The Social Media-Enhanced Job Search: Creepy or Courageous?

kevin grubb NACE Ambassador Kevin Grubb
Associate Director, Digital Media & Assessment at Villanova University’s Career Center.
Twitter: @kevincgrubb
LinkedIn: http://www.linkedin.com/in/kevingrubb
Blog: “social @ edu”.
Blogs from Kevin Grubb.

At the 2014 NACE conference, I heard lots of conversations about social media, recruiting, and job searching. That’s not surprising; social media is still influencing our work and changing it with exponential speed. I found myself often reflecting on the class that I teach at Villanova on social media and creating a professional identity online and whether all that we can do with technology now is creepy or courageous.

In my class, I have every student read the privacy policy of Facebook or Twitter and write a reflection on what they found. If we were taking live polls of my ratings as a professor, I can tell you my scores would drop like a lead bucket as soon as that assignment goes out. Doesn’t everybody just click on “I agree to (insert website name) privacy policy and terms of use” right away and start the sharing? Ugh!

Facebook Terms of Use

Have you ever read this entire thing?

But, when I read the resulting papers and talk with students afterward, there’s always been only gratitude. What they learned was a mixture of “creepy” and empowering: they’re now aware of what information is out there and start confidently making decisions to be smart online.

“Creepy” is a word I hear often when I talk with groups of students and professionals about social media. I hear it especially in conversations about LinkedIn’s “Who’s Viewed Your Profile” feature, which shows you just what it says it will. Conversely, when you view the profiles of others, they would be able to know that, too. You can change your visibility in this feature via privacy settings, though I will say I think users should remain visible in almost every case. I’ve heard many good stories about connections getting made and even an interview being offered when two people realized they stumbled on each other’s profiles.

Are there elements of social media that feel creepy? I won’t argue that it can create uncomfortable moments. However, social media can also be empowering, as the students in my class find out together. To get active, to share your goals and your ideas (without “oversharing”—either emotionally or just by posting too often), and to connect with people about those ideas: that’s a powerful possibility social media creates.

It’s a big, big stage we’re on when we talk about sharing ourselves and our stuff on social media. Anyone who realizes the magnitude of reaching thousands or millions of people with a few taps on the keyboard and a mouse click is right to say, “I should really think carefully about this.” In my experience talking with people, that also scares the heck out of them. What if I share some things that really matter to me and nobody cares? What if someone bashes my ideas? Do I have anything worthy enough to share?

For students, being active on social media in a professional manner takes courage. It’s trying something new. Just like putting on a business suit for the first time felt strange, so does putting on your digital suit when you interact on social media. Did it take them a little courage to make the first introduction to someone at a networking event or career fair? So, too, does it take courage to ask for help from alumni on LinkedIn, to tweet to professionals they think are doing great work or to write a blog post?

Perhaps the social media-enhanced job search is part creepy and part courageous. For now, I’m in the courageous camp. NACE blog readers: What do you think?

First NACE Excursion Is a Hit!

NACE14 Excursion

Some NACE14 attendees hiked their way through a conference workshop on Monday, visiting three historic San Antonio locations for a presentation and a question-and-answer session with business representatives.
The 1.2-mile walk began at the Marriott Riverwalk. Attendees made their first stop at the Arneson River Theatre, an 800-seat amphitheater on the banks of the San Antonio River, with entrances into La Villita Historic Arts Village.

NACE14 Excursion 2

NACE14 Excursion

 

 

 

 

 

 

 

 

The excursion continued to The History Shop, a shop that carries original antique maps, antique books, militaria, and antique weapons. The shop specializes in Texas history: Spanish Colonial, Texas Revolution, Republic era, and the Civil War. The excursion ended with a 45-minute, 2.5-mile cruise. Rio San Antonio Cruises provided a narrated boat tour of the city.NACE14 Excursion 5

The NACE14 Excursion is a concept adapted from Jim Gilmor and Joe Pine (The Experience Economy: Work Is Theatre & Every Business a Stage) and their annual thinkAbout excursions.san antonio river cruise

Pictures From the NACE14 Conference in San Antonio!

The 2014 Conference & Expo opens in San Antonio!

OpenRecept02

NACE President Dan Black and NACE Executive Director Marilyn Mackes welcome attendees.

 

 

 

 

 

 

 

 

Connect. Compare. Collaborate. Opening keynotes.

