EDCO 500 Career & Employment ConceptsF 12
EDCO 500 Career & Employment Concepts
Fall 2012 Mondays 4:10-7:00 Education 13
The Counseling and Career Development program prepares professional counselors to help people of all ages develop the self awareness, exploration and decision making skills needed to live effective lives within a pluralistic society.
Rich Feller Ph. D 222
970-491-6879Office Hours:M 3-4 and 7-8 PM and by appointment
Course website: (click on EDCO500 Campus…starting 8/23)
COUSE CATALOG DESCRIPTION: Career and lifestyle studies that provide an understanding of career development, employment concepts, and career counseling resources.
CONTENT AREASKNOWLEDGE BASE:
The course is designed to provide an understanding of the foundations, contextual dimensions, and settings for career development interventions. Readings, activities, discussions and mini-lectures provide an introduction to: a) key topics dealing with 21st century career development interventions; b) understanding and applying dominant theories of career development; and c) strategies, techniques, and assessments usedto implement programs and services for diverse clients over the lifespan. Several theorists will be discussed including the work of Parsons, Gysbers, Holland, Super, Hansen, Savickas, Winston-Byars, and Bolles. The career development objectives identified by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) are addressed in this course. Materials and current issues identified by the National Career Development Association (NCDA) shape curriculum decisions.
Course objectives/Outcomes:
Upon completion of this course, students will:
a)exhibitknowledge and application of career development theories and decision making models;
b)be able to utilize career, avocational, educational, occupational and labor market information resources, and career information systems;
c)understand the roles, functions, and credentials of career counselors who provide career development program planning, organization, implementation, administration, and evaluation;
d)appreciate the interrelationships among and between work, family, and other life roles and factors, including the role of economic and multicultural issues in career development;
e)be able to explain the major tenants of career and educational planning, placement, follow-up and evaluation;
f)be able to utilize formal and informal assessment instruments and techniques relevant to career planning and decision making;
g)have a foundational knowledge of career counseling processes, techniques, and resources, including to specific populations in a global economy
INSTRUCTIONAL METHODOLOGY:
Since this is the first course in a three course career sequence, some topics will be covered in greater depth in EDCO 660. For those completing only EDCO 500, this course is designed to provide an introduction to theory and career development over the life span. Opportunities to learn about career interventions through commonly used practices and personal reflection are provided.Upon completion, learners will be able to integrate career development theory and practice into their evolving network of resources as career counselors, career specialists and organizational change agents. Class content is primarily delivered through discussion, student experiences, and evaluation of key principles, tools, and techniques commonly practiced.
REQUIRED BOOKS/MATERIALS:
Books(all available at CSU Bookstore)
a. Showing Our True Colors by Miscisin …you must buy a new copy to be sure
you receive the 4 cards included within the book from the following sites ($24.95)
or
b. What Color is Your Parachute? Job-Hunter’s Workbook by Bolles (3rd edition, $7.33)
c. StrengthsFinder 2.0 by Rath ($14.39)…you must buy a new copy to be sure you receive a passcode for
the on- line survey @
20&hvadid=4739797255&ref=pd_sl_539n8zlnks_b
(if you have taken the StrengthsFinder, can provide your top five themes and have access to a
book you do not need to take it over again…but you must have results available.
d. Career Counseling by Capuzzi (2nd Ed.) (53.96)
Print Materials Provided(provided at no cost to students)
Fogg, P., Harrington, P. and Harrington, T. (2008). College Majors Scorecard. Indianapolis, IN: JIST.
Harrington, J. & Harrington, T. (2006). Ability Explorer. Indianapolis, IN: JIST
Liptak, J. (2008). Career Planning Scale. Indianapolis, IN: JIST
O’Shea, A. & Feller, R. (2008). Harrington-O’Shea Career Decision Making System.
