1. Advising and Career Life Planning
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Advising and Career Life Planning
Chuck Lepper, Ph.D.
Ivy Tech Community College
NACADA Summer Institute 2013
Jacksonville, FL
The presenter acknowledges the work of Joanne Damminger, Charlie Nutt, Dorothy Burton Nelson, Betsy McCalla-Wriggins, Ruth Darling, and Virginia Gordon in the preparation of this presentation.

2. Intended Outcomes
As a result of participation in the workshop, participants will:
Deepen their understanding of the similarities of academic advising and career life planning
Understand the importance of integrating the two functions
Increase awareness of the historical and theoretical backgrounds leading to career advising
Develop competencies in career advising
Gain practical suggestions for using career advising in advising sessions

3. The NEED for Career Advising
Students often come to college to get a
better job, but their education neither makes much sense to them nor is it in conversation with their lives,
personally or professionally, or future career goals. (Anonymous)
52% of college students selected college because
“graduates get good jobs.”
(retrieved on 1/26/08) from

4. Is the need on your campus recognized, and what
Career Advising Needs
Gordon states,
“All students need career advising, even
those who enter college already decided
on an academic major”(Gordon, 2006, p. 5).
Question for us:
Is the need on your campus recognized, and what
is the response?
Show of hands…On your campus is AA and CLP integrated?
Truly integrated
Integrated but have counselors for separate functions
Doing individually
Not at all

5. What is Academic Advising (AA)?
What we know: Academic Advising (AA) is a process that is integral to the mission and goal of higher education. One definition… It is a “series of intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes. AA synthesizes and contextualizes students’ educational experiences within the framework of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes (NACADA, 2006).
See my NACADA notes on various definitions by O’Bannion, Burns Crookston, etc.

6. What is Career Planning
and Development?
Career planning and development
is a lifelong process that includes
all psychological, sociological, educational,
economic, cultural and physical factors, as well as
chance factors that interact to influence the career
of the individual.
(Sears, 1982, adapted by Brown, 2003)

7. What is Career Advising (CA)?
Understanding of interrelatedness of academic decisions and future life and career goals
Helping students to increase awareness of who they are, where they want to go, and how to make decisions to get there

8. DO LOTTERY ACTIVITY TOGETHER
Career Advising: An Integral Part of Academic Advising
Viewing career advising “as an integral,
natural part of academic advising” (Gordon,
2006, p. 12) makes students’ academic and
career planning important and presents a
coordinated approach that has the potential
to benefit students.
***********
DO LOTTERY ACTIVITY TOGETHER
Do Lottery Activity with attendees:
Have write what would do if could do anything at all…what like to spend time doing
On other side of paper put what doing now.
Look at connections…most happy if job involves what like to do
Show the importance of considering interests, values, and skills in AA and then tie to future

9. Similarities Between AA and CLP/CA
Functional Skills
Counseling and Listening
Building relationships
Communicating
Teaching
Decision making
Challenging and supporting
Referring
Knowledge Base
Student Development
Institution
Policies and Procedures
Programs and Degrees
Support Services

10. Differences Between AA and CLP
Knowledge Base
Student development
Curricula
Curricular progression
Degree specifics
Graduation requirements
Goals Achieved
Persistence & graduation
Decision Making
Stable data
Curricula and course selection
Degree completion
CLP
Knowledge Base
Career theory
Careers/Occupations
Job search
Employment market
Employer expectations
Goals Achieved
Career connections
Decision Making
Ever-changing dynamic
Career choice and job market
On-going life time process
D. Burton, SLU

11. A Look at Goals for Career Planning
Broad Areas of Career Development Competency (NCDG)*
Personal Social Development
Develop understanding of self to maintain positive self-concept
Develop positive interpersonal skills
Integrate growth and change into career development
Balance personal, leisure, family and work roles
Educational Achievement and Lifelong Learning
Attain educational achievement needed to reach personal and career goals
Participate in lifelong learning to function effectively in global economy and diverse world
Career Management
Create career plan to meet goals
Use decision making
Use accurate career information in career planning
Master academic, and occupational skills to maintain and advance employment
Integrate changing trends, needs and economic conditions in career plans
*National Career Development Guidelines (2003, updated from 1989)
Do not read…just highlight subcategories
Do Value Activity with attendees:
Have write 5 values that are important in a job
Give away one and then another
Show the importance of considering interests, values, and skills in AA and then tie to future

12. Students’ Responsibility
“The ultimate responsibility for making decisions
about educational plans and life goals should rest
with the individual student” (CAS, 2005, p. 7).

