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

All aboard !

The Transition Experience: From a Stroll to Extreme Sport

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

Engagement

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

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

It’s all about Attitudes & Behaviors

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

EMPATHYThe new word of the day

The T-Shaped Professional

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

Advancing Student Success

Academic and Professional Success on the same platform

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

Confidence

Awareness

Purpose

Developing Dense NetworksStrong Ties – Weak TiesShort Links -- Long Links

Can we move beyond the WHATbylinking the WHYwith the HOW?

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.

Some EXAMPLES

Playing with Purpose…

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

DiscussionThoughts, Questions, Research Ideas, Calls to Action

Dr. Phil GardnerCollegiate Employment Research Institutegardnerp@msu.educeri.msu.edu

Dr. Linda GrossCareer Services NetworkOffice of the Associate Provost for Undergraduate EducationgrossL@msu.educareernetwork.msu.eduundergrad.msu.edu/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.