PRE 846 – Fall, 2008

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PRE 846 -- Career Development – Fall, 2008

INSTRUCTORS: Tom Krieshok, Ph.D. email: [email protected]

Joseph R. Pearson Hall, Room 611 http://www.ku.edu/home/tkrieshok
1122 West Campus Road
785.864.9654 KU

SCHEDULE: Tuesdays from 1:00 to 3:50

145 Joseph R. Pearson Hall

COURSE PURPOSE
This course stresses the importance of career development in education, with an emphasis on developmental
life planning. The course includes topics such as delivery systems, utility of career development theory,
sexism and racism in career development and counseling, the effects of sex role socialization, the nature of
the world of work, evaluation of career information, use of career information in individual and group
counseling, and the role of empirical research in career development theory and practice.

COURSE OBJECTIVES
- KNOWING:
• career decision making theories and their implications for working with clients
• career information delivery systems, written and computerized career information resources,
agencies that provide career services, and the world of work
• the relationships of life roles such as leisure, parent, spouse, etc. to career development
• the effects of gender and culture on career development and how to intervene around those
issues with affected populations

- KNOWING HOW
• to identify and demonstrate various individual and group career counseling strategies
• to interpret several of the major career assessment devices
• to conceptualize a consultation with an organization around delivery of employee career services
• to assist persons in examining their skills and values, and integrating those into effective goals.

SCHOOL OF EDUCATION MISSION

The primary mission of the School of Education is to prepare leaders in education and human services
fields. As stated in the School Code: Within the University, the School of Education serves Kansas, the
nation, and the world by (1) preparing individuals to be leaders and practitioners in education and related
human service fields, (2) expanding and deepening understanding of education as a fundamental human
endeavor, and (3) helping society define and respond to its educational responsibilities and challenges.
The components that frame this mission for our initial and advanced programs are Research and Best
Practice, Content Knowledge, and Professionalism. These interlocking themes build our Conceptual
Framework.

INSTRUCTIONAL METHODS
Class time will be devoted to lecture, discussion, and work done in small groups. Many of the
intervention skills covered will be practiced in pairs and in three’s. The largest assignment in the course
is an in-depth case study done on yourself, and you will receive regular and detailed instructions on that
as the class progresses. This is a clinical course, in that you are expected to master not only a set of
knowledge, but also a set of applied skills, thus the structure of the assignments and in-class exercises. I
expect that you will come to class having read the material for the day, so I don’t have to lecture to you
over the material in the readings. Class time is devoted much more to those things which can only be
done in class, and that doesn’t include a lot of didactic learning of that which can be read.
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REQUIRED TEXTS

American Psychological Association. (2001). Publication manual of the American Psychological

Association (5th ed.). Washington, DC: Author.
Bolles, R.N. (2007). What color is your parachute? A practical manual for job-hunters & career
changers. Berkeley: Ten Speed Press.
Kummerow, J. M. (Ed.). (2000). New directions in career planning and the workplace (2 nd ed.). Mountain
View, CA: Davies-Black Publishing.

ACADEMIC MISCONDUCT

This course adheres to the University's Policy on Academic Misconduct. It is YOUR responsibility to
know that policy and adhere to it as well. Please read it at this address:
http://www.ku.edu/~unigov/usrr.html (see article 2, sect6)

TESTING FEE
There is a $20.00 fee for the various assessments you will be taking this semester. These include the
Strong Interest Inventory, the Myers Briggs Type Indicator, the Self Directed Search, Gallup’s
StrengthsQuest, and the Missouri Occupational Card Sort. Checks should be made payable to the
University of Kansas and given to me within two weeks of the beginning of the class. If you already have
some of these, you can choose to not take them and reduce your payment by these amounts: Self Directed
Search 4.00; Strong & MBTI combo 16.00; StrengthsQuest -- (free this fall from Dr. Lopez).

KU WRITING CENTER
KU has a terrific Writing Center. PLEASE visit their website at www.writing.ku.edu and PLEASE avail
yourself of their resources as you work on your papers this year.

