for indiana university october 13, 2014 dr philip gardner collegiate employment research institute...
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forIndiana UniversityOctober 13, 2014
Dr Philip GardnerCollegiate 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
A New World of Jobs & Expectations : Professional Competencies,
Attitudes & Behaviors for the Workplace
The Lorax’s Quiz
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 1st position: 4 to 5 years
Companies did most of the training
Large employer dominance in college market
The Transition 1950 to 1989
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
The Transition Since Early 1990s
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
The New Normal: Constant Change
Factors in Play
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
Hiring For 2014-2015
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
STEM mania – the road to a serf economy
Students are not competitive UNLESS they…
Have the necessary pre-professional experiences
Engage in a high stake internship and
Fluently articulate skills developed through experiences
Study Abroa
dSupervise
d civic engageme
nt
Leadership in a non-
professional
organization
Scholarly
research with
faculty
International
Internship
Faculty supervised applied research project
with company
Leadership in a
professional
organization
Internships
What Really Counts with Employers?
It’s ALL about skills. Really! 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
integrityhttp://careernetwork.msu.edu/award-winning-media
Skill Usage: The Funnel
Apply learningWrite effectivelyWork in teamsGrasp workplace realitiesAcquire informationDemonstrate initiative
Communicate orallyThink analyticallyAcquire knowledgeEvaluate alternativesCreate solutionsInnovateWork in teamsLead as necessaryUtilize technologyGrasp workplace realitiesDemonstrate initiative
Key Competencies at a much Higher Level!
• 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
Skills & Competencies Come in Bundles
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
2nd Bundle of Skills & Competencies
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
Top Attitudes & Behaviors
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
Attitudes & Behaviors Part II
Components of the T- Shaped Professional
Boundary Crossing CompetenciesTeamwork, communication, perspective, networks, critical thinking, global understanding, project
management, etc..
Many DisciplinesUnderstanding & communications
Deep in at least one discipline
Analytic thinking & problem solving
Deep in at least one system
Analytic thinking & problem solving
Many SystemsUnderstanding & communications
ME
13 Systems
© IBM
Systems that focus on the flow of thingsTransportation & Supply Chain
Water & Waste Recycling
Food & Products (Nano)
Energy & Electric Grid
Information/ICT & Cloud (Info)
Systems that focus on human activities & developmentBuildings & 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 governingCity (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
The T- Shaped Professional
Boundary Crossing CompetenciesTeamwork, communication, perspective, networks, critical thinking, global understanding, project
management, etc..
Many DisciplinesUnderstanding & communications
Deep in at least one discipline
Analytic thinking & problem solving
Deep in at least one system
Analytic thinking & problem solving
Many SystemsUnderstanding & communications
ME
PurposeI 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.
Confidence
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.
Awareness
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.
PURPOSE + CONFIDENCEMake plansTake 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 + PURPOSEUnderstand differences
Mobilize resourcesWork 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.
CONFIDENCE + AWARENESS Learn from others
Adapt to differencesWork 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
The T- Shaped Professional
Confidence and Competencies to Cross BoundariesTeamwork, communication, perspective, networks, critical thinking, global understanding, project
management, etc..
Awareness and understanding other disciplines that can help forward
what I want to accomplish
The disciplinary knowledge I need to make a
difference
The primary
problem or system to
which I will apply my
knowledge
Awareness and understanding of how other problems and
systems relate to what I want to accomplish
Boundary crossing competencies
Understanding other disciplines and how they are applied across
contexts
Knowledge +
How I want to make a
difference
MUST BE: INTENTIONAL
Committed to promoting the development of comprehensive professional competencies, attitudes, and behaviors in each student
Committed to encouraging self-directed, active learning in our students as preparation for becoming life long learners
Committed to enhancing integration of liberal learning, disciplinary, interdisciplinary & co-curricular concepts into a professional foundation
Committed to expanding students’ ability to deal with unexpected, emerging issues
Robert Kegan ‘s & Lisa L. Lahey’s, Immunity to Change (Cambridge: HBRP) helped frame these thoughts from earlier presentations.
Mining day dreams
When you’ve imagined your future after college, what
best describes the lifestyle you’d find most satisfying?
Drilling deeper
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?
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 accomplishedWork experiences – part-time or summer jobs, volunteer workActivities – clubs & organizations, sports, summer programs, civic & spiritual involvementsPersonal interests – hobbies or things you just like to do
How could we provoke students to think about their strengths & interests?
How could the rubrics be used to direct student planning & goal setting?What will you do to…
Restate this in words that are meaningful to you
Give examples of what you will do
List people or resources that can help you
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?
“The questions we ask determine where our thinking goes.”~Michael Scrivenand Richard Paul
“It is not the answer that
enlightens, but the question.”
~Eugène Ionesco
If you only could ask questions,what would you ask to discover a student’s purpose and help them determine actions to get there?
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?
“They loved living here.
But I can’t let them stay. They’ll have
to find food. And I hope
that they may. “
Troubled Waters
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
Dr. Phil’s Generational Quiz:
Meet the Young Adult of Your Life
Identify yours from these four possible groups
5 Factors describing emerging adults in the workplace:
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
The Clueless
Represents 12% of young adults
More men More Asian-Americans Financially dependent
on parents Low work identity Moderately superior
The Aimless
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
The Directionless
Represents 23% of young adults
High career concerns High superiority Moderate work
identity Family income $60-
80K Business and sciences 59% would renege
The Directed
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
ADVOCATE!
Colleges and universities MUST be more explicit about professional preparedness & co-curricular learning expectations. Means closer collaborationbetween faculty, advising, and “career” agents
Our Mutual Challenges
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
Dr. Phil GardnerCollegiate Employment Research [email protected]
Dr. Linda GrossCareer Services NetworkOffice of the Associate Provost for Undergraduate [email protected]/programs/seminar
ReferencesAsh, 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.