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.