Transcript Interview Style Inventory: Preparing people for the most

Career Planning Scale:
Assessing and Teaching
Career Planning
John Liptak, Ed.D., Associate Director
Career Services, Radford University
[email protected]
540-831-5091
2009 Careers Conference
What is a Career?
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“Career can be viewed as the life
course of a person encountering a
series of developmental tasks and
attempting to handle them in such a
way as to become the kind of person
he or she wants to be. With a
changing self and changing situation,
the matching process is really never
complete!” (5)
Shocking Stats! (4)
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50% are dissatisfied with current job
25% are always actively considering changing
industries
50% would take less money if their jobs would be
more meaningful
75% would take a pay cut for more personal time
50% are experiencing burnout
“Workers today want meaning more than anything else. They crave purpose,
a sense of direction, and a feeling that they are contributing to society and
making it a better place. Planning is Critical!” (Tarlow and Tarlow)
Need for Career Planning
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Only 32% of people planned and chose their
job (NCDA)
With planning comes opportunity, but far too
many people understand/can implement the
career planning process (2)
Impact of career planning is stronger than
any psychological influence on people (1)
Courses/programs yield increases in career
decision making and career maturity about
93% of the time (1)
What is Career Planning?
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An ongoing activity of making small & large
decisions about occupations, education,
leisure activities, and other life roles.
Process necessary for people of all ages
A process that must be turned into a
substantive psychological experience for the
client – WOW Factor!
A skill that can be taught
The Career Planning Process
6. Implement
Plan
5. Plan Your Career
4. Make
Decisions
1. Knowledge of WOW
2. Knowledge of Self
3. Occupational Information
How Does it Help?
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Makes job change process less scary
Orients and organizes life and career
Empowers people to take charge and
responsibility for own career
development
Teaches skills people can use
Enhances maturity (choice is not the
end-goal)
Why the CPS?
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Too many career counseling models
Need a generic model that incorporated
best aspects of all
Donald Super’s influence
Conducting group career classes with
offenders (books are intimidating)
Many career counselors have no formal
career development theory training
Barriers to Career Planning
Lack of Career
Maturity!
What is Career Maturity?
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An individual’s readiness to deal with
the career planning process and
his/her degree of success in coping
with current tasks involved in career
planning (Liptak, 2001).
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A developmental process in which people
increasingly gain the capacity to make
sound career decisions.
Signs of Limited Career
Maturity
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“I don’t know how to make a career choice.”
“What would you do?”
I like too many things.”
“Why plan for the future….things are so
uncertain.”
“I don’t know what I like to do (or value, or
what I am skilled at, etc.)”
“I’m not good at making decisions.”
Influencers of Career Maturity
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Age, race,
ethnicity, locus of
control, SES,
and gender (3)
At Radford
University – first
generation,
Appalachian
What does the CPS do?
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Measures
strengths in a set
of skills or tasks
that people need
to possess in
order to make
and implement
effective career
decisions.
Theoretical Basis of CPS
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Donald Super’s Research about career
development and career maturity
People complete developmental stages
(but not all the same time)
 People must complete tasks within each
stage to move to the next stage
 Career Maturity is critical in the career
planning process
 Advised me with this assessment
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Super’s Definition
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Career Maturity – An individual’s
readiness cope with the developmental
tasks with which he or she is
confronted because of his or her
biological and social developments
and because of society’s expectations
of people who have reached that stage
of development (Super, 1990, p 213).
Elements of Career Maturity
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Planfulness
Exploration of self
Information gather about WOW
Information gathering about
Occupations
Decision Making
Reality Orientation & Implementation
Correlation between Super’s
model and CPS Scales
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Planfulness
Exploration of self
Information gather
about WOW
Information gathering
about Occupations
Decision Making
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Reality Orientation &
Implementation
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Career Planning
Self-Knowledge
Knowledge of the
World of Work
Knowledge of
Occupations
Career DecisionMaking
Career Implementation
Using The CPS
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Administer after intake/group introduction
Identify career maturity in six skills
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Strengths & Weaknesses
Look at individual items for information
Tailor your interventions
Teach the process
Use the activities in Step 4 to initiate group
discussions or for homework assignments
The Career Planning Scale
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Use Steps for easy administration, scoring, and
interpretation
Items are behavioral in nature
Written at 8th grade level
Women score higher than men on every scale but
the Knowledge of World-of-Work scale
Women are much better career decision makers
People score highest on the Self-Knowledge scale
and lowest on the Career Planning scale
Can be used by itself or in conjunction with a text
STEP 1 – Knowledge of the
World-of-Work
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Objectives:
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Prepare people for an uncertain occupational
future.