Henry Cisneros

Henry Cisneros

Sarah Michel

Sarah Michel

Tim Sanders

Tim Sanders

 

 

 

 

 

Then, colorful dancers and a Mariachi band close the opening ceremonies and lead attendees to the opening reception.

Colorful dancers and a Mariachi band at the opening ceremonies.

Colorful dancers and a Mariachi band at the opening ceremonies.

Exhibit hall

Exhibit hall

Preconference workshops

Preconference workshops

Registration

Registration

 

 

 

 

 

 

 

 

Feed Your Career at NACE14

Cindy Billington

Cindy Billington, Associate Director, MBA Career Education Graduate Business Career Services, Texas A&M University
Twitter: @cindybillington
LinkedIn: www.linkedin.com/in/cindybillington

It is that time of year!  Once again, we are less than a month away from the NACE Conference & Expo, and this year it will be held in beautiful San Antonio, TX.  I look forward to this conference every year as an opportunity to reconnect with and meet new colleagues and friends.

Each year, I find myself returning from the conference recharged and ready for an innovative and successful year of career coaching at Texas A&M.  If you have not registered to attend this “can’t miss” professional development opportunity, I urge you to visit naceweb.org immediately.  If you are like me, then your career is probably begging you for some nourishment.  Don’t ever neglect your career nourishment folks.

For those of you who have already registered, don’t wait until you arrive in San Antonio to prepare.  I recommend following these steps in order to make the most out of #NACE14:

1. Begin your networking ahead of time.

2.  Plan your schedule.

  • NACE has implemented a new tool called NACE14 Itinerary Builder.  Where have you been all of my life?  This tool has allowed me create a tailored agenda just for me.  I love things that are made just for me.  I feel special, don’t you?
  • Research the keynote presenters.  If you are like me, you buy every book available. Be familiar with who is speaking ahead of the conference and reach out to say hello. Welcome any and all guests to our “FAMILY REUNION.”

3.  Brush on your networking skills.

  • One of my favorite books on networking is Never Eat Alone by Keith Ferrazzi.  Keith actually spoke at a NACE conference a few years ago.  I urge you to never break bread alone at a conference.  Eat breakfast, lunch, and dinner with someone else attending the conference.  Great friendships are made over coffee.  I promise.

4.  Follow up after the event.

  • As you travel away from San Antonio, don’t let your experience become a distant memory.  Return to your office and immediate send thank-you notes to speakers NACE staff and president, and the amazing #NACE14 co-chairs.  Pull out those business cards you received and connect with those folks on LinkedIn or Twitter.

5.  Implement what you learned.

  • Be very careful not to let your conference notes get dusty.  We all have a tendency to return to work after a conference and immediately jump back into old habits and the surge of e-mail.
  • Host a lunch and share what you learned with your office mates.  Ignite energy in those who work with you based on what you learned.
  • Start a conversation on the NACE LinkedIn Group page to keep those relationships and ideas growing.

I cannot wait to meet all of you at #NACE14.  Register today and get ready for a great time in San Anton.  And don’t forget to pack your proper attire for the Diamonds and Denim Celebration on Tuesday evening.

Using Facebook to Easily Connect Students and Employers

Smedstad-Headshot

Shannon Smedstad, Employer Branding & HR Social Media, Geico
Twitter: @shannonsmedstad
LinkedIn: www.linkedin.com/in/shannonsmedstad

Before we jump into the meat of this post, I’ve got a few initial questions for you …

EMPLOYERS: Does your company have a career-related Facebook page?

CAREER CENTERS: Do you have a Facebook page?

BOTH: Could you be doing more with your page?

If you answered “yes” to two out of three of these questions, please keep reading.

Most people know that Facebook is good for sharing photos and status updates. But, what if we could use Facebook as a virtual career fair platform? How exactly would that work?

facebook_logoThe Magic of Facebook for College Recruiting

You can access Facebook from anywhere: desktop, phone, dorm room, or in-between classes. You can chat with an individual or group. You can share information and link to jobs. Some recruiters already use Facebook to connect with job-seeking students.

As the manager of a corporate career page on Facebook, I have now successfully led three virtual career fairs … right on Facebook!

