Transcript No Slide Title

Career Guidance:
It’s Not Just a Nice Idea
Effective Career Guidance Resources
Why do our students need
Career Self-Management skills?
In 2005-06 there were 547,014 California students enrolled in grade 9,
how many grade 12 students were enrolled in 2008-09?
Source: CDE Enrollment, Graduation and Dropouts
180,345
296,785
349,011
476,121
476,121
468,281 grade 12 students were enrolled in 2007-08, how
many students graduated from High School in 2008?
Source: CDE Enrollment, Graduation and Dropouts
376,393
443,080
400,134
201,256
376,393
What percentage of first-time, full-time students in the US
completed a Bachelor’s degree within six years?
Source: National Center for Public Policy & Higher Education “Measuring Up” 2008
38%
63%
56%
81%
56%
What percent of jobs now require
some level of post-secondary education?
(Conference Board, Oct 2006)
50%
70%
90%
30%
70%
What percentage of employers cited lifelong learning/ self
direction (career management) as a very important applied
skill for the workforce?
Source: “New Graduates Workforce Readiness”
43%
50%
77%
30%
77%
What percentage of employers rated the incoming
workforce (college graduates) as ‘excellent’ at that
applied skill?
Source: “New Graduates Workforce Readiness”
25%
79%
54%
30%
25%
The Old Paradigm
in Career Development and Planning
From:
A linear, destination-oriented model of:
“What do you want to be when you grow up?”
Birth
Job Choice
Education/Training
Employment
Retirement
Source: Phil Jarvis, Vice President
National Life/Work Center
Moving to a New Paradigm
in Career Development and Planning
12-25 jobs
5+ occupations
3+ sectors
(USDOL)
Source: Phil Jarvis, Vice President
National Life/Work Center
Required Education and Training Increases for
Employment – 1950 through 2010
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
60
National
College
Enrollment
Line
1950
20
California
College
Enrollment Line
1990
35
45
California
College
Enrollment Line
1999
10
15
Academic
and
Workplace
Skills
Shortfall
Area
65
a-g
20
20
20
1950
1990
2000
Community
College
Area
UC and
CSU
Area
65
to
70
2025
2010
High School
Diploma or Less
Post-High School
Training or
Education
4 - Year Degree
or More
What statistics tell us
For every 100 California 9th graders in 2006
• 65 graduated from high school
• 36 entered college the next Fall
• 25 were still enrolled as sophomores
• 20 graduated within 6 years
Student Pipeline - Transition and Completion Rates from 9th Grade to College
The National Center for Higher Education Management Systems 2009
DROPOUTS AND POORLY PREPARED STUDENTS
HAVE A NEGATIVE IMPACT ON THE ECONOMY
• More than 175,000 students did not graduate from California’s high
schools in 2009; the lost lifetime earnings in California for that class
of dropouts alone total more than $45.5 billion.
• California would save more than $2.3 billion in health care costs
over the lifetimes of each class of dropouts had they earned their
diplomas.
• If California’s high schools graduated all of their students ready for
college, the state would save almost $687.9 million a year in
community college remediation costs and lost earnings.
• California’s economy would see a combination of crime-related
savings and additional revenue of about $1.1 billion each year if the
male high school graduation rate increased by just 5%.
Alliance for Excellent Education (www.all4ed.org)
Trends of the Future
• 60% of today’s high school students will work
•
•
•
in jobs which do not yet exist.
More than 75% of all college students will
work while attending college.
Performance based pay will be the norm.
International ventures in business will grow
exponentially.
The Bridge: Winter 1991
and GAO Report 1996
California’s Forgotten Middle-Skill Jobs
• Some 43 percent of all job openings in California between now and 2016
will be in middle-skill jobs.
• Middle-skill jobs require more than a high school diploma but less than a
four-year college degree.
• Refers to the level of education required by a particular job – not to the
actual competence and capacity of workers and occupations—many
middle-skill occupations require highly skilled trade and technical workers
with several years of training and on- the-job experience.
• Community colleges, apprenticeship programs, nonprofit communitybased training organizations, and private career schools provide middleskill training.
What do we know about Career
Guidance and student success?
Career Education Missing
Most career decision-making is largely
unintentional and not fully informed:
84% of Americans say they are not in their ideal
job. (Career Building)
78% of students credit their parents as their top
adult influence in career planning. (Ferris State
University)
28% of 12th-graders see school as meaningful,
and 39% believe it will impact success later life.
(NCES, Condition of Education 2002)
Student Success
Research indicates that when students see the
relevance of what they are studying in school in
relation to their own career goals, they can begin to
make the connection between current coursework
and the achievement of future life and work goals.
Therefore, one resource for engaging students in
their current education is a strong career guidance
program.
SSPI Jack O’Connell in ASVAB CEP support letter
Research Shows
Informed & Considered Career Decisions Work
Educational Outcomes
•
Improved preparation and participation in postsecondary education
•
Better articulation among levels of education and between education and work
•
Higher graduation and retention rates
Social Benefits
•
Higher levels of worker satisfaction and career retention
•
Shorter path to primary labor market for young workers
•
Lower incidence of work-related stress and depression
Economic Consequences
•
Higher incomes and increased tax revenues
•
Lower rates and shorter periods of unemployment
•
Increased worker productivity
“The Educational, Social, and Economic Value of
Informed and Considered Career Decisions”
Scott Gillie and Meegan Gillie Isenhour, 2003 & 2005
For America’s Career Resource Network Association
High School Career Exploration Programs:
Do They Work?