How the global economy will affect their career?
Explore employment issues in the workplace of
tomorrow.
Prepare people to take advantage of new
technology and new career opportunities.
Identify geographic features important to them.
Explore the value of lifelong learning.
Step 2 – Self-Knowledge
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Objectives:
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Help people explore their interests, skills,
values, and personality, and how these match to
identified occupations.
Help people discover how their personal
characteristics translate to the world of work.
Help people envision what they are looking for in
their career and what they have to offer
employers.
Answer “who am I?”
How does work fill needs?
Step 3 – Knowledge of
Occupations
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Objectives:
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Help people identify alternatives.
Help people explore occupations that
interest them.
What are the characteristics of the work?
Help people search the Internet, read
books and other print materials, and talk
to others about occupations.
Shadow workers?
Step 4 – Career DecisionMaking
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Objectives:
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Help people develop a methodical approach to
making career decisions.
Look for info on salary, job requirements, etc.
Help people collect information, weigh the costs
and benefits of their choices, rank order
possibilities based on probabilities of success,
and make final decisions that fit their personal
characteristics and overall life goals.
Step 5 - Career Planning
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Objectives:
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Help people develop both short- and long-term
goals for their career development.
Have people create a specific timeline for
accomplishing these goals and steps they need
to take to achieve them.
Have people develop a career plan that will
allow them to live a balanced lifestyle consisting
of work, family, and leisure activities.
Help people think about choice implementation.
Step 6 – Career
Implementation
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Objectives:
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Help people identify how to implement
occupational decisions.
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Teach people how to look for a job, including writing a
powerful resume and cover letter, networking for job
leads, and interviewing effectively.
List and find solutions to barriers (BESI)
Explore education and training
Entrepreneurship
Other
Administrative Uses
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Use the CPS as a pre and post-test to
determine if your students/clients are
developing skills over time.
Use the activities in Step 4 to initiate group
discussions or for homework assignments.
Keep a database of test scores that you can
use for program review.
Develop a baseline for comparison.
Use the CPS as a curriculum guide to teach
Career Exploration and Planning courses.
CPS
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World-of-Work
Self-Knowledge
Occupations
Decision-Making
Career Planning
Career
Implementation
Career Quizzes*
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Chapters 1-3
Chapters 4-6
Chapter 7
Chapter 7
Chapters 8-9
Chapters 10-12
*Liptak, J.J. (2008). Career quizzes: 12 tests to help
You discover & develop your dream career.
Indianapolis, IN: JIST Publishing.
Interventions at RU
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UNIV 100/Freshman Orientation
Short Programs
Individual Coaching Sessions
Career Development Courses
Senior Seminar Courses
References
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(1) Herr, E.L.H, & and Cramer, S.H. (1996). Career
guidance and counseling through the lifespan.
Glenview, IL: Scott, Foresman.
(2) Lock, R.D. (2005). Taking charge of your career
direction. Belmont, CA: Thomson Brooks/Cole.
(3) Naidoo, A.V., Bowman, S.L., & Gerstein, L.H.
(1998). Demographics, causality, work salience,
and career maturity of African-American students: A
causal model. Journal of Vocational Behavior, 53,
(1), pp 15-27.
(4) Tarlow, M., & Tarlow, P. (2002) Digital
aboriginal. New York, NY: Warner Books.
References (continued)
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(5) Super, D.D., Savickas, M.L., & Super, C.M. (1996). The
life-span, life-space approach to careers. In Brown, Brooks, &
Associates (Eds.), Career choice & development (p. 140).
San Francisco, CA: Jossey-Bass.
Anderson, P, & Vandehey, M. (2006). Career counseling and
development in a global economy. Boston, MA: Houghton
Mifflin.
Liptak, J.J. (2001). Treatment planning in career counseling.
Belmont, CA: Thomson Brooks/Cole.
Super, D.E. (1990). A life-span, Life-space approach to
career development. In D. Brown, L. Brooks, & Associates
(Eds.), Career choice and development. San Francisco, CA:
Jossey-Bass.