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What Is Career Readiness?

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What Is Career Readiness? was originally published on Forage .

Being able to succeed in the workplace isn’t just about completing day-to-day tasks — it’s about working with others, managing your workload, communicating your results, and building your career. All of those skills are known as career readiness. 

Career readiness is a crucial part of the transition from school to the workplace; being career-ready doesn’t just set you up for success in your first entry-level role, but for your entire career. Here’s how to build yours.

Career Readiness Definition

Career readiness refers to the skills you need to succeed in the workplace. These aren’t just the hard skills you need to do a specific job, like how software engineers need programming skills . 

Instead, career readiness is a mix of transferable skills you can take with you as you progress in your career. These are skills about things like:

• How you tackle projects
• How you manage your workload
• How you function in a team
• How you react to changes in the industry
• How you network with others

“Career readiness is…defined by someone’s capacity to adapt, learn, and apply relevant skills in a constantly evolving professional landscape,” says Andrew Stapleton, academic advice YouTuber and blogger. “It’s no longer about knowing a specific trade or craft anymore, it’s about understanding the complexities of the modern work environment, possessing strong interpersonal skills , and navigating the new AI tools for productivity.”

Cisco Career Readiness

Build professional development skills so you can enter the workforce career-ready.

Avg. Time: 2-2.5 hours

Skills you’ll build: Project management, data analysis, communication

Amrit Ahluwalia, senior director of strategic insights at higher ed tech company Modern Campus, explains that there are three main facets of career readiness: 

• Work readiness: Competency or familiarity with the basic technical skills required to be successful in a given job. 
• Driving a career: The wider capacity to advance and grow within a profession or organization. Someone who is able to collaborate, communicate, analyze and synthesize information, and be flexible.
• Adapting to change: Being adaptable to fast-changing labor market conditions. Someone who’s genuinely “career ready” must be willing to learn and evolve as their industry and the requirements of their roles change around them.

Why Is Career Readiness Important?

Career readiness is essential because it helps you thrive throughout your career, from everyday work to larger changes in your role, company, or industry. 

“Career readiness is essential for students because it sets them up for success in the job market, improves their overall employability, and helps them build confidence and excitement for their years of work ahead,” says Kelly Fair, founder and executive director of Polished Pebbles Girls Mentoring Program. “By focusing on both hard and soft skills , career readiness helps students feel well-equipped for their next chapter. It also helps expand young minds on what types of jobs they could realistically see themselves doing, instead of being pushed into something that is accessible, inexpensive, or ‘easy.’”

Career Readiness Examples

Still not quite sure what career readiness looks like at work? Here are some examples. 

Communication Skills

Put simply, communication skills are the skills we use to communicate with one another. There are written, nonverbal, and verbal communication skills. We use these skills whenever we connect with others and want to share or learn information.

Someone with good communication skills may effectively share status updates with their team, empathize with a customer, solve a conflict with a coworker, or negotiate a deal with a client.

Adaptability

Adaptability is our ability to react to, keep up with, and adjust to changing circumstances in the workplace. Someone adaptable is resilient, always focused on learning and growing, and open to feedback.

Someone adaptable might be a problem-solver when their team’s goals shift or be able to pivot from old processes when the company has new priorities. Adaptability is also essential when it comes to external circumstances; for example, someone who’s adaptable might notice industry competitors are using a new technology, and they might take the initiative to learn about it and bring findings to their team.

Collaboration

No one works alone, even if many of your projects require independent work. Collaboration skills are the skills you use to work effectively with others, whether you’re working with people on the same project or sharing information to help your whole team do their jobs more effectively.

In the workplace, you might use collaboration skills to brainstorm ideas for a new project with a coworker, give feedback to your manager about a presentation they gave, or share insights on a new trend that will affect your team’s industry.

Critical Thinking

Critical thinking skills are the skills you use to process information and make decisions based on that information. Whether conscious of it or not, we’re using our critical thinking skills all the time. 

For example, if we’re trying to decide what our friend group should eat for dinner, we’ll consider facts like how expensive the meal will be, people’s allergies and preferences, and how long people have to spend at dinner. Critical thinking is finding out and considering these facts, then making a logical decision.

In the workplace, critical thinking usually involves researching a topic or problem and developing different solutions. For example, a marketer might want to figure out how to attract a specific audience to their company. They’d use their critical thinking skills to figure out what this demographic is interested in, their pain points, and what the company has done in the past to market for them. Then, they’d devise a strategy based on what they learned about their audience and the company’s historical efforts. 

Time Management

Knowing how to manage your time is incredibly important for any role in any workplace. Being able to juggle deadlines, emails with your team, client meetings, and other work demands is crucial to success. When you can prioritize your workload, you’ll get work done more efficiently and effectively.

Employees might use their time management skills to break down a more extensive project into smaller parts and set deadlines for themselves. They might use the same skills to plan a company event and schedule time for each part of the preparation. 

Standard Bank Getting Ready to Join the Workforce

Practice prioritization and time management while learning proper business etiquette.

Avg. Time: 4-4.5 hours

Skills you’ll build: Planning, organization, business writing, conflict resolution and management

Growth Mindset

A significant aspect of career readiness is being able to build your career as you progress. The best way to keep moving up in the workplace is to adopt a growth mindset , meaning that you believe you can work to grow your skills.

Someone with a growth mindset in the workplace is constantly looking for opportunities to build their skill set. When they’re stuck on a problem, they don’t shy away from new tools or processes; they’re open to learning new things to find a solution.