Bloomington, MN: Pearson
Savickas, M. & Hartung, P. (2012). My Career Story: An autho-biographical workbook for Life-
Career Success. Authors
Additional Readings
All other readings required for the next class will be posted on
Materials
On-line Assessments(provided at no cost)
A. StrengthsFinder® - Details will be discussed in class.
B. Strong Interest Inventory and the Myers Briggs Type Indicator…Complete these on-line no later than __9/5____
Online Assessment Instructions:Go to the web address:
Login: (case sensitive)CSU
Password: (case sensitive)search
User ID: This is configured for you upon completion of your first assessment. You should NOT enter data here unless you have taken another assessment and have been given a User ID. Click on “Log In”.
Choose the assessment that you have been authorized to take by clicking the “Take It” button.
You are authorized to take: _____ MBTI (M) _____Newly Revised Strong Interest Inventory.
Fill out the personal information form (all information is optional except for First Name, Last Name and Gender) and then click on continue when finished.
Complete the assessment and click on the “Done” button.
Please write down the ID number you are given upon completion of your first assessment.
ID#: ______
This will allow you to resume or take additional assessments that have been assigned using the same client information.
Finally, click on the “I’m Done” button.
When taking the Strong Interest Inventory please select the following options
If you’ve completed either of these assessments in the last three years, and have a copy of the results for class use, you don’t need to take the test over again. If not, I will bring your results to you in class.
C. - Details and passcode will be provided in class.
Potential Assessments and Tools
Motivated Skills Card Sort Hope Scale
Behavioral Interview Flash Cards College Majors Scorecard
Good Life InventoryCareer Planning Scale
Career Success StrategiesAchievement Motivation Scale
Leadership Architect Competency Card Sort
Key Websites
National Career Development Association (NCDA):
National Association of Colleges and Recruiters (NACE):
Blueprint4Life:
The Real Game:
National Career Development Guidelines:
StrengthsQuest:
Quintessential Careers:
CollegeGrad Entry Level Job Site:
Wetfeet Research for Job Seekers:
O*NET online:
America’s Career Infonet:
Vault: the Headhunter:
Job Hunter’s Bible:
Salary:
Indeed:
Occupational Outlook Handbook 2010-20
Bureau of Labor Statistics
CDMCareerzone:
Riley Guide: Job Hunt:
New World Trends:
The Wharton School Leadership free Digest service:
(Free weekly research updates…click on “sign up”)
Workforce:
800CEO Read:
Albert Ellis Institute (REBT)
Larimer County Workforce Center
CSU Career Center
CSU Col of Bus Career Management Center
Key Learning Activities
1. Complete True Colors Program, the MBTI emailTC/MBTI Synthesis Paper(_____)10 pts.
a. True Colors is a licensee program ( Further training from the True Colors organization is required to become a certified Level 1 trainer (for providing “awareness workshops” and beyond).
b. Complete the MBTI on-line (_____) to gain feedback about your personality “type” preferences and to affirm self-understanding, explore education and career choices, and improve counseling/coaching relationships.
c. After the ___ class complete the Humanmetrics Jung Typology Test (an on-line MBTI knock-off) @ to assess MBTI language
d. After having completed the TC program in-class and the MBTI online, and taking the Humanmetrics on-line as homework prepare ashort True Colors and MBTI Synthesis Paper asking you to respond to a set of question(s) emailed to you ____. Further directions will arrive with the email.
Outcome: to utilize a model which “honors differences”, provides “asset”language and techniques to get the best from self and others.
2. Complete the Strong Interest Inventory, and the Career DecisionMaking System (CDM) print,
& &emailHolland BasedCareer Choice Synthesis Paper(____)10pts.
a. The Strong Interest Inventory is the most popular interest inventory used with college students and adults in transition. It’s based on the Holland theory of “fit between personality themes and work environments”. Complete the Strong on-line (___)to gain feedback about your interests in class.
b. Complete the CDM print version(handed out at end of LCW Center visit9/24), review your Strong Interest Inventory results in class on (___), and after the class complete the (this includes real time O*Net and OOH materials which you will have learned about in class) using your personal password provided in class.
c. Prepare a short Holland Based Career Choice Synthesis Paper(____) asking you to respond to a set of question(s) emailed to you on (____) Further directions will arrive with the email.
Outcome: to articulate the Holland Career Choice Model and evaluate its usefulness in
counseling/coaching, assessing job fit, and performance improvement insights.
