SAN DIEGO STATE UNIVERSITY Department of Administration, Rehabilitation & Postsecondary Education

Transcription

1 SAN DIEGO STATE UNIVERSITY Department of Administration, Rehabilitation & Postsecondary Education Program Evaluation of San Diego Mesa College Career Center Resume Writing Workshop Ashanti Hands Cynthia Rico Marissa Vasquez Urias ED 885 Fall 2011 Dr. J. Luke Wood

2 Contact Information: Monica Romero, Supervisor Sarah Moore, Career Counselor San Diego Mesa College Career Center Program Mission/Purpose The mission of the San Diego Mesa College Career Center is to: Empower students with tools and knowledge for life long career transitions; Connect employers and students through jobs, internships and networking opportunities that mutually benefit our community; and Support faculty with career integration in the classroom. Career development is the process by which one explores themselves and identifies possible career options related to their personality, values, interests, skills and abilities, then researches these options through career and major exploration. Once possible career goals are determined, a plan of action (a career plan) is developed and implemented. Through providing career development services, such as career assessment and interpretation, career counseling and occupational profiles (which include, wage information, growth outlook, knowledge, skills, abilities, and required education), students identify a career and major path. Studies by organizations such as The College Board, Community College Research Center, the Center for Student Success, and Completion Matters have shown that when a student has an identified path and corresponding educational plan, they have increased persistence, retention and completion rates. A compilation of other research can be found on the California Career Café Ning website ( These also lead to increased degrees awarded and transfer rates because the student has articulated a defined goal. Institutional Goals Career Center Goals The San Diego Mesa College Career Center aligns with institutional wide goals in the following ways.

3 Goal #1: To deliver and support exemplary teaching and learning in the areas Institutional of transfer Goals education, Goal associate #3: To degrees, respond career to and and meet community technical education, needs for economic certificates, and and workforce basic skills. development. Goal #2: To provide a learning environment that maximizes student access and success, and employee well being. Goal #4: To cultivate an environment that embraces and is enhanced by diversity. The Career Center supports this goal by providing students with access to up-to-date tools, resources and information for career identification and Career Center Goals The major Career and Center career supports exploration. this goal by providing economic, labor market information and major information for students to research viable careers within The Career the region. Center The supports Career this Center goal also by providing provides career services special campus for all students events such at the as college the and Career providing Opportunities services in Expo, person job and readiness on the web for workshops, ease of access. one-on-one They also resume support reviews, employee online well self-serve being through interviewing professional system. development Additionally, training the on career tools, methods and resources. Career Center administers the District-wide online Student Employment System, Job Connect, which enables local employers to post job, internship and volunteer opportunities to our students. The Career Center creates an environment to support all students and provides specialized services and resources to meet the needs of our diverse student population. These include specialized workshops for students with disabilities, veterans, students in EOPS, Mesa

4 Academy, Puente, and Athletic retention programs. Additionally, the Career Center website provides a page entitled Diverse Career Resources that highlights unique career services for persons with disabilities, veterans, LGBTQ, and ex-offenders. Literature Review Developed in the 1980 s, the San Diego Mesa College Career Center (originally known as Student Employment) began as a focal point for students to seeking jobs, learning about resumes, cover letters, etc. The center, which was staffed by the career supervisor and senior support staff, was housed within the counseling department for nearly a decade, yet was always considered an independent entity. It was not until the early 1990 s that the Career Center was given its own space, but maintained its staff. Over the years, the Career Center has expanded its mission and services to provide additional support for students seeking career guidance. In providing career services such as career exploration, the Career Center at San Diego Mesa College applies the career theories of John Holland, Self-Directed Search (SDS) and John Krumboltz s Social Learning Theory. Before describing the perspective of both career development theories it serves well to briefly mention that the evolution of career counseling and development encompasses the ability to adapt to a rapidly changing and adaptive work environment (Zikic & Hall, 2009; Feller, Honaker & Zagzebski, 2001; Bevins, Careter, Jones, Moye & Ritz, 2012). Moreover, career exploration has become a lifelong endeavor resulting from the constant spanning and adapting of one s roles in life, education attainment, evolution of industry job skills needs and the economy. The contemporary career theories of John Holland and John Krumboltz are common among practitioners who facilitate career development (Feller, Honaker, & Zagzebski, 2001). In 1959, John Holland sought out to develop a Self-Directed Search (SDS) (Gottfredson, & Johnstun, 2009) as an instrument to assist practitioners with vocational direction and intervention. In Holland s opinion, the ability to assist each person seeking assistance with career exploration on a one- to -one approach could not be done as there would never been enough practitioners to assist. Gottfredson and Johnstun briefly summarize the three components of Holland s theory. The first component states, that work and other environments differ and can be characterized in terms of a typology of environments. (p.103). Environments are fields of occupations, which are categorized in six types and are identified as: Realistic, Investigative, Artistic, Social Enterprising, and Conventional (RIASEC). The jobs or occupations that fall under each category or environments share a resemblance of values, experience, personal dispositions and personality types. The second component indicates that individual differences among people can be characterized in terms of a typology of persons, the individual can be characterized in terms of their resemblance to six ideal personalities (p.103). Again, those six types are modeled by Holland (1997), which are Realistic, Investigative, Artistic, Social Enterprising, and Conventional. The last component illustrates that some environments are better matched to some individuals and some individuals are better matched to some environments (p.103). The following provides an example given by Gottfredson and Johnstun: A person who resembles the Conventional type is distinguished by a preference for following rules and displaying organizational skills. Similarly, an environment tends to make the demands, reward the