How to Build Career Readiness

Now you know career readiness is crucial for making the leap into the workforce — and some examples of how it can help you succeed. So, how do you start building your career readiness?

Be Open to Learning

Embracing life-long learning is crucial to career readiness because so much will change throughout your work life. Whether you’re learning a new video communication tool or how to use AI for a new work process, picking up new skills quickly is crucial to thriving in an ever-changing workplace.

“The pace of technological change means no modern professional will be able to rest on their laurels and stagnate,” Ahluwalia says. “Remaining relevant and successful in a career journey demands a willingness to learn, grow and evolve.”

Learning is a natural part of anyone’s career progression. You’re not always going to have all the skills or knowledge you need to do the next level role well — but you can learn!

“You would be hard pressed to find one successful person who has come into a job knowing absolutely everything there is to know about an industry or career,” Fair says. “From the CEO down to the entry-level workers, every successful professional has to be in a constant space of learning.”

“Be intentional about growing relationships; so much of career readiness is who, and not how,” Antonio McBroom, CEO of Primo Partners and franchise and real estate developer, says. “Having a broad mix of peer contacts, mentors, and professionals who you can learn from and reach out to can be the difference in winning and losing in your career.”

Mentors can be particularly helpful in the business aspect of career readiness, helping you prepare for the ins and outs of a particular company or industry. 

“Try to find a mentor that works within a company you are interested in — this way, you can ask for advice on how to be successful in that company or industry,” Fair says. “This can help students understand the organizational culture and the politics within the business you are striving to work in.”

National Urban League Career Readiness

Learn how to build your network with intention using writing and communication skills.

Avg. Time: 5.5-7 hours

Skills you’ll build: Speaking, pitching, writing, researching, communication, interviewing

Know What Work Style Works for You

While many aspects of career readiness are about how you work with others, building your work habits is unique and personal. 

For example, one aspect of career readiness is time management — but how you specifically manage your deadlines is up to you. Are you a visual learner? Do you work well in short bursts of concentrated effort? (Try the Pomodoro technique if so.) Knowing your work style can help optimize your productivity and set up the right work environment for you, no matter what organization you join. 

If you know you focus well in the morning, you can block off your calendar for deep work; if you thrive off project-based feedback, you can ask your coworkers for their opinions once your projects wrap. You can implement structures that help you work best even as your work environment changes.

Pursue Projects You’re Interested In

You don’t need to wait to be put on a project you love at work to do something you’re interested in. Pursuing side projects, whether coding , writing, graphic design, art, or anything else you’re passionate about outside of work, can help you at work.

“[Passion projects] not only hone your project management skills, but also teach you about resilience, creativity, and the iterative process of learning from failure — invaluable attributes in today’s workforce,” Stapleton says. 

Do a Pre-Internship, Externship, Internship, or Job Simulation

Before you become a full-time, entry-level professional, doing a short-term professional experience can give you skills and a taste of what the workplace is like.

Pre-internships — also known as early insight, early identification, career discovery, or student leadership programs — are typically short programs to help you get to know a specific company within a particular career path. Externships show you what a day in the life of a professional is like; internships also give you this perspective, with the expectation that you’ll also complete work for the company. Forage job simulations are free programs you can do on your own time to build job skills and learn what a day in the life is like working in a specific position at a specific company.

Build your career readiness

Practice the skills you need to succeed in the professional world with free Forage job simulations.

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All of these programs can be helpful to give you more insight into what the working world is actually like — so you’ll be career-ready when you officially join.

“But don’t limit yourself when it comes to internships,” Fair warns. Instead, she suggests using these programs to explore different career opportunities.

“There are lessons to be learned from all sorts of job placements! Whether in an unfamiliar industry, sector or department, diverse internships can help students narrow their career goals.”

Checklist: Are You Career-Ready?

Career Readiness: The Bottom Line

Career readiness bridges the gap between what you need to perform a job and what you need to build a career. Improving skills like critical thinking, adaptability, and time management can serve you well in any position, regardless of where your career goals take you.

Ready to boost your career readiness? Check out Two Sigma’s Professional Skills Development Virtual Experience program .

Image credit: Canva

The post What Is Career Readiness? appeared first on Forage .

• Our Mission

Resources and Downloads to Support College Readiness

Discover resources and information — including downloads from schools — related to developing the awareness, knowledge, skills, and attitudes that will prepare students to enroll and succeed in college.

Preparing Students Socially and Emotionally

• When Social and Emotional Learning Is Key to College Success : Read about the difference between college-eligible and college-ready and the social-emotional skills that can help kids find college success. ( The Atlantic , 2016)
• Failure Is Essential to Learning : Understand how helping students to reframe failure as part of the learning process can help them succeed in college and beyond. (Edutopia, 2015)
• Nurturing Intrinsic Motivation and Growth Mindset in Writing : Discover how one teacher’s strategies for preparing her students to read and write in college changed as she explored new ideas about student motivation, engagement, and growth. (Edutopia, 2014)
• That "Aha!" Moment of College or Career Readiness : See how one teacher helped his students connect to ideas about themselves and their futures through a program called Roadtrip Nation . (Edutopia, 2015)