13. Advisor’s Role in Integration of AA and CLP
Understand connections
Develop student learning outcomes
Make referrals
Develop competencies
Active integration of academic advising and career strategies
CAREER ADVISING
This is what career advising is all about

14. Categories of Career Theories
Started with Frank Parsons
Premise: “Better to choose a vocation than merely hunt for a job.”
Wrote “Choosing a Vocation” 1909
Categories
Developmental
Trait and Factor
Socioeconomic
Learning
Value-Based Model
Emerging – Constructivist/Post-Modern
Developmental
Super and Gottfredson
Based on assumption that the factors that influence career choices and development are related to stages of personal and psychological development
Trait and Factor
Holland and TWA
Stress need to develop one’s interest, values and aptitudes as well as select environments that are congruent with them
Socioeconomic Theory
Focus on the socioeconomic status of the decision maker and the influences of such factor on the occupational choice making process
Learning Theory
Krumboltz
Used to describe the process by which the individual develops and learns and makes decision.
Value-Based Model
Brown’s Value-Based Model
Values with highest priority are most important determinants of final choice from alternatives
Most have core values and some values that are influenced by society (small number of these)
Making choices that coincide with values in essential to satisfaction
Life satisfaction is result of role interaction
Success in role depends on abilities to perform functions (trait and factor)
Clients are either planned decision makers or unplanned decision makers
Emerging Theories
Draw on solid foundation of research support
Attempt to address career development need of diverse client populations
These theories DEPART from the positivist scientific tradition that has dominated social and behavioral science research
Reflect 2 trends:
emphasis on cognitive approaches
client’s active role in career construction

15. John Holland’s Theory of Types and Person-Environment Interactions
Four Assumptions
Each person categorized as 1 of 6 types
Six kinds of work environments
People search for environments that match their interests, values and abilities (congruence)
Behavior is determined by interaction between personality and characteristics of the environment (Holland, 1973, pp. 2-4)
TYPES
R=Realistic
I=Investigative
A=Artistic
S=Social
E=Enterprising
C=Conventional R C E S A I

16. Super’s Life-Span, Life-Space Theory
Built on 14 assumptions proposed by Super
Five phases of developmental life span:
1. Growth
2. Exploration
3. Establishment
4. Maintenance
5. Disengagement
Information helps advisors to see developmental nature
of career planning, and students are at different stages in
creating their “life plan.”
Growth
4-13
Beginning sense of self and basic understanding of world or work
Exploration
Adolescents 14-24
Heightened sense of awareness that present influences future, they begin to plan for future
Establishment
25-45
Get established in career
Stabilizing, consolidating (developing positive reputation in occupation) and advancing
Maintenance
45-65
Holding, up0dating and innovating
Keep up with advancements in field to maintain or improve level of performance or
opt to change occupational fields (go back to exploration and establishment tasks)
Disengagement
65+
Planning for retirement – deceleration, retirement planning, and retirement living

17. Cognitive Information Processing (CIP)
Seven Steps in CIP Approach
Initial interview and relationship
Assessment
Define problem
Determine goals
Create individual learning plan
Provide feedback on plan
Summative review
CASVE (information processing)
Communication, Analysis, Synthesis, Valuing, & Execution
(Sampson, Reardon, Peterson, & Lenz, 2004)
Meta-
cognitions
Info-Processing
Skills
(CASVE)
CASVE is cyclical and involves moving from indecision about career related issue to decision making.
Comm – ID gap/situation/problem
Anal – look at all components of problem or situation (can involve behavioral, cognitive, affective, socio
Syn – creating likely alternatives
Valuing- prioritizing alternatives
Execution – forming strategies for action
Self
Knowledge
Occupational
Knowledge

