career advising resources
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Striving for Excellence in Career Advising: A Case Study Approach Ken Hughey Dan Wilcox Kansas State University Dorothy Nelson Southeastern Louisiana University 2011 NACADA Conference Denver, CO October 3, 2011. Career Advising Resources. - PowerPoint PPT PresentationTRANSCRIPT
Striving for Excellence in Career Advising: A Case Study Approach
Ken HugheyDan Wilcox
Kansas State University
Dorothy NelsonSoutheastern Louisiana University
2011 NACADA ConferenceDenver, CO
October 3, 2011
Career Advising Resources
“All students need career advising, even those
who are decided on an academic major”
(Gordon, 2006, p. 5)
Career advising is a dynamic, interactive process that “helps
students understand how their personal interests, abilities, and
values might predict success in the academic and career fields
they are considering and how to form their academic and career
goals accordingly” (Gordon, 2006, p. 12). “It is a process aimed at
helping students effectively use information about themselves
(e.g., interests, abilities, values, strengths) and the options
available (e.g., majors, occupations, internships)” (Hughey &
Hughey, 2009, p. 6).
Gordon’s (2006) 3-I Process:A Career Advising Framework
Inquire
Inform
Integrate
Inquire
“The inquire phase involves identifying students’
academic and career concerns, clarifying their
needs, and making appropriate responses to help
them move to the information-collecting phase”
(Gordon, 2006, p. 47).
Inform
“The acquisition and effective use of educational and career information is an integral part of academic advising.
Three areas where students need to gather career information are (1) their personal attributes, such as their likes and dislikes; (2) educational information, such as
how academic decisions (e.g., major, coursework) relate to possible career directions and the acquisition of
marketable skills; and (3) the type of occupational information that is pertinent to their academic situation and
career goals.” (Gordon, 2006, p. 63)
Integrate
“In the integrate phase, advisors and students determine what additional assistance is needed to help students
organize and make meaningful connections between the information sources they have collected. The term
integrate is used in this context to mean coordinating or blending all the student knows into a functioning or
unified whole.” (Gordon, 2006, p. 63)
Career Advising Questions
1--What do you want to do?
2--What is stopping you from doing it?
3--What are you doing about it?
(Figler & Bolles, 2007, p. 106)
Questions to Consider Related to Case Studies
1—What are important considerations or issues (e.g., information, needs) in the case?
2—How might you describe or conceptualize the case? What would help you understand the case? What are appropriate goals
for the student?
3—What are recommendations (e.g., interventions, strategies, programs, resources, actions) that might be considered to facilitate
the student’s career and academic planning and development?
Readiness The capability of an individual to make
appropriate career choices taking into account the complexity of family, social, economic, and organizational factors that influence career development
Capability – Individual student factors Complexity – Factors outside the student
Sampson, Peterson, & Reardon, (2004). Career counseling & services: A cognitive information processing approach..
Capability
Capability
Cognitive and affective capacity to engage in effective career choice behaviors
How are my career choices influenced by the way I think and feel?
Capability
• Honest exploration of values, interests, and skills
• Motivated to learn about options
• Able to think clearly about career problems
• Confident of their decision-making ability
• Willing to assume responsibility for problem solving
• Aware of how thoughts and feelings influence behavior
• Able to monitor and regulate problem solving
Complexity
Complexity• Contextual factors, originating in the
family, society, economy, or employing organizations that make it more difficult (or less difficult) to solve career problems and make career decisions
• How does the world around me influence my career choices?
Readiness ModelComplexityComplexity
(high)(high) CapabilityCapability (low) (low) (high) (high) (low)(low)
Low ReadinessHigh Support
Moderate Readiness Moderate-low support
needed
Moderate Readiness Moderate-low support
needed
High ReadinessLittle support needed
Continuum of Decision StylesDecided Individuals
1) Very decided2) Somewhat decided3) Unstable decided
Undecided Individuals1) Tentatively undecided2) Developmentally undecided3) Seriously undecided4) Chronically indecisive
Gordon, V. N. (1998). The undecided college student: An academic and career advising challenge.