Building 21st Century Skills Through Deeper Learning

• Defining Twenty-First Century Literacy : Discover how deeper-learning environments can help foster 21st century competencies. To learn more about deeper learning, check out Bob Lenz's Deeper Learning video and blog series . (Edutopia, 2013)
• 8 Strategies for Teaching Academic Language : Try out some of the eight strategies discussed in this post to help students develop the language skills they’ll need in college. (Edutopia, 2014)
• Critical Thinking Pathways : Explore six different pathways to practicing critical thinking within the context of authentic inquiry, PBL, or interdisciplinary (integrated) studies. (Edutopia, 2014)
• How to Help Students Think Abstractly : Explore exercises in figurative language and abstractions in order to develop college-level language and thinking skills. (Edutopia, 2012)
• Why Collaboration and Communication Matter : Consider ways to incorporate Common Core-aligned speaking and listening practice into group activities. (Edutopia, 2014)
• Study Habits and College Readiness : Watch a video about a lesson from a 9th grade class that helps students develop study skills, literacy skills, and mindsets to prepare for success in high school and college. (Teaching Channel, 2013)
• Yes, You Can Teach and Assess Creativity! : Find guidance to help you intentionally teach and assess creativity to help students learn more deeply, build confidence, and increase college readiness. (Edutopia, 2013)

Improving College Readiness Through PBL

• Stand and Deliver: The Role of Presentations in Project Based Learning : Explore how schools like Manor New Technology High School hone written and oral communication skills through PBL presentations to build college-and-career readiness. Read more about Manor New Technology High School in Edutopia’s Project-Based Learning: Success Start to Finish ." (P21, 2016)
• Experiencing Deeper Learning Through PBL : Watch a video profiling high school student Rahil, and learn more about how his experiences with project-based learning prepared him for college. (Edutopia, 2013)
• Can PBL Help Pave the Way to College Success? : Learn how one charter school network helps students become college-ready through an emphasis on project-based learning, student leadership, STEM education, and technology integration. (Edutopia, 2013)
• Want Your Students College Ready? Use PBL : Discover how well-implemented PBL taps into critical factors for college readiness. (Edutopia, 2011)

Increasing College Access

• Bridging the Gap Between Aspiration and Attainment in College Enrollment : Consider takeaways from an analysis by the Center for Public Education , including suggestions about how to bridge the gap between college enrollment aspiration and attainment. (Edutopia, 2014)
• Student Advocacy for Every Secondary School : Read about the role of student advocacy in helping students succeed and get to college. (Edutopia, 2013)
• How to Provide Guidance to First Generation College-Bound Students : Try out five strategies to better prepare first generation college-bound students for the college experience. (Edutopia, 2012)
• How to Provide College Planning and Counseling Support to Students of Color : Consider some advice to school counselors on giving balanced college-planning advice. (Edutopia, 2012)
• How College-Bound Students of Color Should Prepare for Life in a Predominantly White Campus : Explore conversation topics that can help students of color make a smooth transition to college life. (Edutopia, 2012)
• Five Steps to Widening the College Pipeline for African American and Latino Students : Transform classroom culture to help young people think about college as probable rather than possible. (Edutopia, 2012)
• College Readiness for ELLs : Discover ways to support English-language learners as they consider their future plans. (Colorin Colorado)

Helping Students Select and Apply to Colleges

• Gaming the College Admissions Process : Find out how games can help middle and high school students understand challenges and find solutions related to test review and the college application process. (Edutopia, 2014)
• A Strategy for Discovering and Describing Student Accomplishments : Prepare students for admissions essays by helping them examine the value of their experiences and accomplishments. (Edutopia, 2014)
• Choosing a College : Consider some advice about how to help students navigate around college myths to find their college match. (Edutopia, 2015)
• A Step-by-Step Guide to College Financial Aid : Help students navigate the process of applying for college financial aid, including information about FAFSA . (Edutopia, 2012)

Facilitating the Transition Beyond High School

• High School Support Through College : Learn about one school that extends support beyond high school to help students succeed in college. (Edutopia, 2016)
• Helpful Resources to Share With High School Graduates : Explore resources educators and parents can share with graduates to help them start planning ahead during the summer after graduation. (Edutopia, 2014)
• College Readiness Checklist for Parents : Use this college readiness checklist to make sure your high school grads are prepared for what's waiting for them on campus. (Edutopia, 2012)
• 9 Steps for Easing the Transition to College : Think through strategies to help teens with learning and attention issues prepare for the college transition. (Understood, 2014)
• College Board School Advisory Session Guides : Reference guides (especially the guide for grade 12) for session outlines that address topics about setting expectations for college and adjusting to college life; session outlines for grades 6 and up address other aspects of college readiness. (Big Future/College Board)

Downloads and Examples From Schools That Work

Edutopia's flagship series highlights practices and case studies from K-12 schools and districts that are improving the way students learn. Below, dive into real-world examples and practical downloads from schools that are preparing their students for college success.

College Prep: College Acceptance for Every Student

Learn how Urban Prep Charter Academy, Englewood Campus in Chicago, Illinois, ensures that all graduates are accepted to a four-year college or university. See how they conduct pride advisory classes to help students develop socially and emotionally and build college preparedness through all four years of high school. Then download information about their advisory curriculum and one of their college-readiness tools:

• College Planning Worksheet -- Use this worksheet to understand how students identify which colleges they'd like to attend.
• Pride Curriculum Map -- Learn more about the entire Pride Curriculum, which covers topics ranging from study skills to racism and financial literacy.
• Sophomore Pride Curriculum -- Take a look at the Pride Curriculum for sophomores, which covers topics such as identity development and responsible decision making.