  • June 2013: More than 230 people engaged with recruiters over a two-day virtual career fair. Hires were made!
  • November 2013: We took a more targeted approach and attracted 75 students to our page during a one-day fair. It cost us less than $50.
  • April 2014: Co-hosted a virtual career fair with a collegiate honor society and grew our followers by 3 percent in one day and organic reach was the highest it’s been year-to-date. It’s still too early to know if we’ve made any hires—my fingers are crossed!

Advice and Lessons Learned

When it comes to social media, you have to be willing to take some calculated risks and try new things. Social platforms are designed for real time communication; we just have to be creative in our thinking to create opportunities to do just that.

To me, these Facebook career fairs fall into the low risk/low cost/potential high reward category. It’s all about the planning, promotion, human resources, and execution of the plan, not how much it costs. Here are some of my top tips for anyone interested in hosting your own virtual event:

  • Determine your audience and whether you have any existing partners that will work through this idea with you.
  • Give yourself plenty of time to create a targeted, multi-channel promotional plan.
  • Visual imagery is important in attracting talent and sharing details of the event.
  • Schedule a pre-fair call with the recruiters to talk through what to expect and how you might want to handle certain requests or situations.
  • Make sure that your page (booth) is properly manned during the allotted career fair time, and for a day or two after (questions continue to trickle in).
  • Measure results using Facebook Insights, ATS data, and feedback from the entire team to determine whether the event was successful and worth doing again.

Since our most recent event, we’ve had two student organizations reach out with interest to our team. When you can bring people, technology, and opportunities together for the greater good … it’s a beautiful thing. Thanks, Facebook.

Am I Mashed Up or Just Fried? A Journey into Social Recruiting (Part 3)

Chris Carlson

 

Christopher Carlson, Senior Manager, Talent Acquisition, Booz Allen Hamilton
Twitter: @cciCarlson
LinkedIn: www.linkedin.com/in/ccicrc

In my home office, there is a large neon sign that I picked up at an auction that says, “Buffet Open, All You Can Eat”. Every time we start to discuss social media and recruiting, I think of that sign. There are so many options from which to choose. You can eat from across the whole buffet and self-select those items you want to eat, or you can go to one of the specialty stations to be served a specialty item such as an omelet or a cut of meat. When approaching a good buffet (and there is only one that I will frequent which is in Vegas and you know which one it is), I am careful to review all the options before even grabbing a plate. Once I review my options, I develop a strategy based on how hungry I am and how much time I have. I have been known to relax between courses and to partake of king crab legs for hours.

It was this same approach in developing our social recruiting strategy. We took the time to really understand why we were going to this buffet, and we were careful to review our options in order to select the right ones to meet our needs. We realized that we couldn’t have everything on the buffet. We knew we had time to roll it out and to make a few trips to the buffet as we evolved our thinking. We also knew that we didn’t want to do something just to do it. It had support one of our key objectives which for us included (1) further personalizing our value proposition, (2) enhancing candidate engagement (3) being scalable and sustainable, and (4) building a long-term talent community. All of these objectives aligned to our “burning platform” or the key areas of opportunity for us. Each of you may come to different objectives for your efforts based on your rationale. It is essential in developing your strategy that you have clear objectives and that you design your efforts to support those objectives.

So we grabbed our plates and we started to select the components of our strategy. We wanted to look at short- and long-term initiatives that would allow us to make impact against our objectives with the resources available. Some members of the team had eaten at this buffet before and some had avoided this buffet all together. To ensure we all were on a level playing field, we reviewed the buffet – we looked at the most popular social media tools including but not limited to Facebook, LinkedIn, Twitter, YouTube, and Pinterest. We reviewed how our organization was using these for marketing purposes. I will say here that a lesson learned is to make sure everyone knows that although these platforms support social networking, the strategy isn’t just about one-on-one networking with everyone and his or her mother. Everyone on the team has to understand that it isn’t about posting pics from the intern BBQ or that you have to have a special business handle. It isn’t about each person on your team picking a platform or everyone picking the same platform. It is about composing a balanced plate of options.