ELECTRONIC RESOURCES

1) KU Technology Services. Lots of info about how and where to connect, how to get software.
http://www.ku.edu/technology/catalog/

2) Library and Computer Center training

http://www.lib.ku.edu/instruction/

3) KU lit search page. Describes all search databases available.

http://infogateway.ku.edu/index.cfm?type=db

4) KU Electronic journals page http://www.lib.ku.edu/ejournals.shtml

THE KU OFFICE OF DISABILITY RESOURCES

The KU Office of Disability Resources (DR) coordinates accommodations and services for all eligible
students with disabilities. If you have a disability and wish to request accommodations and have not
contacted DR, please do so as soon as possible. Their office is located in 22 Strong Hall; their phone
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number is 785-864-2620 (V/TTY). Information about their services can be found at

http://www.disability.ku.edu/. Please also contact me privately in regard to your needs in this course.
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COURSE ASSIGNMENTS

A. Self Study: 20 points. Perhaps the most important assignment of the course. I firmly believe we are
only good at this (career counseling) if we have applied to ourselves that which we expect our clients and
students to apply to themselves. Otherwise we don't believe it really works. I have spelled this out in detail
below, but briefly I will be expecting you to:
PART I. a) Articulate your most important families of skills.
PART II. b) Articulate your most salient values regarding work contexts.
c) Put together 'a' and 'b' above to spell out an ideal work situation
PART III. d) Talk to at least 2 people who are doing like 'c' above.
e) Spell out how you plan to get to where you'd like to be
f) As well as some ‘plan B's
The total project will be due toward the end of the class, but parts will be due in class from time to time so
we can discuss them and, hopefully, you will continue to work on it forever.

B. Pop Quizzes: 20 points. Based only on the readings for the day. Sometimes these will be essay
questions, sometimes I'll ask you to write sample exam questions on the readings. If you’ve read the
assignments, you will do fine on the quizzes. If you have not read the assignments, you will not.

C. Brief Review of the Literature: 20 points. In pairs, review the literature around a career
development topic, okayed by me in advance. I will meet with you early on to help you brainstorm your
review. This will be a BRIEF review, which is often more difficult than a longer review. The total paper
will be no more than 10 pages long (including a title page, an abstract page, and one reference page--so
only 7 pages for the review body), and must be in perfect (my version of perfect) APA style. This is a
"traditional" review of the literature, meaning your sources must come from the scientific literature,
found almost exclusively in peer reviewed journals. For your sake, I am limiting you to one page of
references, and all but two must be from the last 10 years of the following journals:
Journal of Vocational Behavior, Journal of Career Assessment
Journal of Career Development, Career Development Quarterly
This will actually get submitted in two parts: During Week 4, each of you will turn in a 4-page review of
a single article (title page, abstract page, 1 page of review, and reference page) in APA style, and that will
be worth the first 5 points. I will edit and grade those and turn them back. Then in Week 10, you will
turn in the 10-page review done in pairs, and that assignment will be worth 15 points.

D. Assessment Talking Points: 20 points. Each of you will take the Strong Interest Inventory, the
Myers Briggs Type Indicator, The StrengthsQuest, the Self Directed Search, and the Missouri
Occupational Card Sort. I will put you into pairs that will meet to discuss each person's results on each
inventory. The assignment is for each person to generate a list of talking points about the other student's
test results. Talking points are items in a list that may be worth discussing with the client (the one who
took the assessments). Some of those are things that the counselor really MUST cover with the client,
while others appear minor, but might be worth bringing up, depending on where the feedback discussion
goes. If you would rather not use your own results for this discussion, I will provide you with
results from a fictitious case. Just let me know so I can print those off and bring them to class with
the others.

E. Contribution & Participation: 10 points. This includes assignments done in class, your readiness for
and contribution to in-class discussion, and your overall contribution to the learning of the other students in
the class. Be constructive!