Critical Thinking: A Path to College and Career

Review suggestions from educators at KIPP King Collegiate High School in San Lorenzo, California, on how to develop and assess critical-thinking skills to foster college readiness. Then check out how Kipp King addresses professional development on critical thinking , and explore some of the KIPP King school downloads to use them in your own school. Here are some highlights:

• Socratic Seminar Connectors : Download a one-page handout describing connector statements that students can use within the context of Socratic seminar discussions.
• Socratic Seminar Roles : Download a handout with specifics about possible roles and assignments of outer-circle members during Socratic seminars.
• Evaluating Seminar Statements : Download a handout that gives students practice evaluating seminar statements in advance of Socratic seminars and a reference list of connectors to help them formulate responses.

What Is Career Readiness?

• Career Readiness: Competencies for a Career-Ready Workforce

Development and Validation of the NACE Career Readiness Competencies

Career readiness is a foundation from which to demonstrate requisite core competencies that broadly prepare the college educated for success in the workplace and lifelong career management.

For new college graduates, career readiness is key to ensuring successful entrance into the workforce. Career readiness is the foundation upon which a successful career is launched. Career readiness is, quite simply, the new career currency.

For higher education, career readiness provides a framework for addressing career-related goals and outcomes of curricular and extracurricular activities, regardless of the student’s field of study. For employers, career readiness plays an important role in sourcing talent, providing a means of identifying key skills and abilities across all job functions; similarly, career readiness offers employers a framework for developing talent through internship and other experiential education programs.

Career Readiness Competencies

There are eight career readiness competencies, each of which can be demonstrated in a variety of ways. Review a definition of each competency below as well as download supplemental materials to support and incorporate into your initiatives.

Download Support Materials

• NACE Career Readiness Competency Icon Set
• PowerPoint Template
• Printable Poster

Career & Self-Development

Communication, critical thinking, equity & inclusion, professionalism.

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.

Sample Behaviors

• Show an awareness of own strengths and areas for development.
• Identify areas for continual growth while pursuing and applying feedback.
• Develop plans and goals for one’s future career.
• Professionally advocate for oneself and others.
• Display curiosity; seek out opportunities to learn.
• Assume duties or positions that will help one progress professionally.
• Establish, maintain, and/or leverage relationships with people who can help one professionally.
• Seek and embrace development opportunities.
• Voluntarily participate in further education, training, or other events to support one’s career.

Clearly and effectively exchange information, ideas, facts, and perspectives with persons inside and outside of an organization.

• Understand the importance of and demonstrate verbal, written, and non-verbal/body language, abilities.
• Employ active listening, persuasion, and influencing skills.
• Communicate in a clear and organized manner so that others can effectively understand.
• Frame communication with respect to diversity of learning styles, varied individual communication abilities, and cultural differences.
• Ask appropriate questions for specific information from supervisors, specialists, and others.
• Promptly inform relevant others when needing guidance with assigned tasks.

Identify and respond to needs based upon an understanding of situational context and logical analysis of relevant information.

• Make decisions and solve problems using sound, inclusive reasoning and judgment.
• Gather and analyze information from a diverse set of sources and individuals to fully understand a problem.
• Proactively anticipate needs and prioritize action steps.
• Accurately summarize and interpret data with an awareness of personal biases that may impact outcomes.
• Effectively communicate actions and rationale, recognizing the diverse perspectives and lived experiences of stakeholders.
• Multi-task well in a fast-paced environment.

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.

• Solicit and use feedback from multiple cultural perspectives to make inclusive and equity-minded decisions.
• Actively contribute to inclusive and equitable practices that influence individual and systemic change.
• Advocate for inclusion, equitable practices, justice, and empowerment for historically marginalized communities.
• Seek global cross-cultural interactions and experiences that enhance one’s understanding of people from different demographic groups and that leads to personal growth.
• Keep an open mind to diverse ideas and new ways of thinking.
• Identify resources and eliminate barriers resulting from individual and systemic racism, inequities, and biases.
• Demonstrate flexibility by adapting to diverse environments.
• Address systems of privilege that limit opportunities for members of historically marginalized communities.

Recognize and capitalize on personal and team strengths to achieve organizational goals.

• Inspire, persuade, and motivate self and others under a shared vision.
• Seek out and leverage diverse resources and feedback from others to inform direction.
• Use innovative thinking to go beyond traditional methods.
• Serve as a role model to others by approaching tasks with confidence and a positive attitude.
• Motivate and inspire others by encouraging them and by building mutual trust.
• Plan, initiate, manage, complete and evaluate projects.

Knowing work environments differ greatly, understand and demonstrate effective work habits, and act in the interest of the larger community and workplace.

• Act equitably with integrity and accountability to self, others, and the organization.
• Maintain a positive personal brand in alignment with organization and personal career values.
• Be present and prepared.
• Demonstrate dependability (e.g., report consistently for work or meetings).
• Prioritize and complete tasks to accomplish organizational goals.
• Consistently meet or exceed goals and expectations.
• Have an attention to detail, resulting in few if any errors in their work.
• Show a high level of dedication toward doing a good job.

Build and maintain collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities.