So our “small but very mighty” team approached the buffet. We realized as we started to map solutions against our objectives that we didn’t want all of those options right away. At least we recognized that we didn’t want them as a main course but rather as side-dishes to a larger “main dish”. For example, we wanted to leverage Twitter and LinkedIn to promote our interactive webinar series for students and career services and not as primary means of interacting. So our webinars were the main course that linked back to our objectives and the social media tool was the side-dish that complimented the effort. We continued to build our plates to include internal-facing initiatives such as a firm-wide campaign leveraging employees at the grass roots, enhancing our SharePoint site and sharing information broadly via Yammer and quarterly firm-wide teleconferences for all staff. It is starting to look like a composed plate with some real depth of flavors but we know that we need to continue to revisit the buffet to satisfy our hunger.

If this blog entry made you a little hungry for more, I am going to be sharing more about our lessons learned and additional trips to the buffet in upcoming blogs. Also, as a reminder, I am presenting in more detail at #NACE14. If any of you want to connect to share stories or best practices, reach out to me and we can start the discussion over the phone or via one of the social media tools. Who knows, maybe we can start a Twitter chat.

“Everyone Is a Recruiter” will be presented on Tuesday, June 10, at 3:30 p.m. See the #NACE14 Itinerary Builder for details.

Did you miss Christopher Carlson’s first and second installment on his journey into social recruiting? Read them now! Look for his next blog on May 15.

Am I Mashed Up or Just Fried? A Journey Into Social Recruiting (Part 2)

Chris Carlson
Christopher Carlson, Senior Manager, Talent Acquisition, Booz Allen Hamilton
Twitter: @cciCarlson
LinkedIn: www.linkedin.com/in/ccicrc

Picture it: NACE 2012, I remember sitting, listening to a panel of my counterparts and experts talking about social media and recruiting, and thinking, “Oh dear, is that right for us?” After that session there was another session and another. Panic soon ensued. I knew how to post pictures on Facebook and I had a LinkedIn page, but I have trouble keeping up with the requests on those as well as my e-mail. How are we going to handle individual engagement with college students from every campus via social media??? After several other sessions, more experts, and more articles, I was even more distressed.

After calming myself down and taking a deep breath, I realized that this is just a change. Change isn’t scary; after all, I am a Change Management Advanced Practitioner. Let’s start at the beginning: Moving into social recruiting, whether as a primary thrust of your strategy or just a component, is going to require change. With any change you need to be able to articulate a “burning platform” or a rationale for the change. Before you build a strategy and pick an approach or even figure out on which social media to be present, it is important for you to determine the “why”.   Phew, ok, I had a starting point. Then, I needed to figure out if this made sense for us.

To start building the case, it was necessary to do an environmental scan to determine the trends across our industry. I began searching the NACE website as well as other related sites to track key trends related to social recruiting and university recruiting. I began to see some interesting data related to how students were identifying positions. A recent survey by Collegerecruiter.com [Agrawal, Sanjeev, “How Companies Can Attract the Best College Talent”, March 17, 2014, Harvard Business Report] quantified that trend when it was noted that the number one source of college students finding a job was through their friends followed closely by job boards. It is becoming clear that social networks may be fueling the job search at the university level. So, I quickly realized that my first goal was to understand how to tap into that social network.

Our team has always reviewed data around majors and schools to identify any specific trends. When we started to review our own data, we quickly started to see some additional emerging trends one of which was somewhat antidotal related to on-campus activities—“where were the seniors in computer science?” We were finding freshmen, sophomores, and juniors in the Fall, but seniors were slowly dwindling. We also saw that competition for talent, overall, was on the rise which was confirmed by NACE data around on-campus activity. We had to make some assumptions based on what we were seeing. We had to assume that more companies were converting their interns and that competition was heating up, especially for technical majors. We made a concerted effort to target our on-campus activities to specific departments and were seeing results. We also knew that we had worked to brand ourselves more in the technical space and again, were seeing results. However, when we looked at projected demand and the current pipeline, it hit us. We realized that we had to strike early and often to reach a highly competitive pool of candidates and we had to cast a much wider net—four, five, or even 10 “core” schools can’t deliver the pipeline that our firm needs anymore. So, how do we sustain and scale that to reach a pipeline that will meet our needs?

We then had to look at our own team, our resources, and our service offerings. Could our “small but mighty team” engage in a new endeavor into the social recruiting world? Do we have to add 10 more schools, and then 10 more schools to build that pipeline? How could we leverage the enthusiastic employee base to our advantage without breaking the bank?

An inventory of our organization, historical demand, our budget, and our team’s competencies was the additional step necessary for us to norm around our “burning platform.”  Clearly we couldn’t replicate our winning on-campus strategy across any additional schools. We would burn out and fail to provide that personal touch that students like.

