Academic and Career Counseling

1. Academic and Career Counseling Professional Development Training

2. Day 1 Objectives • Conduct self-evaluations based on underlying ACC core competencies to improve personal performance • Create effective solutions to counseling situations by drawing upon critical counseling theories • Facilitate customer decision making by analyzing potential problems and generating unique solutions • Evaluate WorkKeys and TABE scores to create customized training solutions that meet individual customer’s needs • Effectively use constructive confrontation and effective communication to have difficult conversations with customers when relaying assessment results

3. Counseling is the process of actively listening to an individual’s story and communicating understanding, respect, and empathy, clarifying goals and assisting individuals with the decision-making process. Counseling is a mutual relationship between a counselor and a customer. (Handbook on Career Counseling, 1998)

4. Purpose of Training To provide you with tools and resources to enhance your current skill set to provide outstanding counseling services to WorkOne customers. What are your expectations for the training?

5. Key Training Concepts • Career Minded Goals • Right Fit/Right Placement • High School Diploma/GED Plus • Individualized Services

6. What does an ACC do? Provide Educational Guidance Interpret Assessments Conduct Individualized Counseling Sessions Provide Occupational Information Complete Referrals & ACP Facilitate Goal Setting

7. Academic and Career Plan/Individual Service Strategy • All WIA clients (Adult and Youth), regardless of track, use this plan • Acts as a roadmap for the ACCs and Customers • This plan encompasses what was historically the IEP and training plan • Is a living document that changes with the customer • Is a centralized place where key information about the customer can be recorded and referred to • Is a tool to help staff service customers more completely and accurately • It should be written in the customer’s voice • Exception: Notes should be written according to case note standards and should NOT be written in the customer’s voice

17. ACADEMIC AND CAREER PLAN • ACP should record customer long term and short term career and educational goals with appropriate action steps • All goals should adhere to the S.M.A.R.T criteria and be written in the first person/ customer’s voice. (“I…”) • Use notes sections to fully elaborate and include as much detail as possible • Review progress and update or clarify information using the ACP at every counseling session

18. Digging Deeper Principles and Core Competencies

19. ACC Guiding Principles • Choosing and maintaining a career is a lifelong process. • The career decision-making process incorporates knowledge of one’s self, information about educational opportunities, and facts about the work world. • Career decisions are value based. • Effective career decision-making skills are used over a lifetime and can be learned. • There are no right or wrong decisions, only satisfying and unsatisfying ones. • Sex, race, or age should never be a barrier to exploring any and all possible career options.

20. Customer Service Customer Service Customer Service Customer Service

21. Competencies and Theories Combining competencies with theories fosters self-discovery and strong problem-solving skills, which are transferable to all aspects of the customer’s experience. How can learning about counseling theories be beneficial for an ACC?

22. Why Theory? • Foster a deeper understanding of the relevance and practical application of theories in counseling sessions • Develop an increased sense of confidence, awareness, and ability to describe ways of thinking about the work that ACCs perform in WorkOne Centers • Combine the practical application of the theories presented with personal counseling styles to meet the needs of each unique customer that enters a WorkOne Center

24. Academic Counseling Theories

25. O’Banion Model

26. O’Banion Revised

27. Case Study: Lauren O’Banion Approach O’Banion Revised

28. Career Development Theories

29. Trait and Factor

30. Trait and FactorLauren

31. Besides educational initiatives, what do you think the Trait and Factor Theory is missing?

32. Life Span Theory

33. Life Stages

34. Activity Time! Refer to the Scenario with John and in small groups, answer the questions following the scenario.

36. Scenario Kathy meets with you to discuss a change in careers and possible pursuit of training in the field of Information Technology. Kathy has 15 years experience as a retail associate, but has no desire to do that type of work anymore. • Work Values Most Important to Kathy: • Income • Independence • Variety • Work Values Least Important to Kathy: • Coworkers • Lifestyle • Creativity

