1.Career ServicesAssessment Plan Haley A. Tyson

2. Goals1. Provide quality career consulting forclients.2. Provide career development and job searchservices that prepare students in presentingthemselves effectively as candidates foremployment3.Provide more opportunities to connect withemployers through campus recruitment . 3. Outcome 1: Students will independently apply critical thinking skills to identify,analyze, and resolve career development issues after meeting with aConsultant.(G:1, 2) Rationale: CS mission in CAS states to develop self-knowledgerelated to career choice and work performance by identifying,assessing, and understanding their competencies, interests, values,and personal characteristics. Measure: Students will complete survey which assesses theirknowledge of career development after consultations. Target: 85% of students who complete survey and will feelcompetent in independently identifying, analyzing, and resolvingissues. Rationale: Students who feel competent after assessing careerdevelopment knowledge are more likely to be successful withrecognizing and overcoming career development issues. 4. Name: ___________________________________This survey is to assess the students knowledge of career development and how prepared one is for theworkforce. This information will assist the student in recognizing areas of career development that needimproving and assist the Career Center in targeting areas to further develop and educate our studentpopulation.1=strongly disagree 2=disagree3=not sure4=agree 5=strongly agreeStatement:I have identified majors and /or career fields that interest me.I know how to conduct research on majors and careers.I am knowledgeable about majors at LU.Several careers interest me, but Im having a difficult time deciding among them.Several majors interest me, but Im having a difficult time deciding among them.I know what I want to major in, but I dont know what careers it can lead to that wouldsatisfy me.I know what career I want to pursue, but I dont know what major will best prepare me forthat career.I have identified my values, interests, skills and abilities.I understand how my values, interests, skills, and abilities impact my choice ofmajor/career.I have decided on a career and I know how to go about implementing my choice.I have decided on a major and I know how to go about implementing it.I know how to write an effective resume and cover letter for use in applying for jobs. 5. Supers Developmental Self-Concept Theory Formalization of stages and developmental tasksStage AgeCharacteristicsGrowthBirth- Form self-concept, develop capacity, attitudes, interests14 and needs, and for a general understanding of the world of workExploratory 15-24Try out through classes, work experiences, hobbies, collect relevant information. Tentative choice and related skill developmentEstablishment 25-44Entry skill building and stabilization through work experienceMaintenance 45-64Continual adjustment process to improve process.Decline 65+Reduced output, prepare for retirement 6. Six Factors of Vocational Maturity1.Awareness of the need to plan ahead2. Decision-making skills3. Knowledge an use of information resources4. General career information5. General world of work information6. Detailed information about occupations of preference 7. Outcome 2: Student will be prepared to interview effectively and professionallywith employers after attending a mock interview with a consultant. (G: 1, 2) Rationale: According to CAS (12), the mission should includehelping students to prepare for finding suitable employment bydeveloping job search skills, effective candidate presentationskills, and an understanding of the fit between theircompetencies and both occupational and job requirements Measure: Student will be scored on interviewing rubric andprovided with results and feedback. Target: 80% of students will score in the exceptional domain,between 22- 28 overall points. Rationale: 80% or more of students scoring in the exceptionaldomain will show students are more prepared to intervieweffectively. Non-traditional students may already possess skills. 8. Krumboltzs Social Learning Theory Much growth takes place as a result of learning and imitatingthe behavior of others. Developed a theory of career decision making anddevelopment based on: Our social learning Environmental conditions and events Genetic influences Learning experiences People choose careers based on what they have learned. Certain behaviors are modeled, rewarded and reinforced 9. Vygotskys Social Development TheoryThree Main Concepts1. Role of Social Interaction in Cognitive Development (SDT) mainly asserts that social interaction has a vital role inthe cognitive development process. Vygotsky argues that social learning comes first beforedevelopment2. The More Knowledgeable Other (MKO) The MKO is any person who has a higher level of ability orunderstanding than the learner in terms of the task, process orconcept at hand. Example: MKO may refer to an older adult, a teacher or anexpert 10. Zone of Proximal Development3. The Zone of Proximal Development (ZPD)is thedifference between what a learner can do without help andwhat he or she can do with help. ZPD is the distance between what is known andwhat is unknown by the learner. It is the difference between the ability of learner toperform a specific task under the guidance of hisMKO and the learner`s ability to do that taskindependently. 11. Outcome 3: Student will demonstrate the professional competenciesnecessary to be successful in finding part-time employment. (G: 1, 2, 3) Rationale: Goals of the Student Employment Center which include : To exceed our students and employers expectations for our services To provide a qualified, dependable, motivated work force for on and off-campusemployers To broaden students classroom education with work skills that will complement theircourse of study To train students for their future as productive citizens, providing a foundation foreffective, ethical service to others To help students refine their unique talents and explore their career options Measure: Student will be scored during a Pre-Interview for part time employment on the Student Employment Center-Consulting/Counseling rubric to assess professional competencies after they have had a previous consultation. Target: 90% of students meet average of 3, moderately developed when they come for a pre-interview. Rationale: Students will have gained considerable knowledge and confidence regarding what to expect during interview for part time employment after meeting with consultant. 12. Hollands Theory of Vocational Personalitiesand Environments Based his theory of personality types on several assumptions People tend to choose a career that is reflective of their of personality People tend to be attracted to certain jobs, the environments then reflects their personality Suggests that the closer the match of personality to job, the greater the satisfaction 6 Core Concepts Realistic Investigative Artistic Social Enterprising Conventional 13. Outcome 4: Career Services Program will be evaluated using CASSelf Assessment Guide Target: Program will achieve an average score of 3, well met, in 50% of the defined area and 2 minimally met in all other areas. Rationale: As a 1st year review 50% will provide valuable benchmarking data 14. Trait and Factor Theory Frank Parsons Founder of Vocational Guidance Vocation depended on 3 broad factors a clear understanding of yourself, your aptitudes, abilities,interest ,ambitions, resources and limitations Thorough knowledge of job requirements and conditions ofsuccess, advantages and disadvantages, compensation,opportunities, and prospects in different lines of work True reasoning on the relations of these two groups of acts orthe ability to make a proper match between the two