F. Presentations & Self-Critiques: 10 points. Two presentations in front of the class. Each of you will
do a three minute presentation during Week 5, of just your single article (worth 5 points). During Week
14, you will present your reviews in pairs. You will be limited to 8 minutes, so do it right, with visual
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aids, appropriate attire, etc. Both of these will be videotaped, and you will need to watch the tape and
write a one-page reaction to seeing yourself on video (one page for each presentation).
Things to work on steadily: Brief or One-time assignments:
Readings for the day Assessments (SDS, SII, Insight, MBTI, MOCS)
Review of literature Presentations & Reactions
Self Study
Talking Points
CAREER DEVELOPMENT RESOURCES
Abstracting Services available in Watson, Regents Center, and on the Internet
Online resources are accessed at: http://www.lib.ku.edu
Educational Resources Information Clearinghouse (ERIC): available online
Psycinfo (used to be Psychological Abstracts): available online
Sociological Abstracts: available online
Career Journal Availability
KU = Watson Library KUA= Anschutz Library
RC = Regents Center Library JoCo = Johnson County Community College
Career Journals
Career Development for Exceptional Individuals KU LC 4019.7.C37
Career Development Quarterly: KU & RC HF 5381.A1 V55
Counseling and Values: KU LC 461.N438
Community Mental Health Journal: KU-Anschutz RA 790.A1 c53.
Counselor Education and Supervision: KU & RC LB 1027.5 c68x.
Educational and Psychological Measurement: KU BF1.E3.
European Journal of Work and Organizational Psychology: KU HF 5548.7 E97.
Journal of Applied Psychology: KU & RC & JoCo: BF1 .J55
Journal of Applied Social Psychology: KU & UMKC: HM251 .J52
Journal of Career Assessment: KU: HF5381 .A1 J66
Journal of Career Development: KU(through '91) & C:
Journal of College Placement now Journal of Career Planning & Employment: KU: LB 2343.5 .A15
Journal of College Student Development : KU & JoCo: LB 2343 .J64
Journal of Counseling & Development : KU & RC & JoCo: HF 5381 .A1 O45
Journal of Counseling Psychology: KU & RC & C: BF 637 .C6 J6
Journal of Employment Counseling: KU missing 93-96; RC has all: HF 5382.5 .U5 J68
Journal of Mental Health Counseling: KU: BF 637 .C6 A42a
Journal of Multicultural Counseling & Development : KU & RC: LC 3701 .J68
Journal of Occupational & Organizational Psychology: KU cancelled in 95: HF 5548.8 .O22x
Journal of Offender Rehabilitation: KU has 1979-1987, RC has 1998-2001: HV 9261.O33
Journal of Org. Behavior: KUA: HD 6951 .J8
Journal of Rehabilitation: KU: HD 7255 .A2 N35
Journal of Vocational Behavior: KU missing 1996-1999: HF 5381 .A1 A68
Measurement & Eval. in Couns. & Development: KU: LB 1027.5 .M38
Organizational Dynamics: KUA & JoCo: HD 28 .O76
Personnel Psychology: KUA: HF 5549.A2 P53.
Professional School Counseling: KU LB 1027.5 P76.
Psychological Assessment: KU & RC: BF1 P658
Rehabilitation Counseling Bulletin: KU: HD 7255.5 .R44x
School Psychology Review: KU LB 1051.S373.
Sex Roles: KU: HQ 768 .S4
The Counseling Psychologist: KU & RC: BF 637 .C6 C64
The School Counselor: KU & UMKC: LB 1027.5 .S36
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Training and Development Journal: KUA & JoCo: HF 5549.5 T7 A6

Workforce: KU (used to be Personnel Psych & Personnel Journal): HF 5549 .A2 P5
Self Study Assignment:
An extensive series of assignments that mirror Bolles' Parachute model.

Purpose: I firmly believe we are only good at career counseling if we have applied to ourselves that which
we expect our clients and students to apply to themselves. Otherwise we don't believe it really works. This
assignment follows the model set out in Bolles’ Parachute book.