18. Constructivist/Post Modern Theory
The Counselor:
Forms cooperative alliance with student
Encourages self- help
Helps client elaborate and evaluate his/her construction of decisions
Helps client reconstruct and negotiate meaningful and socially supportable realities

19. Lottery activity Value activity OTHERS ?
Activities to Do
Lottery activity Value activity OTHERS ?

20. Career Advising Inquire Inform Integrate
Three components identified by Virginia Gordon, 2006
Inquire
Inform
Integrate

21. The 3-1 Process
Inquire – Ask probing questions so advisor and student (partners in the advising process) can address the problem or situation correctly
Inform – advisors must connect advisees with reliable resources for career information, especially related to their particular interests and goals
Integrate – connect self-assessment with major, major with occupational information, and all exploration to the career planning process for effective decision making.
Gordon, 2006

22. Factors in the Integrative Process Gordon, 2006
Decisions
Decision Making
Influences
Integration
Self
knowledge
Information
Systems
&
Resources
Decision Making Influences VG p. 95 include
Sociological, Economic, cultural, and personal style
Self-Knowledge includes
Interest
Abilities
Values
Self concept
Career maturity

23. The seven steps of the career advising process listed within the umbrella of Gordon’s (2006) 3-I Process:
INQUIRE
Establish rapport/build working relationship with student.
Determine student’s knowledge base and assess needs.
INFORM
3. Explain and help students to understand the valuable connections that exist between self awareness, educational choices, occupational information, and academic and career planning.
4. Explain interventions to assist students in self, major, and career exploration and career planning.
5. Set career advising goals with the student. Help student to see the outcomes that will result from set goals.
INTEGRATE
6. Review and integrate gathered information, including interpretation of
exploration results, and affirm or formulate thoughts and choices about
major and career plans.
7. Evaluate and plan any short or long term follow up with the student.
Let’s break them down…
Let’s look at one at a time

24. Inquire 1. Establish rapport/build working relationship with student.
“How is your semester going? What are you
thinking about today that I can assist with?”
2. Determine student’s knowledge base and assess needs. Remember to consider what is not being said.
“I understand that you would like to choose some classes. Are you willing to explore a little to find options for free electives that tie in with future goals?”

25. Inform
3. Explain and help students to understand the valuable connections that exist between self awareness, educational choices, occupational information, and academic and career planning.
4. Explain and help student select interventions to assist in self, major, and career planning.
5. Set career advising goals with the student. Help student to see the outcomes that will result from set goals.
So, tell me about your plans for this major and how you would like to use it after graduation.
What are the areas of work that interest you?
Have you thought about your values as they relate to the work world?
May I tell you about some resources that you can use to
investigate various jobs related to your major?”
Are you willing to use some of the resources to explore careers and then we can tie some your course selections to your ideas for the future?
Let’s summarize what you plan to accomplish before our next appointment

26. Integrate
6. Review and integrate gathered information, including interpretation of exploration results, and affirm or formulate thoughts and choices about major and career plans.
7. Evaluate and plan any short or long term follow up with the student.
“I am glad you are here to share the results of your exploration. Let’s take a look.
Which jobs are most interesting to you? What did you learn when you researched them?
How does your research tie in with the courses you are thinking about?
Would you like to return to discuss this again?”

27. Assessment Resources…
Campbell Interest and Skill Survey (CISS)
Holland’s Self-Directed Search (SDS)
Strong Interest Inventory (SII)
Myers-Briggs Type Indicator (MBTI)
Career Assessment Inventory (CAI)
Career Occupational Preference System COPSystem
SIGI
Armed Services Vocational Aptitude Battery (ASVAB)
eDiscover
MyRoad.com
MyRoad.com –
SIGI 3 –
DISCOVER –
Just do overview