• Listen carefully to others, taking time to understand and ask appropriate questions without interrupting.
• Effectively manage conflict, interact with and respect diverse personalities, and meet ambiguity with resilience.
• Be accountable for individual and team responsibilities and deliverables.
• Employ personal strengths, knowledge, and talents to complement those of others.
• Exercise the ability to compromise and be agile.
• Collaborate with others to achieve common goals.
• Build strong, positive working relationships with supervisor and team members/coworkers.

Understand and leverage technologies ethically to enhance efficiencies, complete tasks, and accomplish goals.

• Navigate change and be open to learning new technologies.
• Use technology to improve efficiency and productivity of their work.
• Identify appropriate technology for completing specific tasks.
• Manage technology to integrate information to support relevant, effective, and timely decision-making.
• Quickly adapt to new or unfamiliar technologies.
• Manipulate information, construct ideas, and use technology to achieve strategic goals.

About the Career Readiness Initiative

Share Your Career Readiness Resources

NACE launched its Career Readiness Initiative in 2015 to address a fundamental need for new college graduates and the professionals who serve their career development needs and recruit them into the workforce: a shared understanding of what is needed to launch and develop a successful career, a common vocabulary by which to discuss needs and expectations, and a basic set of competencies upon which a successful career is launched.

An initial task force—made up of NACE members from both career services and university relations and recruiting—developed the career readiness definition and associated competencies. These were subsequently reviewed and updated by a task force of members in 2017 to reflect feedback from members who were using the competencies with students.

In addition, after the initial launch, NACE undertook work to identify behaviors that could be associated with the competencies, partnering with SkillSurvey to validate those behaviors.

In 2020, a member task force undertook to review and revise the competencies as needed, while NACE and SkillSurvey completed a key phase of its validation effort to identify sample behaviors. As part of its process, the task force drafted its recommendations for revisions and presented them to the NACE membership for comment. More than 300 members provided recommendations and comments. The resulting revised competencies reflect those member insights.

If you wish to reprint the NACE Career Readiness Competencies or definition, please include the following: Reprinted courtesy of the National Association of Colleges and Employers

Florida State University

FSU | The Career Center

The Career Center

• Tech Center

Presentations

ACA (American Counseling Association) Conference

• CIP - Bridging the Gap Between Career and Mental health PPT
• Career and Mental Health PPT
• Career & Mental Health Counseling PPT
• Discover Your APPtitude Handout
• Counseling for Military Personnel & Veterans with Disabilities PPT

FloridaACE (Florida Association of Colleges & Employers) Conference

• Career Center Marketing: Increase Reach While Cutting Costs PPT
• Development & Administration of a Professional Clothing Closet PPT
• Applying CIP Theory to Career Counseling & Services PPT

IAEVG (International Association for Educational and Vocational Guidance) International Conference

• Varying Understandings of Social Media & Competency for Social Media in Career Services PPT
• Ethical Considerations of ICT Integration in Careers Practice PPT
• Ethical Issues with ICT in Guidance PPT
• Providing Career & Mental Health Assistance PPT
• Examining Cognitive Career Theories PPT

National Association of Colleges and Employers (NACE) Conference

• Insights Into an Innovative Response to Performance-Based Funding Initiatives PPT
• Kennelly, E. & Roark, K. (2020, June). Behind the Build: Designing a Low Cost Career Readiness Platform for Any Students, Anywhere. Presentation at National Association of Colleges and Employers. 2020 Virtual Conference
• Hoover, M. P., & Stallings, E. L. (2018, June 5). Managing the Chaos of Recruitment and Supervision, to Increase Retention of Professional Staff in Career Services: A Cognitive Information Processing Approach [ Conference presentation ]. NACE 2018 Conference & Expo, New Orleans, LA, United States.

NCDA (National Career Development Association) Global Conference

Click here for a full list of NCDA Presentations, grouped by year.

Other Invited Lectures

Osborn. D. (2019, July ). Cognitive Information Processing Theory: Applying Theory and Research to Practice. International workshop delivered at CERIC (Advancing Career Development in Canada), Webinar. 

• Webinar PDF
• CIP Theory in Action
• Recruit Hire Train Retain EL Professionals.pdf
• Creative Connections PPT
• Social Media in Career Services PPT
• Digital Age - Global Perspective PPT
• Models For Distance Services In Iceland PPT
• Integraing FTF & Distance Services In Iceland PPT
• Developing Needs-Based Services Using CIP Approach PPT
• Developing Needs-Based Services Using CIP PPT
• Quality & Ethics in Web-Based Guidance PPT

SVP (Society for Vocational Psychology) Conference

View the SVP conference book:  https://files.eric.ed.gov/fulltext/ED575010.pdf 

The Career Center part of the Division of Student Affairs 100 South Woodward Avenue Tallahassee, FL 32306 Hours: M - F  8 a.m. - 5 p.m.

(850) 644–6431 Questions/Broken Links

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7 Demonstrating Career Readiness: Highlighting Career Competencies

With so many things you might include in your portfolio, it can be hard to decide which things to include and which things to leave out. Research from the Associative American Colleges and Universities indicates that employers are looking for job candidates to showcase their career readiness by showing that they can demonstrate career competencies.  In this chapter, you will learn about the career competencies and ways to include them in your portfolio.

The National Association of Colleges and Employers has done extensive research asking employers about what they are looking for in college graduates to demonstrate that they are career-ready and they have identified eight competencies. The list below comes from NACE Career Readiness Competencies and the descriptions and the graphics are used with permission. For each section, you will see a definition and sample behaviors. I have added examples of what these might look like in your portfolio.

Career and Self-Development

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.