5 competencies, and encourage the values typical of the environmental model it most resembles (p.103). While Holland s theory is the most prominent in the field of career exploration, another contemporary theory is John Krumboltz of Social Learning Theory of Career Decision Making. This theory is grounded in the notion that past learning experiences are what shape an individual s skills, interests, personality preferences, beliefs, values and work habits as a result of opportunities [they ve] encountered, some of which [they] may have planned, but most of which occurred through circumstances which [they] could not anticipate (Feller, Honaker & Zagzebski 2001, p. 219). These theories guide our work as they empower students with the tools and knowledge for lifelong career transitions. Career Center Programs and Services The Career Center provides a variety of job seeking and career related resources and activities for students and graduates of Mesa College. Such activities include: Career assessments; Career and industry exploration; Labor market information; Resume assistance; Interview techniques; Job seeking skills; Assessment of transferable skills; Annual Spring Career Opportunities Expo; Current local and nation-wide job listings; Online job board; Internships; On-campus job boards; Computers for career activities; Career counseling; Workshops; and Online resources. The Career Center faculty and staff have identified four broad Student Learning Outcomes for this extensive array of services provided. Such outcomes include: Awareness of career services on campus and online; Demonstrated use of job search resources and tools; Express understanding of personality type, skills, values, and goals as related to their career options; and Demonstrated use of online career exploration tools to explore individual career options. The following graph provides a visual representation of the Career Center s delivery of services, elicited responses, and broad student outcomes.

6 Program Evaluation The purpose of this evaluation project is to assess the effectiveness of San Diego Mesa College s Career Center Resume Writing Workshop. The goal of this evaluation is to better provide services that will meet students needs. This one-hour workshop covers the basic components of a resume, formatting strategies, and emphasizes the importance of tailoring your resume to a particular position. Resume Writing Workshop Outcomes: Participants will know when to use a functional resume versus a chronological resume. Participants will be able to articulate the basic components of a resume. Participants will be able to properly format a resume. Outcome-Delivery Matrix Participants will know when to use a functional resume versus a chronological resume Participants will be able to articulate basic components of a resume Participants will be able to properly format a resume Interactive Workshop Handouts Online Resources PowerPoint Presentation Alignment Matrix: This matrix identifies how the Resume Writing Workshop outcomes are aligned to the institutional goals, Career Center Goals, and the Career Center Program Goals.

7 Evaluation Methods/Tools A survey instrument (see Appendix A) was developed in consultation with the program Institutional Goals: Career Ctr. Goals Career Ctr. Program Goals Goal #1: To deliver and Awareness of career support exemplary services on campus and teaching and learning in online. the areas of transfer education, associate Demonstrated use of job degrees, career and search resources and tools. technical education, certificates, and basic skills. Goal #3: To respond to and meet community needs for economic and workforce development. The Career Center supports this goal by providing students with access to up-todate tools, resources and information for career identification and major and career exploration. The Career Center also provides special campus events such as the Career Opportunities Expo, job readiness workshops, one-onone resume reviews, online self-serve interviewing system. Resume Writing Workshop Outcomes Participants will know when to use a functional resume versus a chronological resume. Participants will be able to articulate the basic components of a resume. Participants will be able to properly format a resume. director, career counselor and evaluators through a series of meetings and electronic communiqués during the months of October and November. The evaluators worked with the Career Center director and counselor to establish learning outcomes for the Resume Workshop. The instrument included demographic and specific questions designed to evaluate the outcomes of the Resume Workshop. The survey included a total of 15 fixed questions, including 7 demographic/background questions and 8 content related questions. Our survey design and methodology allowed us to assess the knowledge and skills of attendees resulting from attendance of the workshop. The survey was designed using a test-format as a way to directly assess content knowledge. Due to the inability to estimate the number of attendees, the survey was administered to all participants attending Fall 2012 Resume Workshops electronically, via Google Documents. Because this is a new instrument, the results will serve as a benchmark for student learning. The survey was designed quantitatively in an effort to determine the extent to which workshop outcomes had been met. Quantitative methods are quick and efficient ways to obtain actual data, track changes, identify trends, and monitor success. Due to the setting and time constraints, qualitative methods were not a viable option. The evaluators pre-determined that each question would need a 75% correct response rate to reflect content effectiveness of the workshop. Limitations: Some limitations of web-based surveys include: a) not all participants have access to the internet, b) not all participants are equally computer literate, c) the decision not to respond is made more quickly. Limitations to our evaluation process included a) having a small sample size, b) not administering a pre-survey, and c) having only used one method of assessment.