28. Major/Career Exploration Resources
Vocational Biographies
Occupational Outlook Handbook (OOH) (
Guide for Occupational Exploration by US Employment Service
O*NET online.onetcenter.org or (
America’s Career Kit (
Career Info Net (
What Can I Do With a Major in Series (
Occupational Outlook Quarterly (www,bls.gov/opub/ooq/ooqhome.htm)
Employment and Industry Trends (
Careers by Major
Overview and tell about CAP Center website

29. What Advisors Can Do…
Establish personal career-advising principles and goals
by which they will advise
Expand knowledge and understanding of career
and student development theories
Study career decision-making styles and strategies
Know first-hand the career resources on campus
Bookmark career related web sites

30. What Advisors Can Do…(cont)
Develop a career-advising library for their offices
Create career-related handouts applicable to the majors they advise
Become familiar with career tests, assessments, and computerized career guidance systems available on campus; create a handout of the same with contacts
Take part in advisor development programs that can expand their career-advising expertise

31. Formal Integration…. Things to Consider
Resources
Staff
Budget
Facilities/location
Professional development/Training
Materials
Technology
Time for reflection
Expectations of staff
Fears
Balancing demands
Perception of resources
Accountability and responsibility
Location of unit
Balancing responsibilities

32. Questions, Answers, and Best Practices

33. Case Studies

34. Case Study - Becca How would you advise Becca?
Becca is first-year business major who needs to choose courses for next semester. In the advising session, Becca expresses that she likes the major, but she does not know what she wants to do with it. She shares that she might be interested in entrepreneurship and likes some aspects of marketing, but being an actuary sounds kind of interesting. She continues to comment that she heard that you can make a lot of money doing MIS (Management Information Systems). Additionally, she is very people oriented so she thinks she could be successful in Human Resources, but she worries because she doesn’t always have a lot of patience. She expresses concern that she knows there are a million different directions a Bachelors of Science in Business degree can take her; she is just not sure where she wants to go with it.
How would you advise Becca?

35. Case Study – Juan
Juan is a sophomore transfer student from the nearby community college who declared Law/Justice because he thought it would help his chances of getting accepted. He transferred eight general education classes.
He really is not sure what he wants for a major. He did well in a Psychology class, but he doesn’t know what kind of career he could do related to Psychology. Engineering sounds like a major that interests him, but he heard that it is really hard and he does not have the requirements to apply. He could be a math major, but he is not really great at math and is worried about the higher-level courses. He really doesn’t know what major to pick and what kind of job he wants to get.
How would you advise Juan?

36. Case Study - Marta
Marta started freshman year as an education major. She seeks advising at the end of the spring semester for fall and appears very nervous. She confides that she doesn’t know if she wants to major in education anymore. She only declared elementary education and Spanish as her majors because her mom is on the school board and she knows there is a shortage of foreign language teachers at the elementary school level.
She thinks she could make a difference in kids’ lives, but she doesn’t know if teaching is right for her. She hates to baby-sit, and she has very little patience with young children. She couldn’t stand it in high school when students were disrespectful. She worries now that she chose education more to please her mom than because she really wants to be a teacher. She is still interested in Spanish, but she doesn’t know if she wants to teach as a career.
How will you advise Marta?

37. References
Brown, D Career information, career counseling, and career development. San Francisco: Allyn and Bacon. Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. Gordon, V. N., Habley, W. R., Grites, T. J., & Associates. (Eds.). (2008). Academic advising: A comprehensive handbook. (2nd ed.) San Francisco: Jossey-Bass. Habley, W Current practices in academic advising. . In V. N. Gordon, W. R. Habley, & Associates, Academic advising: A comprehensive handbook. (pp ). San Francisco: Jossey-Bass. NACADA, (2006). Statement of Core Values of Academic Advising. In M. S. Hunter, B. McCalla-Wriggins, & E. R. White, Academic advising: New insights for teaching and learning in the first year (Monograph No. 46 [National Resource Center]; Monograph No. 14 [National Academic Advising Association]; (pp ). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition. Niles, S. & Harris-Bowlsbey, J (2005). Career Development Interventions for the 21st Century, Second Edition. Upper Saddle River, New Jersey: Merrill Prentice Hall.