Sample Behaviors • Show an awareness of your own strengths and areas for development. • Identify areas for continual growth while pursuing and applying feedback. • Develop plans and goals for your future career. • Professionally advocate for yourself and others. • Display curiosity; seek out opportunities to learn. • Assume duties or positions that will help you progress professionally. • Establish, maintain, and/or leverage relationships with people who can help you professionally. • Seek and embrace development opportunities. • Voluntarily participate in further education, training, or other events to support your career.

What This Might Look Like In Your Portfolio.

• Show certificates or badges demonstrating your training.
• List development programs or special lectures you attended and how you grew from the experience.
• Discuss your personal journey map or your goals.
• Write about examples of a project that you initiated and saw through to completion.
• Write a reflection about a strengths assessment that you took and what it means to you.

Communication

Clearly and effectively exchange information, ideas, facts, and perspectives with persons inside and outside an organization.

Sample Behaviors • Understand the importance of and demonstrate verbal, written, and non-verbal/body language, abilities. • Employ active listening, persuasion, and influencing skills. • Communicate in a clear and organized manner so that others can effectively understand. • Frame communication with respect to the diversity of learning styles, varied individual communication abilities, and cultural differences. • Ask appropriate questions for specific information from supervisors, specialists, and others. • Promptly inform relevant others when needing guidance with assigned tasks.

• Show your graded speech or an outline of one of your speeches and write a reflection about it.
• Show evidence of a persuasive social media plan, persuasive speech, or other persuasive act.
• Show a multimedia product from a class.
• Show an article you wrote for the newspaper.
• Show a press release.
• Present a paper that you wrote. Include the various drafts to show progression.
• Write about a grant or fellowship proposal that you wrote.
• Upload a video of a presentation that you gave.
• Provide a variety of writing samples: Research paper, poetry, blog, essay.
• Write a reflection about an encounter with someone different than yourself.

Examples of Communication in a Portfolio

Patricia Gonzales, Engineering, Stanford University

Rachel Smith, Communication and Film, Arizona State University

Critical Thinking

Identify and respond to needs based on understanding situational context and logical analysis of relevant information.

Sample Behaviors • Make decisions and solve problems using sound, inclusive reasoning and judgment. • Gather and analyze information from a diverse set of sources and individuals to fully understand a problem. • Proactively anticipate needs and prioritize action steps. • Accurately summarize and interpret data with an awareness of personal biases that may impact outcomes. • Effectively communicate actions and rationale, recognizing the diverse perspectives and lived experiences of stakeholders. • Multi-task well in a fast-paced environment.

• Show a paper you wrote that involved complex reasoning and write a reflection about the process.
• Show a lab report where you gathered facts and came to a conclusion. Write about the process.
• Show photos of a problem-solving situation you encountered.
• Display a SWOT analysis or VIN diagram showing complex connections.

Equity and Inclusion

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.

Sample Behaviors • Solicit and use feedback from multiple cultural perspectives to make inclusive and equity-minded decisions. • Actively contribute to inclusive and equitable practices that influence individual and systemic change. • Advocate for inclusion, equitable practices, justice, and empowerment for historically marginalized communities. • Seek global cross-cultural interactions and experiences that enhance one’s understanding of people from different demographic groups and that lead to personal growth. • Keep an open mind to diverse ideas and new ways of thinking. • Identify resources and eliminate barriers resulting from individual and systemic racism, inequities, and biases. • Demonstrate flexibility by adapting to diverse environments. • Address systems of privilege that limit opportunities for members of historically marginalized communities.

• Discuss the diversity programs you attended (for example, you may have taken the Ouch That Stereotype Hurts program or the Intercultural Development Inventory).
• Show projects where you encountered new ways of thinking about diverse ideas.
• Give examples of how you worked with people who thought differently and how you bridged those differences.

Example of Equity and Inclusion Reflection in a Portfolio.

When I think of the words “equity” and “inclusion”, I think of diversity and acceptance of people who come from many different backgrounds. As a civil engineering major, I understand that this field is widely lacking in areas of inclusion. Specifically, lacking in African American civil engineers. I wish to help promote and advocate for equity and inclusion in my career field.

Throughout my college career, I have chosen to input myself in environments that promote equity and inclusion. I have also made an effort to join organizations that focus on this as well. Currently, I serve as the social media manager for the Diversity and Inclusion Student Council. Other organizations that I am affiliated with include the National Society for Black Engineers, the NAACP, Engineering Career Awareness Program, which is a program designed for the success of minority engineering students, along with a few other organizations.

I believe that when you have a workspace that includes a diverse group of people, it makes for an environment of diverse thought. Equity and inclusion are described as “policies and programs that promote the representation and participation of different groups of individuals, including people of different ages, races and ethnicities, abilities and disabilities, genders, religions, cultures, and sexual orientations.” You can have so many different perspectives on one situation when equity and inclusion are fostered. Every individual lives with their own experiences just based on the community that they are a part of alone. So, this can be very beneficial in a professional setting.

Recognize and capitalize on personal and team strengths to achieve organizational goals.

Sample Behaviors • Inspire, persuade, and motivate self and others under a shared vision. • Seek out and leverage diverse resources and feedback from others to inform direction. • Use innovative thinking to go beyond traditional methods. • Serve as a role model to others by approaching tasks with confidence and a positive attitude. • Motivate and inspire others by encouraging them and by building mutual trust. • Plan, initiate, manage, complete, and evaluate projects.

