Career Development Facilitator Project

Career Development Facilitator Independent Project

  1. msrachelle16
    Career Development Facilitator Independent Project
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    Career Development Facilitator Project
    Transcript Body:
    • 1. Rachelle Lappinen
    • 2. Project Includes Career Portfolio Becker Career Services website redesign Job Seeker workshops Decreasing Barriers to Employment for Asperger Job Seekers
    • 3. Includes  Copy of Publication – “Life in Miller Hall,” a book on the history of the college’s oldest dormitory hall;  Wrote, designed and edited the publication, which now serves as a fundraiser for the “Women’s Studies Scholarship”
    • 4. Continued:  Copy of Awards and Certifications  Underwriting Mentor Certification  Microsoft Office Certificates  Underwriting Performance Recognition  Flyer designs  Writing Samples  PowerPoint workshops created  Testimonials and Letters of References
    • 5. Enhance Becker Career ServicesWebsite Co-Create online career services resource guide with director of career services of Becker College  To include bridge page with sample resumes, cover letters, thank you notes, interview tips, etc. Collaborate with Marketing department and director of Career Services Research other college’s career services websites, gauging what they are offering
    • 6. Sample Page
    • 7. Impact Full Bullet Points Doc
    • 8. Action Verbs ACTION VERBS LIST When you describe a current or previous position on a resume, each sentence should start with an action verb. This list contains many great suggestions, broken down by categories. It was extracted from www.quintcareers.com Communication/People Skills Addressed Advertised Arbitrated Arranged Articulated Authored Clarified Collaborated Communicated Composed Condensed Conferred Consulted Contacted Conveyed Convinced Corresponded Debated Defined Developed Directed Discussed Drafted Edited Elicited Enlisted Explained Expressed Formulated Furnished Incorporated Influenced Interacted Interpreted Interviewed Involved Joined Judged Lectured Listened Marketed Mediated Moderated Negotiated Observed Outlined Participated Persuaded Presented Promoted Proposed Publicized Reconciled Recruited Referred Reinforced Reported Resolved Responded Solicited Specified Spoke Suggested Summarized Synthesized Translated Wrote
    • 9. Leominster Job Seeker’s Network Group
    • 10. Workshops include Conduct peer resume workshops for Leominster job seekers network Co-facilitate interview skill workshop for Leominster job seekers network
    • 11. Results: Peer Resume Review session : I thought the session went well and found the information (constructive criticism) very beneficial. Facilitators such as you and Walter offer a great deal of knowledge and expertise. Thank you! Mock Interview breakout groups : Again, I found this session to be very beneficial. My group had a good mix of individuals with different career patterns and objectives. In view of this, I received different perspectives on ways I might improve on my interviewing techniques.
    • 12. – This is a multistep/level project involving, early education to students and parents, student outreach, employer outreach and a guide for career service professionals to use when working with this population. There is a definite need for a project like this. Current data shows that young adults with Asperger’s Syndrome have a 45% unemployment (American Journal of Pediatrics – 2011).
    • 13. Growing need From 1992 to 2001, students with learning disorders grew by 28% (US Dept. of Education) Becker College, where I work, attracts a growing number of Asperger and ADHD students to it’s popular Gaming program
    • 14. Partner Career Services with Becker’s Collaborative Learning Center and Counseling Services
    • 15. Counseling and the CLC refer ASstudents to Career Services earlyon Career Services would work with students to build work experience  This would help ease transition from the familiarity structured environment of college, to the unstructured environment of the workforce  Early outreach to this population would help to develop trusted relationships between CS staff and AS students
    • 16. Develop social skills group andmentor program This would be facilitated by a CS staff member This would help these students to build relationships to help support each student throughout their lifetime Match AS students with mentors; mentors can help guide them through social blunders both in their personal life, as well at in the workforce world
    • 17. Develop workshops, teach careerportfolio creation, and completeemployment workbook Teach AS students the social skills they need to gain employment Portfolios can be used to show examples of their work in an interview or networking situation (this is how Temple Grandin got many of her first jobs) Complete “Asperger Syndrome Employment Workbook” by Roger Myers
    • 18. Incorporate AS education into already existing Employer Outreach
    • 19. Educate employers – AS Traits Inform employers about desirable traits AS employees bring to the job  Tolerance to repetition  Strong logic and analytic skills  Perseverance  Honesty and loyalty
    • 20. Educate Employers – Tools for ASemployees Provide:  Break instructions into small segments  Use of Check lists  Electronic reminders  The need to be mindful of differences in social behavior  Tools to coach employees on proper social behavior
    • 21. Educate Employers – More toolsfor AS employees Provide:  Quiet workspace  Certain type of lighting  Frequent breaks  Help understanding interpersonal exchanges in the office
    • 22. Develop guide for future career services staff to work with students on the Asperger’s Spectrum
    • 23. Career Services Guide to AS Include guidance on the following:  Background knowledge of Asperger’s Syndrome  Developmental disability, personality variant
    • 24. Career Services Guide to AS  Teaching social skills for the workforce and job search  Tools for helping this population become more successful in the job search and in the workforce
    • 25. Provided to parents and pre-college students
    • 26. Partner with Colleges of WorcesterConsortium Educate parents and students on the transitions from high school to college and then from college to the workforce Include a panel discussion of students with AS, Alumni in the workforce, psychology professors, counselors and career services staff Develop new student/parent/college relationships and serve as a good public relations to the community
    • 27. CDF Competencies developed:• Increased knowledge on diverse populations• Technology skills• Working with groups• Employability skills• Training skills• Helping skills
    • 28. Including Employability Skills Training Diverse Populations Helping Skills Technology
    • 29. References Interviews with authors:  Roger Meyers, “Aspergers Employment Workbook  Barbara Bissonnette, Author and Principle of Forward Motion, career coach for employees with AS
    • 30. Continued Books:  Temple Grandin, “Developing Talents, Careers for Individuals with Asperger Syndrome and High- Functioning Autism  Roger Meyers, “Aspergers Employment Workbook  Yvona Fast, “Employment for Individuals with Asperger Syndrome or Non-Verbal Learning Disability: Stories and Strategies”  Tony Atwood, “The Complete Guide to Asperger’s Syndrome.”
    • 31. Continued: Webinars and LinkedIn Groups  Autism Spectrum News, Fall 2011; http://asperger- employment.org/wp-content/uploads/2011/04/ASTEP- Article-ASN-Fall-2011-1.pdf  Postsecondary Education and Employment Among Youth with Autism Spectrum Disorder, Paul T. Shattuck, PhD, http://pediatrics.aappublications.org/content/early/2012/05/ 09/peds.2011-2864.abstract  Meetings with Director of Counseling – Becker College
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