3. Group Job Scan (____) team powerpoint presentation, _____ paper)10 pts.
a. Individually Read O*NET-beyond information-intelligence @
and read FAQ’s about O*NET@
b. On ____ individually go to the O*NET and within the “Occupation
Quick Search” in the upper right corner enter your present or desired job title (you may need to use a
generic title) to explore the many elements of your job title. After exploring that material, go to
Complete the “Skills Search” and discover what jobs are suggested as a match to your self-
estimates…is your present or suggested job included in the list? Then go to
and enter your present or preferred job title in the “Search” Box in the
upper right corner and explore these data
c. Contact your assigned team members (no later than ___) to get this assignment coordinated)determine the skill needs, context and employment outlook for one job that your team members have not pursued (you’ll need to agree on the job title…for example human resource manager… training and development specialist …mediator…probation officer…hospital administrator…educational counselor…shift supervisor. Evaluate the tasks, skills, etc. and other occupational information pertaining to this job. You MUST use the following sites to explore and report information about the job title selected. It is highly recommended that you do this on-line while talking on the phone or at a team work session in front of a computer.
O*NET (Occupational Information Network)
Occupational Outlook Handbook
Indeed-One Search. All Jobs
Salary wizard
You might also evaluate government data, association websites, review industry trade journals, newsletters, future trends literature, and survey job occupants, etc.
d. As an assignedgroup develop a 15-minute “powerpoint handoutpresentation” to be made in class on ____.
Within the powerpoint address the following:
1.General description of the job requirements
2.Your best guess of the job’s (RIASEC/CDM) Code and most preferred MBTI and TC style (all four colors in order of “brightness”)
3.Advice about opportunities/ways the job is changing
4.“tradeoffs” for employees in this job?
5. Possible scenarios for the job/field’s future
6. General employment advice/best opportunities you’d suggestto someone
considering this job
- Employment trends and Colorado wages
- Related occupations
- On the last slide(s) Provide an evaluation paragraph about how well/and why this job would/would not fit each team member (based on how they see themselves and the job demands and personality fit model).
e. Each team member prints a handout of the ppt to be used as they present to 3-6 classmates on____.
f. The Groups’ captain (first name listed within the team) sends a copy of the full powerpoint (in color pdf)to mailed titled “Job Scan” on _____and you MUST cc to team members so Rich can send feedback to all group members.
Outcome: to utilize popular on-line tools to explore job information, prepare job descriptions/resumes and evaluate the changing nature of work.
4. Resume and Interview Portfolio(due at three points…final due____) 20 points
A resume is always a work in progress, and this is a good time to start working on your own resume. By using what you learn in this course about career development and career counseling, you will discover that a resume is not only a product but also a process that is in and of itself, career counseling.
a. Develop a general 1 pg. resume for yourself as of this time in your career (due___). We
will then review it in class after a lecture on resume writing. Bring 3 copies to class. (keep one
for your Portfolio)
b. After studying competency based interviewing you will write a second resume (1-2 pages) for
the job for which you would next apply or dream job (due____ Indicate the specific job title
and organization to which applying in the header of that resume so that we have an idea about
how to react. Bring 3 copies to class on (____) and keep 1 for your portfolio.
c. You will then conduct an “elbow to elbow interview” with a client you will locate to gather
information to help them develop a resume (we will demo this in class on ____).
Demo…Role Play
Linda is 40 single women living in Fort Collins with a partner. She has few financial resources, little emotional support, few friends in the area. One son, 24, is very emotionally dependant but lives on his own. She has worked in various jobs using office skills, has management experience in various convenience stores and fast food restaurants. She has done production work, soldering and material handling in Ohio. She hangs wallpaper with her partner when he needs a set of hands. She graduated from HS liking Business Math and Music, she’s taken keyboarding and has an 8 month beauty school certificate.