Bolles says that when we come to the task of making a decision about a career change, or looking for a job,
or deciding for the first time just what it is we want to be when we grow up, there are three places to be
doing our homework, the WHAT, the WHERE, and the HOW. The WHAT would be the functional skills
we have and like to use and have a history of using across situations. The WHERE refers to the context in
which we would most like to use those skills, and includes such things as working conditions, location,
salary, kinds of people we work with, values being served by our place of work, and such. The HOW is the
task of finding out what kinds of places are described by combining the WHAT and the WHERE, finding
specific examples of those, and getting hired at one of those. Your self-study is to mirror that process.

Learning Objectives:
To experience self-directed career planning; to experience some of what we expect our clients and students
to experience; to identify functional skills through an exercise of story recollection; to identify work
values; to prioritize skills and work values into an integrated "ideal work situation"; to generate several
alternative occupations or places of employment based on an "ideal work situation"; to perform
informational interviews to gather information regarding at least one occupational alternative; to identify
next steps for moving toward an occupational alternative; to generate alternative vocational paths should a
first choice not be available.

PART I Articulate your most important families of skills.

Start by writing out FIVE stories or achievements as described in Parachute. Use Bolles' guidelines to pick
stories that will work well for this exercise, remembering that some stories, while they may be great and
important, might not work for this exercise. When you turn in your self study, attach these handwritten (or
typed if you want, but not for my benefit) stories to the back, just so I can see that you’ve actually written
them out, and not just gone back and remembered them without writing them out (there’s something
important about actually getting them down on paper).

The topic of Functional Skills will be covered in lecture in addition to a good chapter in Parachute. Use
your written stories to start identifying your functional skills. Pull several from each story, and then, after
you’ve gotten a bunch of them down on paper, ORGANIZE them into FAMILIES, or groups of related
skills. I’d say shoot for about 5-6 families of skills in all. These are the things you say to yourself, “I’m
pretty good at...I know this because I’ve used this skill at these various times in my life, and because I’ve
gotten some feedback from others (or from the world) that gives some confirmation to this belief of mine.”

What you’ll turn in is only the finished product, i.e., your outline of 5-6 families of skills. See the sample
self studies on-line to see what I’m looking for. This part will typically only be a couple of pages. And
that’s Part I.

PART II Articulate your most salient values regarding work contexts.

AND Put together your skills and values to spell out AN ideal work situation
AND identify places and persons described by that ideal.
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This has to do with the WHERE section of Bolles’ model. In one sense, it’s an attempt to articulate your
work values. More specifically, every job can be thought of as consisting of two components, what you do
(the functional skills, the activities you engage in throughout the day) and where those skills are carried
out (the working conditions, pay, place, people, etc.). This is the context.

IIa. The flower diagram in Parachute should be your guide, and Bolles gives lots of detail and exercises in
his Where section to help you flesh it out. What you turn in doesn’t have to look like a flower, but it does
have to have ALL the elements (petals) his diagram has, like INTERESTS, and PEOPLE
ENVIRONMENTS, WORKING CONDITIONS...ETC.

IIb. Now the going gets tough. All along you should have been prioritizing your lists for each of your
families and each of your petals. Now you have to pull out only the very most important items on each of
those and turn them into a single sentence description of AN ideal job situation. Notice I didn’t say THE
ideal job situation, because that is a myth. If a job has enough of the good stuff, and little enough of the
bad stuff, and none of the unbearable stuff, it is an ideal job for you. There are literally thousands upon
thousands of ideal jobs for each of us in this world, not just one.

So, be about the task of saying, “I see myself doing this and that (functioning in this way and that way;
being active in this way and that way) for an organization that is this and that, (at about this salary level,
where I can be accomplishing these things important to me, in the mountains, using my knowledge of
human development or car repair...). You get the picture? One sentence. Lead off with functional skills and
follow up with the context.

