for Indiana University October 13, 2014 Dr Philip Gardner Collegiate Employment Research Institute & Career Services Network at MSU

Gardner & Gross.

May be used individual educational and research use only with appropriate citation Images from The Lorax © by Theodore Suess Geisel

 Which of the following would you not recommend for a first year student to consider?

 Accounting  Financial Services  Human Resources  Medical Doctor  All of the Above  None of the Above

    No experience necessary Tenure in 1 st position: 4 to 5 years Companies did most of the training Large employer dominance in college market

     Experience required Tenure in first position 12 to 24 months Most organizations provide little or no training Skills & expectations have soared (employers) Large employers are no longer dominant

     

Work organizing differently: networks Technology & smart machines



Equilibrium Proposition



50-50 Deal



Disaster Ahead Leaner/faster & chaotic organizations (knowledge becomes negotiable & ambiguous) Skills & competencies & learning trump (often) academic disciplines “Dating” starts much earlier – Disruptions constant

  Diversity: for large companies Small companies are at the party      Entrepreneurial-mindedness Can the best students really be found?

Majors versus Skills All engagement is not created equal Don’t guarantee what you do not have control over

 Accelerated growth in job opportunities  Dance like its 1999!

  But it is not like 1999 or 2007 Competitive   No free pass --- those not ready will be pasted over “All Majors” in play  S TEM mania – the road to a serf economy

 Have the necessary pre-professional experiences  Engage in a high stake internship and 

Fluently articulate skills developed through experiences

Internships

Study Abroad

Supervised civic engagement

Leadership in a non professional organization Leadership in a professional organization Scholarly research with faculty International Internship Faculty supervised applied research project with company

      Developing professional competencies Communicating effectively Solving problems Balancing work and life Embracing change Working effectively in a team       Working in a diverse environment Managing time & priorities Navigating across boundaries Acquiring knowledge Thinking critically Performing with integrity

http://careernetwork.msu.edu/award-winning-media

Apply learning Write effectively Work in teams Grasp workplace realities Acquire information Demonstrate initiative Communicate orally Think analytically Acquire knowledge Evaluate alternatives Create solutions Innovate Work in teams Lead as necessary Utilize technology Grasp workplace realities Demonstrate initiative

• • • • • • •

Build working relationships Analyze, evaluate and interpret data Engage in continuous learning Communicate through justification and persuasion Plan and manage a project Create new knowledge Seek global understanding

       

Able to perform with integrity Able to solve problems Able to manage time and priorities Able to take the initiative Able to analyze, evaluate, and interpret information Able to contribute to a team Able to effectively communicate orally Able to build and sustain working professional relationships



Case Study: Boise State University

      

Able to embrace change.

Able to acquire knowledge Able to manage and synthesize different sources of information.

Able to effectively communicate through writing Able to create original ideas and innovations (be innovative).

Able to plan and manage a project Able to develop further professional competencies.



Case Study: Boise State University

   Takes responsibility and is accountable for work and behavior (accountable) Demonstrates a strong work ethic (work ethic) Displays sound judgment and controls feelings/emotions in work situations (maturity)  Case Study: Boise State University

     Works with limited direction (self-directed) Cooperates with co-workers in a respectful, sincere manner (humility) Conveys passion for work and career (passion) Functions effectively in an ever changing environment (adaptable) Completes assignments and other commitments punctually (punctual)  Case Study: Boise State University

The new word of the day

Systems that focus on the flow of things Transportation & Supply Chain Water & Waste Recycling Food & Products (Nano) Energy & Electric Grid Information/ICT & Cloud (Info) Systems that focus on human activities & development Buildings & Construction Retail & Hospitality/Media & Entertainment (tourism) Banking & Finance/Business & Consulting Healthcare & Family Life/Home (Bio) Education /Campus & Work Life/Jobs & Entrepreneurship (Cogno) Systems that focus on governing City (Government) State/Region (Government) Nation (Government)

Higher Ed – T-shaped depth added, cross-disciplinary project teams Professional Life – Adaptive T-shaped life-long-learning & projects

13 Systems © IBM

Academic and Professional Success on the same platform

AWARENESS + PURPOSE

Understand differences Mobilize resources Work as a team

I can advance my purpose by gaining insights from others; understanding how my purpose is valued by others and how I need to interact with others to contribute in meaningful ways.

Purpose I have dreams and aspirations.

I know what I value.

I am self aware.

I understand what others value in me.

I know want to achieve and who I need to achieve it with.

PURPOSE + CONFIDENCE Make plans Take action Move toward goals

I am willing to enter uncertain situations by experimenting, engaging, or challenging my purpose with confidence that I can learn and adapt as I move forward .

Awareness Confidence

My purpose fits in the world.

I understand what is expected to achieve success.

I seek different perspectives, cultures, knowledge and abilities from others to provide valuable insights.

I can use my strengths to complement those of others in a team.

I can contribute.

I feel part of something.

I can ask questions and take action.

I can take risks that may succeed or fail.

I am responsible and act with integrity.

