Career Development

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• Career Development
• and
• The Changing Workplace
• Implications for Academic Advising
• Ken Hughey, Professor
• Kansas State University
• NACADA Conference, Las Vegas
• October 8, 2005

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• The building of a career is quite as difficult
  a problem as the building of a house, yet few
  ever sit down with pencil and paper, with expert
  information and counsel, to plan a working career
  and deal with the life problem scientifically, as
  they would deal with the problem of buidling a
  house, taking the advice of an architect.
• (Parsons, 1908, p. 4)

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• Super (1976) defined career as--
• the course of events which constitutes a life
  the sequence of occupations and other life roles
  combine to express ones commitment to work in
  his or her total pattern of self-development . .
  . Careers exist only as people pursue them they
  are person-centered. It is this last notion of
  careers, they exist only as people pursue them,
  which summarizes much of the rationale for career
  guidance. (p. 4)

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• Questions raised by Gordon (2000)--
• How will academic advising change or be
  influenced by the future demands of the workplace
  and the need to educate people for a new age?
• Who will be our future students?
• How will technology continue to change how we
  interact with students?
• How can a liberal education serve students in a
  technological society?
• How can students acquire the skills needed for
  the future workplace? (p. 287)

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The Presentation

• How is the workplace changing?
• What skills do students need to add value
  personally and with respect to their career?
• What are implications for advisors?

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Increasing or Decreasing?

• Rate of change
• Competitiveness
• Technology use
• Impact of global economy
• Agility
• Flexibility

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• What changes have you observed or experienced in
  the workplace and what skills are needed to be
  successful and competitive?

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• Triangle
• to
• Diamond

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Changed Assumptions

• From--
• Change is inevitable, secure jobs exist
• To--
• Change is the only constant be able to
  anticipate, make, and manage change
• (Feller, 2003)

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Changed Assumptions

• From--
• Postsecondary degrees are needed for success
• To--
• Lifelong learning informal and formal learning

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Changed Assumptions

• From--
• Time is constant and learning is variable
• To--
• Learning is constant and time is variable, not
  all students have the same learning style

12
Changed Assumptions

• From--
• Have a plan and do not deviate from it
• To--
• Have a tentative plan, be open to new information

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Traditional Workplace

• Control centralized
• Efficiency
• Job descriptions followed
• Management growth
• Mass production
• Seniority
• Workers cost

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Evolving Workplace

• Coaching
• Quality
• Changed view of jobs, projects
• Fewer managers
• Flexible production
• Adding value
• Workers seen as investment

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• What skills are needed and valued in the evolving
  workplace?

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Skills/Characteristics Needed Valued

• Agility
• Decision making
• Critical thinking
• Innovate
• Team/interpersonal skills
• Technical competencies
• Academic competencies
• Communication skills

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• Creativity and other entrepreneurial skills
• Intra and interpersonal communication and
  team-building skills
• Independent thinking and problem-solving skills
• Imagination and flexibility to adapt to ever
  present change
• Character traits and strength to develop and act
  from a principled, ethical core
• Faith and trust in ones abilities to negotiate
  lifes challenges
• (Feller, 2003, p. 269)

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Continuous Learning Student Responsibility

• . . . You are your own best educator and
  learner.
• Never forget that we live in a fast-moving world
  in which only three things are certain (a) rapid
  change, (2) continuing knowledge explosion, and
  (3) increasingly complex relationships that are
  more difficult to maintain. To cope, let alone
  achieve in this environment, everyone faces the
  possibility of becoming obsolete if they dont
  keep learning.
• Lifelong learning isnt a luxury its a
  necessity. Being a lifelong learner is your only
  way of coping with rapid change, knowledge
  explosion, and complex relationships. No matter
  what field you enter, you must forever be a
  learner, or you will get left behind. (Clifton
  Anderson, 2002, pp. 215-216)

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Advising for the Changing Workplace

• What are implications of the changing workplace
  for advisors?
• What is the role of advisors in students career
  planning and preparation for the future?

