Crafting new professionals
Transcript of Crafting new professionals
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Crafting New Career Development Professionals: An Internship Program Presenters:
Jennifer Frick, Rachel Higgins, Christin Hydeman and Debra Ignelzi
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Carnegie Mellon Overview
• A private 4-year global research university with over 86,000 alumni and staff and 7 colleges.
• Recognized for its world class arts and technology programs and collaboration across disciplines.
Enrollment Data
12,058 total enrollment
• 91% full-time students• 33% international students• 27% enrolled in the College of Engineering• 48% graduate students
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Career & Professional Development Center (CPDC)
OverviewThe CPDC empowers students and alumni to optimize their
professional and life potential through career exploration, experiential learning, and connecting with employers and opportunities.
• A focus of “high touch and high tech”• A centralized center with 20 full-time staff members;
organized using a college-specific model• 4 Career Counseling Interns• 15 Career Peer Mentors• 4,770 career counseling appointments, 8,083 interviews,
2,657 job postings and 250+ workshops during the 2010-2011academic year
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CPDC College Model
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Career Counseling InternshipA History
Hypothesis: Career Services is a rapidly evolving field; and there is a pending shortage of emerging professionals adequately prepared to enter the field
Key Strategic Area for our office: To become a training site for graduate interns in counseling and higher education administration in Western Pennsylvania
• Started during the fall of the 2010-2011 academic year• Year 1 - 3 interns participated; 2 second-year and 1
first-year students• Year 2 - 5 interns; all second year, will graduate in
spring 2012• Year 3 - 5 interns to be recruited (currently in progress)
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Benchmarking: Relevant Grad Programs
• Regional Benchmarking: 8 institutions and 9 programs• 4 programs offer a career counseling class as an elective• 1 program requires a career counseling class• 4 programs do not offer any type of career counseling class
• National Benchmarking- U.S. News and World Report’s “Best Higher Education Administration Programs”: 11 schools and 13 programs
• 0 programs require a career counseling class• 5 programs offer a career counseling class as an elective• 8 programs do not offer any type of career counseling class
† Most programs do require Student Development courses and many offer and require counseling courses, but these do not specifically focus on Career Counseling and Development.
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Research on Employment Trends in the Career Services Field
Career Professionals Hiring Trends Survey currently
distributed to career services offices.Early Results
• “There are too many one-year programs; too much focus on a research/thesis paper; little or no real time counseling or assessment”
• “Most aren’t prepared” to work in the field of career services
• All survey respondents admitted that they needed to provide new hires with additional training in categories such as career exploration, experiential learning, career theory, career development models and assessment
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Career Counseling Internship
Internship Requirements
• Interns work 17 hours per week at $12 per hour for a full academic year
• Three mandatory training hours each week (Friday morning)• Program manager trains, supervises, coordinates schedule
and hiring• Each belongs to a college team and is co-supervised by the
Career Consultant of that team; rotations through other teams or internal departments are considered based on learning goals
• Interns conduct individual and drop-in appointments, and organize and facilitate a wide variety of career workshops
• Interns work for an entire academic year (August-May)
• Interns receive mid-year and final performance reviews and attend weekly meetings with their supervisors
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Curriculum at a GlanceInformed by:
• Council for Advancement of Standards in Higher Education (CAS) for Career Services
• National Career Development Association Career Counseling Competencies
• Professional Standards for College and University Career Services, 2009 National Association of Colleges and Employers
Includes:
• Intensive week-long orientation and basic training followed by professional staff shadowing and 1:1 mentoring
• Weekly 3-hour training and case management sessions (30 sessions)
• Professional development (ACPA & NACE) encouraged and financially supported
• Individualized learning goals depending on graduate program• Topic of interest research and presentation
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Curriculum cont.Training Topics
• Blackboard-based course materials and resources• Foundational career theories (Holland, Super,
Krumboltz, Savickas, Brown) • College student development theories (Baxter
Magolda, Chickering)• Advanced counseling skills: career, diverse
populations, international• Self-assessment and career planning• Occupational and job market information and
resources• Internship/experiential learning/employment/job
search• Multiple career assessments (MBTI, SIGI3, Strong,
CTI, card sorts, etc.) • Emphasis on peer-to-peer learning (developmental
support)• Special topics of interest
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On the Job
Typical Responsibilities
• Daily drop-in resume and cover letter advising for ALL students/majors
• Job fairs and assorted workshop planning and implementation
• Individual student appointments for all career development topics
• Mock interviews• Employer development activities• Lead CCI role
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Intern ExperienceTraining
• Week-long training before semester began helped to prepare us quickly and adequately to meet with students
• Friday trainings offered equivalent of a semester long class on career and student development− No counseling or career related classes offered in our
curriculum− Lead CCI had opportunity to lead some of these
• Provided a time to discuss how to utilize theories in our individual career counseling appointments− Case studies
• Comparison to training received at other internships
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Intern ExperiencePractical Experience
• No internship requirement for our graduate program• Total intern appointments for the academic year: 342 appointments
– Rachel has had 108 appointments from a variety of majors– Christin has had 104 appointments from a variety of majors
• Assisted with daily drop-in hours• Provided full-service appointments
– Assessments, mock interviews, career documents, job and internship searches, negotiations, etc.
• Experience interacting with employers through staffing job fairs• Weekly mentoring appointments with consultant/supervisor
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Early SuccessesOutcomes• 1 CCI admitted to the PhD program at the University of Florida• 1 CCI hired as a Career Consultant in the College of General
Studies at the University of Pittsburgh• 1 CCI “stolen” to become a Career Development Specialist in
the College of Business Administration at the University of Pittsburgh
• 1 CCI hired to be a Career Development and Education Specialist at the University of Washington, Tacoma
Other Results• Wait-times for appointments decreased and customer service
improved• Career Consultants able to offer higher level services to
students and obtain professional development through supervision and training
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The Future
A work in progress…
• Strategic Plan Developed but in need of updates• Career Counseling Intern Handbook for 2012-13• Continuous SWOT (interns and office staff) analysis
• Holding interviews on March 30th to hire 5 CCIs for next year; ultimate goal is to hire 6
• Conducting research to examine career professionals “pipeline” and career progression of new hires
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Questions?