Navigating Your Career: Charting A Course for Professional Development

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Navigating Your Career Charting A Course for
Professional Development

• Cheryl Schultz
• The University of Iowa
• NACADA Annual Conference
• October 20, 2007

Code 488
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Overview

• Why professional development?
• Theoretical foundations
• Use your POWER
• Ways to find support

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Why professional development?

• What is a professional?
• A person following a profession, especially a
  learned profession.
• One who earns a living in a given or implied
  occupation hired a professional to decorate the
  house.
• A skilled practitioner an expert.
• A referral for yourself
• Growth and promotions

definitions from www.dictionary.com
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Hollands Theory of Vocational Personalities and
Environments

• Four Assumptions
• One of six types
• Six model environments
• People seek similar environments
• B f (P x E)
• Six Personality Types
• Realistic, Investigative, Artistic, Social,
  Enterprising and Conventional

Evans, N.J., Forney, D.S., Guido-DiBrito, F.
(1998) Student development in college Theory,
research and practice. San Francisco Jossey-Bass
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The Holland Hexagon

Investigative
Realistic
Conventional
Artistic
Enterprising
Social
Brown, S.D., Lent, R.W. (Eds.). (2005). Career
development and counseling Putting theory and
research to work. 2nd ed. Hoboken, NJ John Wiley
Sons.
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Hollands Theory of Vocational Personalities and
Environments

• Secondary Assumptions
• Calculus Where are your codes?
• Consistency How related are your codes?
• Differentiation A few interests or many?
• Identity How clear are your interests, goals,
  skills?
• Congruence What is the match between person and
  environment?

Evans, N.J., Forney, D.S., Guido-DiBrito, F.
(1998) Student development in college Theory,
research and practice. San Francisco Jossey-Bass
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Holland You

• Does your current work environment match your
  codes? Is it
• Consistent or inconsistent
• Differentiated or undifferentiated
• Can you develop skills in another personality
  type?

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Kolbs Theory of Experiential Learning

• Four Stage Cycle of Learning
• Concrete Experience feeling
• Reflective Observation watching
• Abstract Conceptualization thinking
• Active Experimentation doing

Evans, N.J., Forney, D.S., Guido-DiBrito, F.
(1998) Student development in college Theory,
research and practice. San Francisco Jossey-Bass
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Kolbs Learning Style Model
CONCRETE EXPERIENCE FEELING
ACTIVE EXPERIMENTATION DOING
REFLECTIVE OBSERVATION WATCHING
ABSTRACT CONCEPTUALIZATION THINKING
Evans, N.J., Forney, D.S., Guido-DiBrito, F.
(1998) Student development in college Theory,
research and practice. San Francisco Jossey-Bass
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Kolb You

• What tasks could you complete related to each of
  the four styles?
• CE
• RO
• How do learning styles impact teamwork?
• Supervisors
• Consider learning styles when assigning tasks.
• Help staff develop non-dominant traits.

• AC
• AE

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POWER P is for Portfolio

• Portfolio of Work
• Resume
• Advising philosophy
• Special programs/projects
• Committees/service
• Writing/presentations
• Employment documents
• Miscellaneous items

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POWER O is for One Thing

• Each year (or semester/term) commit to working on
  one thing.
• Tangible Projects, writing, new tasks
• Intangibles Strengths and weaknesses (i.e.
  speaking up in a staff meeting)

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POWER W is for Write Out Your Goals

• Goals should be SMART.
• Specific
• Measurable
• Achievable
• Realistic
• Time-sensitive
• Consider a medium-range plan.
• Include personal interests.

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POWER E is for Evaluation

• Keep a monthly log.
• Schedule an annual review with your supervisor.
• Make time for self-reflection.
• Check in with last years goals

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POWER R is for Resume

• Update your resume annually.
• Ask for feedback.
• Browse other advising positions.
• Would your resume fit the bill?
• Where are there gaps?

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Finding Support for Professional Development

• NACADA resources
• University resources
• Your office and supervisor
• Your peers

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Conclusions

• Theory What strengths weaknesses do relevant
  theories point out?
• Using POWER
• Your Portfolio and Resume should capitalize on
  your strengths
• Your Written goals and Evaluation should help you
  improve your weaknesses
• Your One thing should play up both
• What resources are available to you?

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Thanks for Coming!

• Cheryl Schultz
• Academic Advising Center
• University of Iowa
• cheryl-schultz_at_uiowa.edu
• 319-353-5700
• Feel free to reproduce these materials with
  acknowledgement.