CONFIDENCE + AWARENESS

Learn from others Adapt to differences Work with others

I can work with others to accomplish common challenges. I am a global citizen, adapting to situations of change and embracing new ideas and experiences

Strong Ties – Weak Ties Short Links -- Long Links

    Committed to promoting the development of comprehensive

professional competencies

,

attitudes

, and

behaviors

in each student Committed to encouraging

self-directed , active learning

students as preparation for becoming life long learners in our Committed to

enhancing integration

professional foundation of liberal learning, disciplinary, interdisciplinary & co-curricular concepts into a Committed to expanding students’

unexpected

, emerging issues

ability

to deal with Robert Kegan ‘s & Lisa L. Lahey’s, Immunity to Change (Cambridge: HBRP) helped frame these thoughts from earlier presentations.

Playing with Purpose…

 Why is that lifestyle important to you?

 How could you make that happen?

 What steps could you take now?

 How confident are you to take those steps?

 Who could help you?

How could we provoke students to think about their strengths & interests?

I learned I’m good at… I learned I like….

I learned I don’t like… Academics –classes & subjects you’ve taken, work you’ve accomplished Work experiences – part-time or summer jobs, volunteer work Activities – clubs & organizations, sports, summer programs, civic & spiritual involvements Personal interests – hobbies or things you just like to do

What will you do to…

Acquire, analyze, and evaluate information from multiple sources? Synthesize and apply information within and across disciplines?

Identify and apply, as appropriate, quantitative methods for defining and responding to problems?

Identify the credibility, use and misuse of scientific, humanistic and artistic methods?

Restate this in words that are meaningful to you Give examples of what you will do List people or resources that can help you

“It is not the answer that enlightens, but the question.”

~ Eugène Ionesco

Next steps for discussion:

• How might you interweave purpose more intentionally within your interactions with students?

• How might you refine your communication style with students to foster their thinking?

    Expressing clearly their career interests (an idea of where they want to go) Having appropriate (and sufficient) pre professional experiences (understand the context of the workplace) Expressing realistic expectations for their first job Being able to craft their story for non academic audiences

    

Experience Surfing

:

I would be willing to endure frequent job changes in order to find a job that fits my interests and abilities. I believe I still have a few years to try out different jobs before I settle down into a career.

Career Plans

:

I don’t have any specific goals for this year. I can’t imagine what my life will be like 10 years from now.

Career Concern:

I will not find a job where I can succeed. I will have trouble finding a job that can use my skills and talents.

Superiority

:

I deserve favors from others. Being admired by others helps me feel fantastic.

Work Identity

: Work as a central life focus

      Represents 12% of young adults More men More Asian-Americans Financially dependent on parents Low work identity Moderately superior

          Represents 38% to 41% of young adults More whites Moderate career concerns Low work identity High superiority High family income Well-educated parents 57% would renege Parental support necessary Social Sciences, Humanities, Sciences

       Represents 23% of young adults High career concerns High superiority Moderate work identity Family income $60-80K Business and sciences 59% would renege

         Represents 25% of young adults Selective surfers High career concerns High identity with work Moderate superiority Women More African-Americans and Hispanics Moderately dependent on parents Health, education, family services

Colleges and universities MUST be more explicit about professional preparedness & co-curricular learning expectations. Means closer collaboration between faculty, advising, and “career” agents

   Normal – really?

Student Success  Alignment of Learning Outcomes & Professional Outcomes  Shorten Links – support strong ties  Will only work if faculty accept a role Metrics  Transactional  Transformative  Delayed Impacts

Thoughts, Questions, Research Ideas, Calls to Action

Dr. Phil Gardner Collegiate Employment Research Institute [email protected]

ceri.msu.edu

Dr. Linda Gross Career Services Network Office of the Associate Provost for Undergraduate Education [email protected]

careernetwork.msu.edu

undergrad.msu.edu/programs/seminar

Ash, S. & Clayton, P. (2009) Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning. Journal of Applied Learning in Higher Education Vol. 1, Fall 2009 25-48 ( http://www.missouriwestern.edu/appliedlearning/journal.asp

) Elder, L & Paul, R. (2002). The Art of Asking Essential Questions. Foundation for Critical Thinking ( www.criticalthinking.org

).

Gardner, P. (2011) The High Stakes Internship. Collegiate Employment Research Institute, Michigan State University. http://ceri.msu.edu/publications Gardner, P., Gross, L., Steglitz, I (2008) Unpacking Your Study Abroad Experience: Critical Reflection for Workplace Competencies. Collegiate Employment Research Institute Research Brief I 2008, Michigan State University. http://ceri.msu.edu/publications/pdf/brief1-2008final.pdf

Krumboltz, J.D. (2009) The Happenstance Learning Theory. Journal of Career Assessment May 2009 vol. 17 no. 2 135-154. Published online before print December 30, 2008, doi:10.1177/1069072708328861 Mitchell, K. E., Al Levin, S. and Krumboltz, J. D. (1999), Planned Happenstance: Constructing Unexpected Career Opportunities. Journal of Counseling & Development, 77: 115–124. doi: 10.1002/j.1556-6676.1999.tb02431.x

Paul, RW (1995). Making Critical Thinking Intuitive. Foundation for Critical Thinking.

Suess (Geisel), Theodore (1971) The Lorax. New York: Random House Children’s Books.