• Write reflections about your leadership experience.
• Write about your leadership philosophy
• Give examples of classroom projects where you took the lead.
• Write reflections about community projects where you were the leader.
• Take a leadership assessment and reflect on the results.

Example of Leadership Highlighted in a Portfolio

Montana Humphries – Human Development and Family Science, Auburn University. Winner of Auburn Universities’ Award for ePortfolio Excellence

Brandon San -Biology and Medicine, University of Washington

Patricia Gonzales , Engineering, Stanford University

Baylee Brown, Law Student, Tennessee Tech University

Megan Diem,  Marketing, Tennessee Tech University

Professionalism

Knowing work environments differ greatly, understanding and demonstrating effective work habits, and acting in the interest of the larger community and workplace.

Sample Behaviors • Act equitably with integrity and accountability to self, others, and the organization. • Maintain a positive personal brand in alignment with organization and personal career values. • Be present and prepared. • Demonstrate dependability (e.g., report consistently for work or meetings). • Prioritize and complete tasks to accomplish organizational goals. • Consistently meet or exceed goals and expectations. • Have attention to detail, resulting in few if any errors in their work. • Show a high level of dedication toward doing a good job.

• Reflect on artifacts such as this internship time sheet with reflections. 
• Write about a time you had to press to get the job done.
• Give an example of how you demonstrated professionalism. (See this example by Rachel Smith.  
• Show a teacher’s evaluative comments where they commented about how you exceeded expectations.

Build and maintain collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities.

Sample Behaviors • Listen carefully to others, taking time to understand and ask appropriate questions without interrupting. • Effectively manage conflict, interact with and respect diverse personalities, and meet ambiguity with resilience. • Be accountable for individual and team responsibilities and deliverables. • Employ personal strengths, knowledge, and talents to complement those of others. • Exercise the ability to compromise and be agile. • Collaborate with others to achieve common goals. • Build strong, positive working relationships with supervisor and team members/coworkers.

• Provide examples of team projects.
• Share any team leader feedback about your contributions.
• Share the results of any personality or team assessment and reflect on what it means.
• Provide the output of a team project and write about your contributions, your challenges, and your lessons learned.
• Show photos of your working as a team and write about what you learned.

Example of Teamwork in a Portfolio

The amount of work you put in is the outcome you get back. In the African Students Organization, I serve as the Content Creator developing posts for our social media accounts and flyers for people to see as well as submitting awards for the different programs we held. While I only create content, I have had the pleasure of being involved in all aspects of the organization by helping my other executive members. I work closely with the Webmaster who is responsible for posting the content, working the website, and creating captions for posts. I felt a sense of personal responsibility to ensure that not only was our organization a legitimate one at the University of Arkansas but also recognized African culture from the students who shared that. My parents were both born and raised in Arkansas, but I lived all my life in America. Because I was not well-versed in the experience of African students, I utilized the experiences and advice of my executive team who were all born and raised in an African country to develop informational posts. While I served my role to contribute to the organization, I was also able to work with my executive team to get help with some of the responsibilities my role entails. While getting help with some of my weekly content was helpful, the most notable instance of teamwork came from preparing for the African Gala Night.

The African Gala Night is the biggest event of the semester for our organizations. I was placed to head the food committee and publicity committee. In those roles, I helped to get a list of ingredients and a menu for the food that would be served during the time of the event. Being on the publicity committee was essentially the role of the Content Creator centered on the gala. I helped make posts and flyers to be publicized for students and non-students to see. While each executive member was a part of their committee, we eventually had an all-hands-on-deck mentality. It took extensive meetings, long nights of preparation, traveling to different places, and cooking before eventually finishing the night.

While my role consisted of only doing content, it was a great experience of helping others and getting help. Everyone has days when they may experience questions or encounter unexpected situations, so serving in a leadership position also entails helping others in times of need. I can say that I can not only be relied on, but I can also rely on them when I need help. That can look like asking upper executive members questions or ideas about potential future projects. Teamwork is an expected skill to have because there could be a time when a person experiences hardship or would like to collaborate on things where they rely on another person.

Lidia Belete, Biochemistry, University of Arkansas

Understand and leverage technologies ethically to enhance efficiencies, complete tasks, and accomplish goals.

Sample Behaviors

• Navigate change and be open to learning new technologies.
• Use technology to improve efficiency and productivity of their work.
• Identify appropriate technology for completing specific tasks.
• Manage technology to integrate information to support relevant, effective, and timely decision-making.
• Quickly adapt to new or unfamiliar technologies.
• Manipulate information, construct ideas, and use technology to achieve strategic goals.
• Share any media projects.
• Share data sheets.
• List all programs where you demonstrate proficiency.
• Write a reflection of all the media used in a project.
• Write about a time that you had to adapt to a technology shift.

Pass on the Phrase, “Career Competencies”

“Career competencies” is an insider’s phrase. It is used by career services professionals and some human resources professionals. Most employers and many graduate schools will not be familiar with the phrase so consider incorporating specific phrases and examples that highlight your capabilities. In other words, you might have a portfolio page titled “skills” and then have communication and leadership highlighted on that page.

Skills Expected from Graduate Students in Search of Employment in Academic and NonAcademic Settings

Compare the career competencies to this list compiled as skills expected from graduate students.