37. An Integrated Approach to Academic AND Career Counseling The 3-I Process

38. Step 1: Inquiry • Identify academic and career concerns • Clarify customer needs • Review and interpret assessments • Uncover customer’s strengths, skills, interests, and values

39. Step 2: Inform 3 Areas for Information Gathering • Personal Attributes • Educational Information • Occupational Information Fully Informed Career Decisions

40. Step 3: Integrate During this phase the ACC helps the customer organize and make meaningful connections between the information they collected about themselves and the academic and occupational information gathered jointly between the ACC and customer

41. The Decision Making Process

42. Decision Making Worksheet

43. 3-I Process and Core Competencies

44. Peer Practice Case File

45. Goals • Verify information from the informational interview • Use open-ended questions to clarify customer needs, strengths and motivations • Identify academic and career concerns • Explore preliminary long term and short term career goals • Record progress notes and document counseling session appropriately

46. Required ACP Sections SECTION I: Identification Customer Name Name: Keith Peiffer Last Four Digits SSN:1234

47. SECTION II: Informational Interview Purpose for Visit Laid off from job in Factory XYZ and need to get a new job. Educational Background H.S. Diploma, Welding certification Work History Worked for 20 years in Factory XYZ on the assembly line. Career Interests I would like to do something where I can work with my hands in a field that I am going to be able to find and retain employment long term. Needs and Barriers I understand that it will be difficult to find another job without some type of training or certification. I am willing to explore all possible career options. Track Job-to-training-job Next Steps Take all three assessments on ICE and the TABE prior to meeting next with week with the AC  he CM met with Keith and came up with the following information through discussion with Keith.

48. SECTION III: Employment Plan Field of Interest Career Goal: CarpenterStrengths and Weaknesses Strength:Transferable Skills Notes:Keith has skills such as attention to detail and extensive experience in operating equipment, which will help him be successful in this line of work. Strength:Work History Notes:Keith was a reliable and responsible employee for 20 years at his previous job. This will make him an ideal candidate for future employers. Weakness: I would like to pursue carpentry training, but understand that I lack the math skills necessary for the training.

49. Needs and Barriers Needs and Barriers:Dislocated Worker Plan For Overcoming Identified Needs and Barriers: Pursue training in Carpentry, which is in demand in my region. This should allow me to find gainful employment which will provide a steady income job security. Action Step: Work with Jennifer (ACC) to put together a plan that will help me successfully attain employment as a Carpenter. This plan will include some Adult Ed classes which will be outlined in the Education Plan section of this document. Needs and Barriers:Lack of Transferable Skills Plan For Overcoming Identified Needs and Barriers: Pursue training in Carpentry, which will help me gain the skills that I need to obtain employment as a Carpenter. Action Step: Work with Jennifer (ACC) to identify local training programs, through INTraining, in the area of Carpentry. Needs and Barriers:Education Plan For Overcoming Identified Needs and Barriers: Since I lack the training and skills necessary to pursue a job as a Carpenter I will pursue training in the field of Carpentry. Action Step: Work with Jennifer (ACC) to identify local training programs in Carpentry. Needs and Barriers:Education Plan For Overcoming Identified Needs and Barriers: Raise my TABE math score to the level necessary to successfully enter and complete training in Carpentry. Action Step: Attend classes at Adult Ed Central to help raise my TABE math score from the 9th grade level to the 11-12.9 level.  Keith has taken the three ICE assessments and the TABE. The ACC has looked at the results, as well as Keith’s informational interview with the CM prior to his/her mtg with Keith. Based on all of this the ACC will begin a conversation with Keith and fill out the rest of the ACP.

50. Employment Goals Work History: Employer Factory XYZ Dates of Employment:05/01/1991 to 06/01/2011 Position Held Assembly Line Worker Responsibilities Assembled widgets Long Term Employment Goal: Carpenter for a Commercial Construction Company Short Term Employment Goal: Carpentry Apprenticeship