international, career development is the individual’s catalyst for competing and living successfully in today’s and tomorrow’s world—a world responding to an emerging workplace shaped by globalization and technology enhancements and a multitude of choices.” (Feller &

Whichard

, 2005, p.

14).Slide5

“Innovation and creativity cumulatively produce change faster than higher education and students can often adapt. Complexity, information overload, and infinite choices demand focus, reflection, and student resilience. Greater personal responsibility is required of students aiming to be a positive force in enriching people, communities, and the environment.” (Feller &

O’Bruba

, 2009, p. 20)

“Academic advisors must be in tune with the remarkable changes unfolding in today’s work world. The workplace today is undergoing significant changes just as earth-shattering as those of the Industrial Revolution. . . . Advising is a key factor in helping students use their college years preparing to become educated persons and productive workers. It is important to anticipate how society, higher education, and our future students might change” (Gordon, 2006, p.

113)

.Slide6

Topics for the Session

Career adaptability

Planned happenstance and chance

Career flow and hope

Career decision-making and problem solving

Case study and activitiesAdvising questions to enhance preparationSlide7

Career Adaptability

Career

adaptability “denotes an individual’s

readiness

and resources for coping with current and imminent vocational

developmental

tasks, occupational transitions,

and

personal traumas”

(

Savickas

, 2005, p

. 51).Slide8

Four Dimensions of Career Adaptability

In

career construction theory, adaptive individuals

are

conceptualized as:

Becoming concerned

about their future as a worker.

Increasing personal

control

over their vocational future.

Displaying

curiosity

by exploring possible selves and future scenarios.

Strengthening the

confidence

to pursue their aspirations

. (

Savickas

, 2005, p.

52)Slide9

Career Concern—“Career concern means essentially a future orientation, a sense that it is important to prepare for tomorrow. Attitudes of

planfulness

and optimism foster a sense of concern because they dispose individuals to become aware of the vocational tasks and occupational transitions to be faced and choices to be made in the imminent and distant future.” (p. 52

)

Question-Do I have a future?

Problem-Indifference

Attitudes & Beliefs-

Planful

Competence-Planning

Coping Behaviors-Aware, involved, preparatory

Relationship-Dependent

Career Intervention-Orientation exercises (

Savickas

, 2005, p. 53)Slide10

Career

Control—“Career control means that individuals feel and believe that they are responsible for constructing their careers. While they may consult significant others, they own their career. . . . Attitudes of assertiveness and decisiveness dispose self-governing individuals to engage the vocational development tasks and negotiate occupational transitions, rather than procrastinate and avoid them.” (p. 54

)

Question

-Who owns my future

?

Problem

-Indecision

Attitudes & Beliefs

-Decisive

Competence

-Decision making

Coping Behaviors

-Assertive, disciplined, willful

Relationship

-Independent

Career Intervention

-Decisional training (

Savickas

, 2005, p.

53)Slide11

Career Curiosity—“Career curiosity refers to inquisitiveness about and exploration of the fit between self and the work world. When acted on, curiosity produces a fund of knowledge with which to make choices that fit self to situation. . . . Attitudes of inquisitiveness dispose individuals to scan the environment to learn more about self and situations.” (p. 55)

Question

-What do I want to do with my future

?

Problem

-Unrealism

Attitudes & Beliefs

-Inquisitive

Competence

-Exploring

Coping Behaviors

-Experimenting, risk-taking, inquiring

Relationship

-Interdependent

Career Intervention

-Information-

seeking activities (

Savickas

, 2005, p.

53)Slide12

Career

Confidence—“In career construction theory, confidence denotes feelings of self-efficacy concerning the individual’s ability to successfully execute a course of action needed to make and implement suitable educational and vocational choices. . . . Confidence arises from solving problems encountered in daily activities such as household chores, schoolwork, and hobbies.” (p. 56

)

Question

-Can I do it?

Problem

-Inhibition

Attitudes & Beliefs

-Efficacious

Competence

-Problem solving

Coping Behaviors

-Persistent, striving, industrious

Relationship

-Equal

Career Intervention

-Self-esteem building (

Savickas

, 2005, p.

53)Slide13

Skills to Recognize, Create, and Use Chance in One’s Career

Curiosity

: exploring new learning opportunities

Persistence: exerting effort despite setbacks

Flexibility: changing attitudes and circumstances

Optimism: viewing new opportunities as possible and attainable

Risk taking: taking action in the face of uncertain outcomes (

Mitchell, Levin, &

Krumboltz

,

1999, p. 115) Slide14

Case of Elaine

What

are some of the key issues for Elaine and advising her?

What recommendations would you make?Slide15

Career Flow Competencies

Hope

Self-reflection

Self-clarity

Visioning

Goal setting/planning

Implementing/adapting

(

Niles,

Amundson

, &

Neault

, 2011)Slide16

Assessing Hope

Rate each item using the following scale:

Definitely False-1; Somewhat False-2; Somewhat True-3; Definitely True-4

Even when I feel stuck, I believe I can solve the problem.

