Context
Career consultants in the Center for Career Services
frequently refer to a practitioner model, known as the Job
Search Cycle, when working with students contemplating a job
search. The model describes the basic components of a job search,
as well as the process that kinks them together. The Job Search
Cycle (Figure 1) provides a useful tool for helping students recognize
their current stage of development. It also helps them target
efforts in a productive manner.
Despite substantial anecdotal evidence of its utility, the Job Search Cycle does not have a theoretical base. It was developed from common experiences among career counselors. We have been interested in learning more about the model's application in our practices, and to that end we wish to assess-through an intentional approach-how students benefit from the interventions suggested by its application.
Learning Outcomes
Because of its complexity, a thorough investigation
of the model represents a substantial undertaking. It would be
impractical to attempt a full-scale study for purposes of basic
learning outcome assessment, so we have chosen to focus on only
one of the model's components: Self Assessment and Priority
Identification.
Learning outcomes associated with this component are outlined in Figure 2 (over). Each of the desired learning outcomes suggests specific interventions that may be administered by the Center, such as formal assessment instruments or informal career consultation, depending on the category of need, learning style, and receptivity of the student. There are also a number of "experiential catalysts," many of them sponsored by the Center, which may trigger a student's awareness that the Self Assessment and Priority Identification component should be addressed.
Students are considered to have mastered this component when they demonstrate competency in all outcome areas. However, it is not necessary that a student acquire these outcomes directly through Center-initiated interventions. In many cases, students have already achieved some clarity in several areas prior to seeking assistance. In addition, we are aware that full mastery of a given outcome is often the product of a confluence of ideas from several sources, including discussions with faculty, associations with an academic learning outcome, or even serendipitous connections with experiences beyond the normal career spectrum.
Assessment Project
We propose a qualitative case study approach to gather
data on student learning. Data collection would be accomplished
through a) individual dialogues and b) focus groups with students
working through the self assessment and priority setting component.
Approximately 12-20 students would be identified in advance. Each
will have agreed to participate in the assessment, which will
include stating-at the outset-the learning outcome goals and our
interest in gaining feedback on whether and how the interventions
succeeded. This summer, the Center staff will develop a list of
open-ended questions. Beginning in the fall, students from both
the undergraduate and graduate levels will be identified and individually
invited to participate in the assessment.
The qualitative data collected will be shared among the counseling staff on a periodic basis throughout the 1999-2000 academic year. As cases develop, we will analyze data for themes or emerging archetypes. In April 2000, we will compile the data into a documented case format for presentation to AUSLOAC.
We believe the information obtained through this assessment will offer a valuable insight into our current practices, as well as a richer understanding of the ways students begin to develop a career identity. It will certainly have implications for improvements in our services, resources, and programs. If the assessment is successful, we intend to investigate other components of the model.