It was clear: We had to go into the social recruiting space. Our next major step would need to be focused on how to leverage social media to achieve our objectives. (I would encourage you to explore your business case before going into the social space and make sure it is the right path. Do you have a clear understanding of your demand? Make sure you understand how it can enhance your program. If you have a successful on-campus approach and are seeing the results you need, then you may not need to jump into the pool head first. You may want to wade into the water. My team will probably tell you that I more than likely bumped my head on the bottom of the pool when I dove in.)

In the next blog, I will explore how we began to execute and obtain support for our leverage of social media in our program. We are still learning and would love to connect with others to chat more about this—perhaps a networking circle or a Tweet chat. Of course, please come see me @NACE14 where I will be presenting on this topic.

“Everyone Is a Recruiter” will be presented on Tuesday, June 10, at 3:30 p.m. See the #NACE14 Itinerary Builder for details.

Did you miss Christopher Carlson’s first installment on his journey into social recruiting? Read it now! Look for Part 3 on May 6!

Learning Outcomes Assessment – A Step By Step

Doug Miller

A post by Guest Blogger, Doug Miller, faculty member and New Media Manager at DePaul University.

Douglas Lee Miller – Chicago, IL | about.me

On Twitter: @douglasLmiller

Learning Outcomes Assessment: Step by StepPresenters: Gail Rooney and Julia Panke Makela, University of Illinois at Urbana-Champaign

Nothing says real world application like a “step by step” and this one was both useful and inspiring. What follows are brief notes on a much more complete presentation about the deployment of these learning outcomes assessments in a particular context. The hope is that these notes and their brief outline of the constituent parts my inspire you to learn more.

From the presentation:

First, as a framework, it is important to define assessment as a process that is continuous. It tells a story and shares the dual function of providing continuous service and celebrating achievement.

What can we assess? We can assess needs, participation, satisfaction, and learning. There are many different desired outcomes, but learning is at the heart of what we are about in career services.

To be a part of the core function, career services needs to think of themselves as learning partners. -Rooney

Learning outcomes focus on client experiences.

We measure what clients can know, do, demonstrate or feel. How have they changed?

Rooney describes the ALOI cycle

Rooney describes the ALOI cycle

Focus in career services is too often on process and not on the change we want to see happen in our client experience. The purpose of the learning outcomes assessment is to be able to measure the changes we see in the client experience and behavior as a result of interactions with particular learning elements.

The steps below shed light on the path to deploying some learning outcomes assessments and on some of the more important questions an institution my ask while deploying them. They also illustrate the cyclical nature of the process while illustrating the need to assess and revise.

Step 1 – Defining Context

Guiding Questions: Who is the audience? What are the circumstances?

Step 2 – Brainstorming Outcomes

Guiding Questions: What do you want your audience to be able to do, demonstrate, value, or feel?

Step 3a – Writing Outcome Statements

Formula = “Intended learners who take will be able to .”

Step 3b – Writing Outcomes Statements

Useful construct = Blooms Taxonomy

Step 4 – Connect Theory to Practice

Helpful Suggestion: Look for a rubric from the field and place it in your context.

Step 5 – Prioritize Learning Outcomes

Guiding Question: If you had to pick only 3 which would be most helpful? Most important to stakeholders?

Step 6 – Evaluate the Outcomes

Helpful Suggestion: The purpose is to make a judgement. Too often we just use surveys – examine some other tools that may add dimension to the common survey. Look for demonstrable behavior changes.

Step 7 – Reflect on Results and Process

Guiding Questions: What happened that you expected? What took you by surprise?

Step 8 – Use the Assessments

Guiding Questions: What are you going to keep, modify, discontinue, explore?.

Bloggers note: The above steps were presented in a specific context – resume – that made it fairly easy to translate client behavior changes into learning outcomes. This author can imagine more than a few contexts whereby charting the behavior changes would be difficult if not problematic, especially in the areas of so called “soft skill” development. Despite this, there were some healthy and creative suggestions offered up by attendees that included everything from video taping to web analytics.

Finally, the most important advice from Rooney in the session is to start soon, start small, and to start with what you know you do well and build out from there. Making learning outcome assessments work is not easy and requires constant fine tuning – but the end results are by their very nature measurable.