8 Implementation of Assessment Process Our sample size included all Fall 2012 workshop participants. The survey instrument was administered the week prior to the end of the semester. s were compiled by the Career Center through sign-up sheets from workshops and online reservations. An initial was sent to students by the Career Services director inviting them to participate in an online survey regarding their participation in the Resume Workshop. The evaluators included a brief introduction with the purpose of the survey, the voluntary status, and contact information for the Career Center (see Appendix B). A follow-up reminder was sent on the day that the survey was scheduled to close. Due the nature of the assessment (e.g. online) costs were non-existent. Pilot Results Demographic Questions: The majority of participants responding to the survey were female (67%). Regarding age, 50% under the age of 24, while the other 50% were over 30 years of age. In terms of ethnicity, 50% were Asian/Pacific Islander, 33% were White, and 1% Latino. Fifty percent of students indicated that they had completed between units, while 34% had completed 30 or more units at Mesa College. Only 1 student indicated not having completed any units (first-time freshman). Thirty three percent were computer science majors and 83% indicated that they intended to transfer to a four-year university. Since the workshop had been offered over a period of four months, the evaluators were interested in knowing during which month students had attended. Findings indicated that the majority (67%) had attended in the month of October. This is telling considering that student responses reflected retention of knowledge two-months after completion of the workshop. Content Questions: Of the questions regarding resume types, 50% of students incorrectly answered the question Which of the following resume formats should be used to emphasize when and where you gained the skills being highlighted in your resume? Such data may indicate a need to review and revision of this portion of the Resume Workshop. Similarly, 33% of students incorrectly answered the question Which of the following should be included in a resume Although 67% of students answered the question correctly, this does not meet the 75% benchmark measuring student learning. One hundred percent of students correctly answered questions regarding resume formatting. These results indicate strength of the workshop in this content area. Data Analysis Process Survey results were analyzed and interpreted by the evaluation team immediately following the evaluation deadline. Compiled survey results were shared with the program director and workshop presenter for review, acceptance and informed decision and program planning.

9 Works Cited Bevins, P. C. (2012). Producing a 21st century workforce. Technology and Engineering Teacher, 72 (3), Feller, R. H. (2001). Theoretical voices directing the career development journey: Holland, Harris-Bowlsbey, and Krumboltz. The Career Development Quarterly, 49, Gottfredson, G. D. (2009). John Holland's contributions: A theory-ridden approach to career assistance. The Career Development Quarterly, 58, Zikic, J., & Hall, D. (2009). Toward a more complex view of career exploration. The Career Development Quarterly, 58,

10 Appendix A San Diego Mesa College Career Center Resume Workshop Student Evaluation Thank you for taking the time to complete this survey. Your responses will help us understand what you have learned and will provide valuable feedback to help us improve our workshop presentation. Please tell us about yourself Gender: Male Age: Female Under and older Ethnicity African American American Indian Asian/Pacific Islander Filipino Latino White Other Do you intend to transfer? Yes No Career Center Workshop Which month did you attend the Career Workshop? September October November December Latino White Other

11 Resume Types Which of the following should be included as basic components of a resume? Chronological Functional Combination Which of the following resume formats should be used to emphasize when and where you gained the skills being highlighted in your resume? Chronological Functional Combination Which of the following resume formats should be used to emphasize your skills and qualities? Chronological Functional Combination Resume Components Which of the following should be included as basic components of a resume? Objectives, Education, Experience, Skills Objectives, Hobbies, Interest, Education Objectives, Skills, Recommendations, Interests Which of the following should be included in a resume? Age or date of birth Abbreviations Action verbs (or nouns) highlighting accomplishments Resume Formatting Is it better to use short paragraphs instead of bullet points on a resume? Yes No Which of the following should be included on a resume header? Name, Address, Facebook Account, Phone Number Name, Address, Phone Number, Address Name Address, Address, Name of Campus Attending Which of the following is not considered an appropriate address for a resume? Babygurl69@yahoo.com numba1playa@cox.net mesastudent@gmail.com

12