IIc. Next, identify at least 5 specific places that MIGHT satisfy your one sentence, and if possible located
here in the metro area (KC, Lawrence, Leavenworth, Topeka). For example, The UMKC career planning
and placement center, or Hallmark cards in Leavenworth, or the 7-11 next to my house.

IId. Finally, list FOUR specific persons who work at the places listed in IIc, whose job MIGHT overlap
considerably with the Ideal Job Situation you outlined in IIb. You will contact only two of these folks, but
it is good to have some backups, in case you have trouble arranging an interview.

PART III Talk to at least 2 people who are doing like 'c' above.
Spell out how you plan to get to where you'd like to be,
As well as some ‘plan B's.

IIIa. Talk to at least two people who are doing things like you describe in your ideal job situation and
identified in IId above. They should not be people you already know and they should not be students.
They should be people functioning in a capacity similar to how you want to function when you have
"arrived". Bolles spells out in some detail how to go about finding these kinds of interviews (sometimes
called informational interviews). Follow his guidelines for structuring the interview and sending follow-
up thank you notes. What you turn in for this part is a summary of the folks you interviewed and what
they told you.

IIIb. Outline where you need to go from here. Have you changed your mind about your eventual goals?
What are they now, and what needs to happen in order for you to get from here to there?

IIIc. If for some reason plan A doesn’t work out, what might be at least two alternative Plan Bs?

Let your creative juices flow on this whole activity. I don’t expect a particular format, and have received
everything from straight text to calligraphy on a scroll to three ring binders with photos and original
artwork. On the other hand, I do expect some pretty specific content.
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I will spend a lot of time with you going over my expectations and even going through some of the
exercises in class. In my experience, this has been the most effective vehicle for teaching career
counseling that I have used. And Good Luck!!
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Schedule of Topics and Assignments

Class 1. 8/26 Overview of the course

The role of work in people’s lives
Web resources, sample assignments, APA style

Class 2. 9/2 Bolles and his parachute model Bolles 1-5; 9-12; 13 (pp 236-282)
Skill Identification Kummerow 1

Class 3. 9/9 Five elements of effective interventions SELF STUDY PART I DUE
Bolles' Where and How StrengthsQuest Due
StrengthsQuest Bolles 6-8; 13 (pp 283-352)
Settle on partners for Talking Points & Papers &Skim 14 & Appendix
Kummerow 7

Class 4. 9/16 Career decision-making I Krieshok articles (links emailed)

Doing library research at KU Kummerow 5
Turn in 4-page review

Class 5. 9/23 Presentations of 4-page reviews Bring Completed SDS to class

John Holland’s typology Kummerow 9
Self-Directed Search link emailed
http://dbem.ws/WritingArticle.pdf

Class 6. 9/30 Personality in CD REVIEW TOPIC DUE

The Myers Briggs Type Indicator Complete all testing by today
Super’s Developmental Theory Bring MBTI to class
Kummerow 4 & 6

Class 7. 10/7 The Strong Interest Inventory Bring Strong to class

Kummerow 10

Class 8. 10/14 Integrating Self Assessment Bring all assessments to class

Issues of marginalization I: Gender in CD Visit http://www.strengths.org/
links emailed

Class 9. 10/21 Issues of marginalization II: Kummerow 8

Ethnicity & Culture; Disability SELF STUDY PART II DUE
Missouri Occupational Card Sort Turn in names of 2 contacts for SS Part III
links emailed

Class 10: 10/28 Labor market information Kummerow 2

Resumes and placement issues

Class 11. 11/4 Social Cognitive Career Theory &

Krumboltz' Self-efficacy & Planned Happenstance

Class 12: 11/11 Career decision-making II

Class 13. 11/18 Career development & youth Kummerow 3

links emailed

Class 14. 11/25 Career development in organizations 6-PAGE REVIEW DUE

Class 15. 12/2 Presentations of reviews in pairs COMPLETE SELF STUDY DUE

Class 16. 12/9 What you learned on interviews TALKING POINTS DUE
Course evaluations
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