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Advising for the Changing Workplace

• Integrate academic and career advising
• Encourage lifelong learning
• Enhance knowledge and stay current with respect
  to the changing workplace
• Facilitate students understanding of the
  changing workplace and rules
• Support and encourage the development skills
  needed and valued in the workplace

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Advising for the Changing Workplace

• Encourage and support students to develop career
  self-management competencies (Feller, 2005)
• Consider planned happenstance and creating and
  taking advantage of chance events (curiosity,
  persistence, flexibility, optimism, risk taking)
  (Mitchell, Levin, Krumboltz, 1999)
• Help students consider career fields/majors based
  on their interests, skills, values, strengths

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Advising for the Changing Workplace

• Support students as they make courageous
  choices (Feller Whichard, 2005)
• Emphasize the importance of liberal arts skills
  in the changing workplace (Knotts, 2002)
• Encourage students to take classes as part of
  their program that add value and enhance their
  marketability
• Continue learning

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Advising for the Changing Workplace

• Collaborate with faculty and professional staff
• Facilitate/teach career courses
• Encourage students to consider work-based
  learning experiences (e.g., internships)
• Assist students to ask better questions
  (Feller, 2005)

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Gordons (2000) Conclusion

• In the future, advisors will need continually
  to develop new technological skills, expand their
  expertise in career advising, learn new skills as
  communicators and interpreters of complex
  information, and become more involved as
  collaborators with both institutional and
  community resources. A new role--that of advisor
  as futurist--will be essential if we are to help
  ourselves and our students succeed in a rapidly
  changing world. (p. 391)

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Bibliography

• Challenger, J. A. (2003, September/October). The
  coming labor shortage. Futurist, 37, 24-28.
• Clifton, D. O., Anderson, E. (2002).
  StrengthsQuest Discover and develop your
  strengths in academics, career, and beyond.
  Washington, DC The Gallup Organization.
• Feller, R. W. (2003). Aligning school counseling,
  the changing workplace, and career development
  assumptions. Professional School Counseling, 6,
  262-271.
• Feller, R. W. (Ed.). (2003). Career development
  and the changing workplace Special issue.
  Professional School Counseling, 6.
• Feller, R. W. (2005, October). Post-secondary
  success planning Webinar.
• Feller, R., Whichard, J. (2005). Knowledge
  nomads and the nervously employed Workplace
  change courageous career choices. Austin, TX
  PRO-ED.
• Gordon, V. N. (2000). Meeting the needs of
  tomorrows learners and tomorrows workplace. In
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  381-392). San Francisco Jossey-Bass.
• Gordon, V. N., Sears, S. J. (2004). Selecting a
  college major Exploration and decision making
  (5th ed.). Upper Saddle River, NJ Pearson
  Prentice Hall.
• Kelley, R. E. (1999). How to be a star at work 9
  breakthrough strategies you need to succeed. New
  York Three Rivers Press.
• Knotts, H. G. (2002). Rethinking liberal arts
  skills in the new economy. NACADA Journal, 22(1),
  26-31.

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• Krumboltz, J. D. (1996). A learning theory of
  career counseling. In M. L. Savickas W. B.
  Walsh (Eds.), Handbook of career counseling
  theory and practice (pp. 55-80). Palo Alto, CA
  Davies-Black.
• McCalla-Wriggins, B. (2000). Integrating academic
  advising and career and life planning. In V. N.
  Gordon, W. R. Habley, and Associates, Academic
  advising A comprehensive handbook (pp. 162-179).
  San Francisco Jossey-Bass.
• Mitchell, K. E., Levin, A. S., Krumboltz, J. D.
  (1999). Planned happenstance Constructing
  unexpected career opportunities. Journal of
  Counseling Development, 77, 115-124.
• Niles, S. G., Harris-Bowlsbey, J. (2005).
  Career development interventions in the 21st
  century (2nd ed.). Upper Saddle River, NJ
  Pearson Merrill Prentice Hall.
• Parsons, F. (1909). Choosing a vocation. Boston
  Houghton Mifflin.
• Super, D. E. (1976). Career education and the
  meaning of work. Monographs on career education.
  Washington, DC The Office of Career Education,
  US Office of Education.
• Forecasts from the Herman Group, futurists,
  http//www.hermangroup.com/
• Newwork Web site, http//www.newwork.com/

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Contact Information

• Ken Hughey, PhD
• Professor
• Counseling Educational Psychology
• Kansas State University
• Manhattan, KS 66506
• 785-532-6445
• khughey_at_ksu.edu