A last reminder of Rooney's mantra as you set to the task of creating your own learning outcomes assessment tools: what did we help our clients to do, demonstrate, value, or feel that was different than from before we interacted with them?

In this case Rooney prompted at least this author's learning to demonstrate the outcomes assessment as a process – specifically to go home and revise my next syllabus before next quarter begins.

For more information see the story below:

The National Career Development Association | Learning Outcomes Assessment Step-By-Step: The Story Behind NCDA’s New Monograph

 

Fixated on “First Destinations”

kevin grubbA post by NACE Guest Blogger, Kevin Grubb.
Assistant Director at Villanova University’s Career Center.
Twitter: @kevincgrubb
LinkedIn: http://www.linkedin.com/in/kevingrubb
Blog: “social @ edu”.

 That’s my official meditation for today at the NACE conference.  This morning, I attended a session hosted by the NACE First Destination Task Force where we discussed what’s been happening at the association and beyond with our increasingly critical surveys about where our graduates go after they leave our institutions.  With national attention being paid to these data and the numbers in the spotlight more often than ever, there’s no doubt this is a hot topic for career services attendees at the conference.  Here’s a breakdown of the session and some commentary by one of your faithful bloggers.

NACE has already released a position statement about these First Destinations surveys in July 2012, and we kicked off the session with a review of the principles laid out in this statement.  The short version of that is:

  • Post graduate success is the mission of entire institution, not just career services
  • All graduates of institutions should be tracked in these surveys
  • Career services should have central role in collecting this information
  • Outcomes should be inclusive, not just about immediate employment
  • Human subject & institutional research protocols should be observed when collecting information
  • Data may come from various reliable sources
  • Data collection should be on-going, with the final collection efforts completed by 6-9 months from graduation
  • Data should be reported in aggregate and should protect individual confidentiality
  • Outcome data should consider: response rates, academic program breakdown of data, job titles, employers, salary data, further academic study (what program and what institution)

The NACE Task Force is working on a version of a standardized first destination survey which can be used by all institutions.  The Task Force’s plan is to have all institutions be using this survey for the graduating class of 2014.  So, with that in mind, the Task Force needed to do quite a bit more beyond what has been set forth in the position statement.  Namely:

  • There would need to be a core set of questions to be asked universally and consistently
  • There would need to be establish definitions for standard measures (i.e. defining what “full-time employment” really means)
  • There would need to be an agreed upon appropriate time frame for data collection
  • There would need to be suggested response rate requirements to ensure that the data reported is statistically valid and reliable

This is all no small order.  What about entrepreneurs?  What about graduates in the summer, the fall, or schools on different academic calendars?  How can we standardize all of this?  Questions about the intricacies of this are abundant, and rightfully so.

The Task Force was ready to share a bit about where they are in the process, so here’s what was learned.

New Language for First Destination Surveys

  • Perhaps we can lay the “p” word to rest?  The suggestion is to call it “career outcomes” rather than “placement.”
  • Recognizing that information about post graduate career outcomes comes from various sources (not just our surveys), the suggestion is to consider “knowledge rates” rather than “response rates.”  For instance, say a faculty member or employer lets a career services office know a student was hired and reports job title & employer information.  That’s knowledge, not a “response.”
  • When the data collection period ends, we can “close the books.”  Ongoing data collection can and should happen after graduation, and the profession should consider counting early, mid and later in academic year graduates (not just traditional “Spring” grads).  However, knowing that spring graduation is the largest for a majority of institutions, we can consider closing the books six months after that date, which is approximately December 1.  NACE would consider reaching out for information by the end of December, and then could share aggregate data in January to legislators, those involved in public policy, and those in trends reporting.

Suggestions for type and amount of information to collect

  • The Task Force suggested a knowledge rate range between 65% and 85%.  This is to serve as an initial guidepost for us, and should help us find a workable range that is achievable, valid, and reliable.  Over time as we develop this, the suggested knowledge rate range may increase
  • The outcome measures to be provided include information such as (this is not the whole picture here): percentage of graduates employed full-time, those pursuing further study, those still seeking employment, and those not seeking employment.  While information should be collected for graduate and undergraduate students, there should also be separate information for the undergraduate and graduate levels as well
  • For the employment category, examples of information to collect include: job title, employer, salary (both base salary & guaranteed first year compensation, which includes signing bonuses)
  • For the further study category, the name of the academic program and institution name should be collected
  • If a student is working and pursuing further study, it is suggested that the data be categorized by the graduate’s primary pursuit.

