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Proactively develop oneself and one’s career through continual personal and professional learning, awareness of one’s strengths and weaknesses, navigation of career opportunities, and networking to build relationships within and without one’s organization.
- Each program or activity must find a way to help students become aware of and understand the career skills they gain through participation in the group.
- Participants must be prompted to analyze the skills, knowledge, and experiences relevant to their desired career goals, and to identify areas necessary for professional growth.
- They should be prompted to take steps within the group to apply their skills so that they can further develop them in a way that assists the group in achieving its goals.
- Leaders must evaluate what career skills the group needs to gain, and then provide and promote training opportunities for participants that develop and advance those skills.
Identify and respond to needs based upon an understanding of situational context and logical analysis of relevant information.
- Each program or activity must have a clear mission statement or statement of purpose that is communicated to all members of the group so that everyone is aware of and understands the challenges the group is trying to address.
- Participants must be encouraged to analyze issues faced by the group, to make decisions, and to prototype some possible solutions in collaboration with other members of the group.
- Group leaders must be responsible for leading the group through creating at least 3 SMART (Specific, Measurable, Achievable, Relevant and Time based) goals for the year for the program.
- These must be collaboratively established with the group and then assessed by the leader.
Understand and leverage technologies ethically to enhance efficiencies, complete tasks, and accomplish goals.
- Students must have the opportunity to learn how the program uses technology to fulfill its purpose and achieve its goals.
- There must be opportunities for training and analysis regarding how to use this technology in connection with the program, as well as the opportunity to apply skills learned from the training on projects which help the group to achieve its goals.
- Leaders must be prompted to reflect on how they can evaluate the potential of technology and create new strategies (and in some cases, new technologies) for helping the group to fulfill its purpose and goals.
Demonstrate the awareness, attitude, knowledge, and skills required to equitably engage and include people from different local and global cultures. Engage in anti-racist practices that actively challenge the systems, structures, and policies of racism.
- Each program or activity must create conditions that enable students to meet and interact with individuals with different identities from themselves.
- There must be opportunities for students to learn about how they can engage in inclusive and equitable practices that influence individuals and systemic change.
- Leaders must be prompted to reflect and engage with others regarding how to eliminate barriers for marginalized communities.
Recognize and capitalize on personal and team strengths to achieve organizational goals.
- Each program or activity must help participants to develop awareness and understanding that leadership is more than just a position one holds, but rather, that it is a process where people work together toward shared goals.
- Engaged members must have opportunities to analyze their leadership skills (possibly through some assessments: StrengthsFinder, MBTI, etc.), to learn to apply their skills with assistance from mentors, and be encouraged to take advantage of more opportunities to develop their leadership.
- Leaders must receive training on how to use their skills to motivate the group to achieve and accomplish shared goals.
Clearly and effectively exchange information, ideas, facts, and perspectives with persons inside and outside of an organization.
- Each program or activity must create a strategy which gives all members the opportunity to develop and refine their communication skills, including the ability to clearly communicate the purpose of the group.
- Engaged members must have opportunities to analyze what they learn and put communication skills into practice, including explaining their own contributions in helping to fulfill the purpose of the group with a variety of audiences.
- Leaders must receive coaching which helps them increase both their comfort and proficiency as communicators, including the ability to motivate or persuade.
Knowing work environments differ greatly, understand and demonstrate effective work habits, and act in the interest of the larger community and workplace.
- Each program or activity must create a brief statement of professional standards that is shared with members of the group.
- It should outline the expectations that members are expected to follow - especially those related to ethics that might otherwise be invisible to the group.
- Each program or activity must provide a mechanism for providing feedback to all members of the group about their performance in their roles.
- This could take the form of performance review with advisors or as 360-degree feedback from members of the group
- Leaders must hold themselves and others accountable with these standards.
Build and maintain collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities.
- Each program or activity must provide a means for members of the group to become aware of their individual strengths, as well as the strengths of others in the group.
- Participants must seek opportunities to apply their strengths to help the group to fulfill its purpose and achieve its goal
- Group leaders must become aware of the strengths of individuals within their teams and apply this knowledge to promote effective collaboration, which helps the group to accomplish their shared goals.
The Career Readiness Competencies are developed courtesy of the National Association of Colleges and Employers.
These assessments provide quantitative benchmarking using NACA's Employability Skills Assessment. This tool provides students with suggestions for mastering employability skills through their involvement on campus and via personal reflection. This assessment also provides comparative data per program, so that action plans can be created to improve the co-curricula of individual programs. The evaluation results include national benchmarking data so that student scores can be compared with those around the country.
Fall 2022 coming soon!
- Wright State University Co-Curricular Masterplan (login required)
- Learning Planning Grids (login required)
- C3 Learning Outcomes Model (login required)
- Peck, Adam, and Danielle DeSawal. Applying Design Thinking to the Measurement of Experiential Learning. Hershey, PA: Information Science Reference, IGI Global, 2021.
- Peck, Adam, and Michael Preston. “Connecting Bridges: Introducing the Cocurricular Career Connections Leadership Model.” National Association of Colleges and Employers, August 1, 2018.
- Peck, Adam, and Rohan Thakkar. “Measuring Student Impact Across Time and Effort.” Anthology, September 28, 2018.
- Peck, Adam, ed. Engagement & Employability: Integrating Career Learning Through Cocurricular Experiences in Postsecondary Education. Washington, DC: National Association of Student Personnel Administrators, 2017.
- Seemiller, Corey. The Student Leadership Competencies Guidebook: Designing Intentional Leadership Learning and Development. San Francisco: Jossey-Bass, 2014.