I believe my future is bright.

I believe I can make a difference.

What is your score (divide it by 3)?

(Niles et al., 2011, pp. 28-29)Slide17

Making

Career

Decisions

Cognitive

Information Processing

Pyramid

of Information Processing

Knowledge domains: Self-knowledge (knowing about myself) and Occupational knowledge (knowing about my options)

Decision-making skills domain: CASVE (knowing how to make decisions)

Executive processing domain (Thinking about my decision making

)

(Sampson, Reardon, Lenz,

& Peterson, 2004)Slide18

Making

Career

Decisions

The CASVE Cycle

Communication (Knowing I need to make a choice)

Analysis (Understanding myself and my options)

Synthesis (Expanding and narrowing my list of options)

Valuing (Choosing an occupation, program of study, or job)

Execution (Implementing my choice

)

(Sampson et al., 2004)Slide19

Goal Setting & Planning Competency

Rate each item using the following scale:

Definitely False-1; Somewhat False-2; Somewhat True-3; Definitely True-4

I have long-term goals.

I have several things I want to accomplish soon to achieve my long-term goals.

I have specific plans to achieve

my goals.

What is your score (divide it by 3)?

(Niles et al., 2011, pp. 28-29)Slide20

Developing a Personal Vision Statement

A

personal vision statement is “a vivid description of your desired future. It is your personal creation of an image that reflects the future you hope to create. It is your dream for yourself. It should be a statement you find compelling and exciting. It should incorporate the most important aspects of who you are, what you enjoy, the skills you enjoy using, and what you value.” (Niles et al., 2011, p. 127)Slide21

Critical Ingredients for Career Interventions

Written exercises that encourage clients to write their work and life goals, plans for implementing goals, and occupational analysis

Individual interpretation and feedback—assessment results, career plans, career decision making

Information on the world of work information, including occupational skills and requirements

Modeling of career exploration, decision making, and career implementation

Building support networks for career development and choices

(Brown & Crane, 2000)Slide22

Questions to Enhance Career Advising for a Changing Workplace

How can I help you . . .

1

. 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)

?

6.

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?

 Slide23

References

Brown

, S.D., & Ryan

Krane

, N.E. (2000). Four (or five) sessions and a cloud of dust: Old assumptions and new observations about career counseling. In S.D. Brown & R.W. Lent (Eds.),

Handbook of counseling psychology

(pp. 740-766). New York, NY: John Wiley & Sons.

 

Clifton, D.O., Anderson, E., & Schreiner, L.A. (2006).

StrengthsQuest

: Discover and develop your strengths in academics, career, and beyond.

New York, NY: Gallup Press.

 

Feller, R. (2011, November).

Career smarts for the job crisis: Finding success in hard times.

Webinar conducted for the National Career Development Association.

 

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

Wriggings

(Eds.),

The handbook of career advising

(pp. 19-47). San Francisco, CA:

Jossey

-Bass.

 

Feller, R., &

Whichard

, J. (2005).

Knowledge nomads and the nervously employed: Workplace change & courageous career choices.

Austin, TX: Pro-ed

.

Gordon, V.N. (2006).

Career advising: An academic advisor’s guide.

San Francisco, CA:

Jossey

-Bass.

 

Hughey

, K.F., Burton Nelson, D.,

Damminger

, J.K., &

McCalla

Wriggins

, B. (Eds.) (2009). The handbook of career advising. San Francisco, CA:

Jossey

-Bass.

 

Krumboltz

, J.D. (2010, November).

Action-based tips for successful career counseling.

Webinar conducted for the National Career Development Association.

 

Krumboltz

, J.D. (2009). The happenstance learning theory.

Journal of Career Assessment, 17,

135-154.

 

Mitchell, K.E., Levin, A.S.,

Krumboltz

, J.D. (1999). Planned happenstance: Constructing unexpected career opportunities.

Journal of Counseling & Development, 77

, 115-124

.

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. (2013).

Career development interventions in the 21 century

(4th ed.). Boston, MA: Pearson.

 

 Slide24

References

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.

Savickas

, M.L. (2005). The theory and practice of career construction. In S.D. Brown & R.W. Lent (Eds.),

Career development and counseling: Putting theory and research to work

(pp. 42-70). Hoboken, NJ: John Wiley & Sons.

 

Savickas

, M.L. (2012). Life design: A paradigm for career intervention in

the 21st century.

Journal of Counseling & Development

,

90,

13-19.

 

Savickas

, M.L., Nota, L.,

Rossier

, J.,

Dauwalder

, J., Duarte, M.E.,

Guichard

, J., . . . van

Vianen

, A.E.M. (2009). Life designing: A paradigm for career construction in the 21st

century.

Journal of Vocational Behavior, 75,

239-250.

 

Schreiner, L.A., & Anderson, E. (2005). Strengths-based advising: A new lens for higher education.

NACADA Journal, 25

(2), 20-29.