Found convincing evidence that career exploration programs are improving
the future prospects of a large and diverse group of high school students
by increasing the likelihood that they will graduate and go on to
postsecondary education.
• Students who participate in career exploration programs are more likely
than nonparticipants to take college entrance and Advanced Placement
exams
• Students who participate in career exploration programs are more likely to
graduate from high school
• Students who participate in career exploration programs are more likely to
go to college and to attend a two-year rather than four-year institution
Visher, Bhandari, and Medrich - Phi Delta Kappan, October, 2004
Evaluation of The Real Game
A two-year evaluation, involving 600 students, indicated that the U.S. version
of The Real Game:
• Significantly strengthened students’ understanding of the knowledge,
skills and abilities necessary to succeed in the workplace;
• Positively impacted students’ goal setting abilities and confidence in their
future success;
• Increased student’s engagement in school, and
• Benefited student’s sense of self-efficacy
University of Massachuetts, Amherst, 2007
What do they need to know
and be able to do?
The Ultimate GOAL
Of Career Education
To help students develop the career selfmanagement skills they will need, lifelong:
• to be healthy, self-reliant and
resilient citizens,
• able to find work they love in times
of constant workforce change, and
• maintain balance between work and
other life roles
Career Readiness
Career readiness involves three major skill areas:
• core academic skills and the ability to apply those
skills to concrete situations in order to function in
the workplace and in routine daily activities;
• employability skills (such as critical thinking and
responsibility) that are essential in any career area;
• technical, job-specific skills related to a specific
career pathway.
Association for Career & Technical Education 2010
Getting Real: Helping Teens Find Their Future
New Goal for High school
• Every student will graduate from high school having developed a
postsecondary plan that is grounded in at least tentative career choices and
has a high probability of success.
College Graduation Indicators include:
• High school grade point average (academic skills)
• Career maturity/focus
College Drop Out Reasons includes:
• Lack of commitment to graduating (no clear goal or reason to attend)
Kenneth Gray, 2009
Secretary's Commission on Achieving Necessary Skills
A Three-Part Foundation
– Basic Skills: Read, write, math, listen and speak
– Thinking Skills: Creative, visualize, know how to learn
– Personal Qualities: Responsible, self-manager, honest
Five Workplace Competencies
– Resources: Identify, organize, plan, and allocate resources
– Interpersonal: Work with others
– Information: Acquire and use information
– Systems: Understand complex inter-relationships
– Technology: Work with a variety of technologies
Career Self-Management Skills
Personal and Social Development
•
•
•
•
Build and maintain a positive self-concept
Develop interpersonal skills including respect for diversity
Integrate personal growth and change into career development
Balance personal, leisure, community, learner, family and work roles
Educational Achievement and Lifelong Learning
•
•
Attain educational achievement and performance levels needed to reach
personal and career goals
Participate in on-going lifelong learning experiences
Career Management
•
•
•
•
•
Create and manage a career plan that meets your career goals
Use a process of decision-making as one component of career
development
Use accurate, current and unbiased career information during career
planning and management
Master academic, occupational and general employability skills
Integrate changing employment trends, societal needs and economic
conditions into your career plans
National Career Development Guidelines 2004
Critical Skills Needs and Resources
for the Changing Workforce
• “Overall, employers placed the greatest
weight on employee adaptability and critical
thinking skills. HR (human resource)
professionals and employees both reported
that adaptability/flexibility and critical
thinking/problem-solving skills were of
greatest importance now compared with two
years ago.”
A Study by the Society for Human Resource Management and WSJ.com June
2008
Are They Really Ready to Work?
• Employability skills “dominate rankings of
knowledge and skills expected to in- crease in
importance over the next five years.”
• Employers identified critical thinking/problem
solving, information-technology application,
teamwork/collaboration, creativity/innovation
and diversity as the top five such skills.
Conference Board Consortium 2006
States Career Clusters Initiative
Knowledge and Skills 2008
• All secondary students are expected to meet state
academic standards
• Essential Knowledge and Skills apply to careers in all
clusters and pathways
• Cluster Knowledge and Skills apply to all careers
within a particular cluster
• Pathway Knowledge and Skills apply to all careers
within a particular career pathway
www.careerclusters.org
Sonoma County Office of Education
Career Education
Kindergarten Life
13+ Advanced Preparation
11-12 Career Preparation
9-10 Career Guidance
6-8 Career Exploration
K-5 Career Awareness
Entry Level Employment
CalCRN Resources
• CaliforniaCareers.info
• California CareerZone
• California Reality Check
• California Career Planning Guide
• The Real Game California
TM
(TRGC)
California Career Resource Network
Education Code Section 53086
• The mission … is to provide all persons in California with
career development information and resources to enable
them to reach their career goals.
• The primary duty … is to develop and distribute career
information, resources, and training materials to middle
school and high school counselors, educators, and
administrators, in order to ensure that middle schools and
high schools have the necessary information available to
provide a pupil with guidance and instruction on education
and job requirements necessary for career development.
California Career Resource Network
Contacts
John Merris-Coots
Executive Director
(916) 323-6544
[email protected]
Christina Rogers, MS NCC
Career Counselor and Training Coordinator
(916) 273-4369
[email protected]