Career Decidedness Types
Very Decided
Somewhat Decided
Unstable Decided
Tentatively Undecided
Developmentally Undecided
Seriously Undecided
Chronically Indecisive
Gordon, V. N. (1998). The undecided college student: An academic and career advising challenge.
Assessing Career-related Attributes
• StrengthsQuest• Hollands Self-Directed Search• Myers-Briggs Type Indicator• Informal discussion
Resources for Occupational Information
• DISCOVER (http://www.act.org/discover/)
• Occupational Outlook Handbook (http://www.bls.gov/oco/)
• O*NET (http://www.onetonline.org/)
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)?
Ten Career Advising Questions
How can I help you . . .
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? (Feller & O’Bruba, 2009, p. 41)
Brown, S.D., & Lent, R.W. (Eds.). (2005). Career development and counseling: Putting theory and research to work. Hoboken, NJ: Wiley.
Carr, D.L., & Epstein, S.A. (2009). Information resources to enhance career advising. In K.F. Hughey, D. Burton Nelson, J.K. Damminger, B. McCalla-Wriggins, & Associates, Handbook of career advising (pp. 146-181). San Francisco, CA: Jossey-Bass.
Clifton, D.O., Anderson, E., & Schreiner, L.A. (2006). StrengthsQuest: Discover and develop your strengths in academics, career, and beyond (2nd ed.). Washington, DC: The Gallup Organization.
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-Wriggins, & Associates, Handbook of career advising (pp. 19-47). San Francisco, CA: Jossey-Bass.
Figler, H., & Bolles, R. N. (2007). The career counselor’s handbook (2nd ed.). Berkeley, CA: Ten Speed Press.Gordon, V.N. (2005). What is your career advising IQ? Academic Advising Today, 28(4). Retrieved from http://www.nacada.ksu.edu/AAT/NW28_4.htm
Gordon, V.N. (2006). Career advising: An academic advisor’s guide. San Francisco, CA: Jossey-Bass.Gordon, V.N. (2007). The undecided college student: An academic and career advising challenge (3rd ed.).
Springfield, IL: Charles C. Thomas.Gordon, V.N., & Sears, S.J. (2010). Selecting a college major: Exploration and decision making (6th ed.). Upper
Saddle River, NJ: Pearson Prentice Hall.Gore, P.A., Jr., & Metz, A.J. (2008). Advising for career and life planning. In V.N. Gordon, W R. Habley, T.J.
Grites, & Associates, Academic advising: A comprehensive handbook (2nd ed., pp. 103-117). San Francisco, CA: Jossey-Bass.
Bibliography
Hughey, K.F., Burton Nelson, D., Damminger, J.K., McCalla Wriggins, B., & Associates. (2009). The handbook of career advising. San Francisco, CA: Jossey-Bass.Hughey, K.F., & Hughey, J.K. (2009). Foundations of career advising. In K.F. Hughey, D. Burton Nelson, J.K.
Damminger, B. McCalla-Wriggins, & Associates, Handbook of career advising (pp. 1-18). San Francisco, CA: Jossey-Bass.
Krumbotlz, J.D. (2009). The happenstance learning theory. Journal of Career Assessment, 17, 135-154.Krumboltz, J.D., & Levin, A.S. (2004). Luck is no accident: Making the most of happenstance in your life and
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Niles, S.G., & Hutchison, B. (2009). Theories of career development to inform advising. In K.F. Hughey, D. Burton Nelson, J.K. Damminger, B. McCalla Wriggins, & Assocites, The handbook of career advising (pp. 68-96). San Francisco, CA: Jossey-Bass.
O’Banion, T. (1972). An academic advising model. Junior College Journal, 42(6), 62-69.Parsons, F. (1909). Choosing a vocation. Boston: Houghton Mifflin Reardon, R., & Bullock, E. (2004). Holland’s Theory and implications for academic advising and career counseling. NACADA Journal, 24(1&2), 111-122.Reardon, R.C., Lenz, J.G., Sampson, J.P., Jr., & Peterson, G.W. (2009). Career development and planning: A
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