A few more dimensions the Task Force is considering:

  • A way to measure a graduate’s satisfaction with their outcome?  Meaning: is this where they wanted to be?
  • For those who are reported as being employed full-time, is the employment related to their degree?
  • For now, the further study category is intended for those who are pursuing a graduate degree.  What about other types of study?  Certification programs?  Those who want to earn another undergraduate degree?

Suffice it to say, there are still many questions about this process yet to be answered.  But, I think I can safely say there is agreement that this is important work which needs doing.  It’s a challenge, no doubt.  Life doesn’t fit into defined categories easily, and so it follows that neither does one’s career plans.  At a time when many want to know, “is college worth it?,” these first destination data points can be key indicators of a piece of the puzzle that is an answer to that question.

LEGO & The Career Architecture Framework

Doug Miller

A post by Guest Blogger, Doug Miller, faculty member and New Media

Douglas Lee Miller – Chicago, IL | about.me On Twitter:@douglasLmiller

 

 

Presenters: Anne Scholl-Fiedler and Jim Salvucci, Stevenson University

What is the career architecture model?

It mentors students through a process of learning

1)who they are at their best (personal direction)

2)what they are learning (discipline expertise) and

3)how they will apply their skills (professional know-how.)

Tag line: “dream about your future-design your career.”

The first year seminar is housed in academic units and led by faculty but is heavily facilitated by career services. It culminates in a massive competition amongst teams of freshman students who undertake a project to represent – in LEGO bricks – what career architecture means to them on their own terms.

Functionally, the program begins with the students being given Holland assessments of interest and skills. This guides the faculty in creating teams whose individuals will perform functions related to the idea generation, design, and ultimately the build process of their LEGO creations. Working in three dimensions with elements familiar from childhood, the students soon find themselves involved in a meta-discussion about Career Architecture as a framework.

783 students participated in one year's Lego challenge. The whole process is engineered to reflect the form and structure of the Career Architecture Framework itself, full of learning objectives. The LEGO project itself is judged based on the successfulness of its representation; how well does the plastic physical model represent the three more ephemeral ideological elements of the career architecture framework? That's what they are judged on. Each major's representation is highly unique and specific to their field despite starting from the same point. There is a high degree of symbolism to the lego models much like with something like parade floats.

After the event, a full array of assessments are deployed in person and personalized career architecture plans are developed.

Salvucci's working theory is about the transactional nature of or common interactions with students in higher education as juxtaposed against a more transformational learning model. Both aspects are at play in the interactions and both are necessary but there may be value according to Salvucci in focusing on the transformational nature of a student's exposure to higher education characterizing the transactional as “the descent” vs. “the ascent” – purchase of the transcript vs the birth of an enlightened being.

How, you might ask, is this done from a curriculum development and approval point of view? Salvucci as the Dean works very closely in tandem with Scholl-Fiedler in Career Services.

Most English programs are content driven; fthe challenge is to create measurably attainable graduated skills – like problem solving – but they also tie them to career. They work collaboratively within the divisions to tailor the capstones toward career.

English, psychology, theatre and film-video are all modeled here. All require internships. Many have career track courses.

Psychology has three 1 credit courses on career development.

“Quad stories” was deployed to gather career stories to keep people from thinking careers are linear. Their objective with this tool? “Creating a culture of personal narrative.” Using personal narrative to determine skills and interests.

They have Industry liaisons in their office to help meet those goals

In the end, they see themselves as brokers of knowledge not just spinners of information.

Bloggers thoughts: As an avid fan of LEGO, learning outcomes, ideological frameworks, and personal narrative, I took a host of ideas and inspiration from this fascinating session. The only caveat offered about working so closely with faculty for this amazing strategic construct and series of events echoes common refrains I hear in my own position. “It's great that you have someone at your institution like you – but what if that key component is missing at our school?” Anne Scholl-Fiedler and Jim Salvucci both represent Stevenson University well and it is clear this kind of innovation and freedom could not exist were either of them the type to not be open to collaboration. Salvucci sees the need for collaboration as obvious. My caveat to other schools? Some results may vary.