Your Client’s Resume…
d. You will write a resume for your client using elbow to elbow(_____)…show it to them to get
clarity…and bring 3 copies to class for review (keep 1 copy for your portfolio). Please use
dummy name and contact info on the copies to keep the identify of client private.
e. Rewrite/update the client resume after class feedback and deliver it to them. (I don’t need to know
about this but please do meet with them to give feedback…as a process).
f. You will prepare a Portfolioto include your first resume (with feedback written on it), your second resume (with feedback written on it), your client’s first resume (condensed written feedback on it from classmates which you will insert), and your client’s last resume (with dummy data). You will also writea 150 word statement about “what you learned through the process” and provide this to Rich inhard copy as part of your portfolio due in class on ____
g. Rich will evaluate your final Portfolio and return it ____
5.Self-Assessment Scoresheet(due _____)10 pts
This activity helps you document and review completed assessments often used in the work of a careercounselor.Complete the self-assessment scoresheet (provided on (under Project and Assignment Materials) that will recordyour scores on key assessments completed in class.
Outcome: to recall what scores and concepts are related to each assessment tool as a form of course content review and “asset language”.
6. Group Consultation Presentation & Paper(due____) 20pts
(OPC students will complete a different project as stated below in 6b.) – With this activity, you will play the role of a career consultant and identify a problem/question to be solved tied to a specific population. Through this activity, you willresearch and review numerous academic sources, demonstrate your writing skills, transfer information from research to a motivational/engaging format and demonstratepresentation skills.
1)In consulting groups, identify acareer development problem/question tied to anelementary, junior high, high school, traditional college student, adult learner, employee, mid-careerchanger, or person in the retirement process. (For example: How does advertising impact JHS females?; Why is academic achievement of boys failing?; Does SES impact career plans of HS students?; Doesfamily impact career choice?; Do resource poor clients need special support in career counseling?)
2)Prepare an 8-10 page paper with at least 6 APA citations (4 of which must be from refereed journals). Grading criteria will primarily be based on the following: a) identification of, and research on, identified problem/question; b) integration of class & research concepts; c) logical organization of thoughts/ideas; d) writing mechanics (grammar, punctuation, spelling, sentence structure); e)APA format for citations and references.
3)20 min Presentation: Each group will prepare a 20-minute presentation using the content gained from your research paper. Each group member should make the same presentation to a small group of classmates…do not read from the group research paper for this presentation. Instead use additional materials (charts, props, role play, think-quiz, cue cards, audio-visual materials) to maintain audience interest. No PowerPoints can be used. You will be provided with feedback from your peers. (A feedback matrix will be provided.)
6.b.OPC students will complete an Organizational Career Development Audit –
(due _____)20 pts.
Review the following sixreadings prior to assignment (Provided under Assignment Materials and Sampleson course website). START EARLY!!!!
a)Promoting a Development Culture in Your Organization: Intro. (Simonsen)
b)Chap. 11 Essential Elements in an Integrated Career Development System (Simonsen)
c)Chap. 12 The Career Development Process for Individuals (Simonsen)
d)Career Development in Organizations and Beyond (Baruch)
e)Agile Career Development (Bopp, Bing and Trammell) Chap 1-3
f)Agile Career Development (Bopp, Bing and Trammell) Chap 4 and 7
g)Chapters 1, 5 and 7 from Building Workforce Strength (Elsdon)
(Rich will provide access under (Assignment Materials and Samples on the course webpage)
- Individually complete an “Audit of your Organization’s Career Development Efforts/ System” (if you cannot use your own organization please identify a chain store or national organization which has websites and HR offices who might meet with you…(for example Starbucks, Home Depot, Ace, FedEx/Kinko’s).
- Prepare a single spaced 3-4 page document as if it were to be presented to the new CEO of your chosen organization who hired you as an external career consultant. See “Sample Organizational Career Development Audit” (posted on course website under Assignment Materials and Samples). The goal is to become versed in the “essential elements of an integrated career development system” p.182 of Simonsen’s Chapter 11 reading).
Determine whom you would survey (with potential challenges about access in large organizations…try to access their direct reports or staff assistants as a last resort) to collect information or documents. Determine a protocol and set of questions to follow. (Try to speak to at least five people and list their titles). The goal is to gain baseline information and integrate the language and concepts from assigned readings and class discussions, and help you evaluate where the class content can serve as an organizational change strategy.