1. Communication and Interpersonal Skills 2. Critical and Creative Thinking 3. Personal Effectiveness 4. Integrity and Ethical Conduct 5. Teaching Competence 6. Societal and Civic Responsibilities 7. Leadership 8. Research management 9. Knowledge mobilization and knowledge translation 10. Career Management

Full report and a list of ways to demonstrate each are available online.

Your portfolio is not just a digital repository of your past accomplishments; it is a tool for showcasing your readiness to tackle real-world challenges.  Employers are looking for you to provide concrete examples and quantify your achievements whenever possible, especially when it comes to showing that you have career competencies. By infusing your portfolio with artifacts and reflections that highlight career competencies, you are creating a professional portfolio to get you noticed by future employers.

Key Takeaways

• Employers are looking for evidence of career readiness and your portfolio is a great place to showcase specific examples of your career competencies.
• The National Association of Colleges and Employers has identified career competencies that employers are looking for in today’s graduates.

Additional Resources

Read About What Employers Are Looking For in Graduates

• Competencies for a Career-Ready Workforce: Printable PDF from the National Association of Colleges and Employers

Read About What Graduate Schools are Looking for in Graduates

• Skills Expected from Graduate Students in Search of Employment in Academic and Non Academic Settings: Printable PDF

Read About How Employers Ask Interview Questions Aimed at Career Competencies (this can also be used as a way to help you brainstorm competencies)

• Sample Interview Questions for Career Readiness Competencies from Western Michigan University

“Your playing small doesn’t serve the world. There is nothing enlightened about shrinking so that other people won’t feel insecure around you.” Marianne Williamson

deBraga, M., Sonne de Torrens, H., & Evans-Tokaryk, T. (2019). Reflective Practice – A Model for how best to implement it. Presented at the Conference on Postsecondary Learning and Teaching: Exploring Experiential Learning, University of Calgary, Calgary, AB.

Driscoll J. (1994). Reflective practice for practice. Senior nurse ,  14 (1), 47–50.

Finley, A. (2021). How College Contributes to Workforce Success: Employer Views on What Matters Most . Association of American Colleges & Universities: DC.

Flaherty, C.  (2021). What employers want.  Inside Higher Education.

Gladd, J. (2023)  Write What Matters   licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License ,

Jay T. (1995). The use of reflection to enhance practice.  Professional nurse (London, England) ,  10 (9), 593–596.

Lumsden, J. A., Pinataro, C. M., Baltuch, A. L., & Reardon, R. C. (2009). Assessing career skills and competencies with an electronic portfolio.  Career Planning and Adult Development Journal ,  25 (4), 126–137.

Mekolichick, J. (2021). Mapping the impacts of undergraduate research, scholarship, and creative inquiry experiences to the NACE Career Readiness Competencies . National Association of Colleges and Employers.

National Association of Colleges and Employers (2022). Development and Validation of the NACE Career Readiness Competencies Downloadable PDF

National Association of Colleges and Employers (March 2021). Competencies for a Career-Ready Workforce.  

Polziehn, R. (2011). Skills Expected from Graduate Students in Search of Employment in Academic and Non Academic Settings: Printable PDF

Reynolds, N. & Davis, E. (2014). Portfolio keeping: A guide for students.   Bedford St. Martin.

Simpson, A.  & Stuard, H. ( January 2019) Adapted from Driscoll, J. (1994). Reflective practice for practice . Senior nurse, 14 (1), 47-50. University Writing  Copyright:  Attribution-NonCommercial-ShareAlike CC License

Western Michigan University. Sample Interview Questions for Career Readiness Competencies. Career and Student Employment Services.

The definitions and sample behaviors are taken directly from the NACE Career Readiness Competencies and used with permission according to the National Association of Colleges and Employers reprint online statement.

Portfolios Referenced

Lidia Belete

Baylee Brown

Annabelle Farrow

Patricia Gonzales

Emirra Harris 

Montana Humphries

Rachel Smith

Demonstrating Career Readiness: Highlighting Career Competencies Copyright © 2023 by Lynn Meade is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

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College/Career Readiness

Jul 11, 2014

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College/Career Readiness . ACT COMPASS KYOTE ASVAB WORKKEYS KOSSA Industry Certificates. College/Career Readiness Rate. 2. Opportunities to Demonstrate College Readiness. COMPASS or KYOTE. ACT – Junior year (required) COMPASS or KYOTE – Senior year. What If…

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College/Career Readiness ACT COMPASS KYOTE ASVAB WORKKEYS KOSSA Industry Certificates

College/Career Readiness Rate 2

Opportunities to Demonstrate College Readiness COMPASS or KYOTE ACT – Junior year (required) COMPASS or KYOTE – Senior year What If… Student doing credit recovery jumps from grade 10 to grade 12 this year. How does this student demonstrate college readiness?

College Entrance Exam 1 point College Ready College PlacementTests

ACT Accommodations Affect Accountability • ACT-Approved Accommodations = College Reportable Score State Allowed Accommodations = Non Reportable College Score • Used in Growth calculation • Not used in College/Career Readiness (even if benchmarks met) • Used in Growth calculation • Used in College/Career Readiness

COMPASS / KYOTE Accommodations DO NOT Affect Accountability • Students taking COMPASS or KYOTE may receive any accommodation that is listed on a current IEP, PSP or 504 Plan • These accommodations DO NOT affect accountability

College/Career Readiness Rate Must meet CPE’s ACT Benchmarks Use Student Name from IC Based on Grade 12 students (graduates or completers with G-Codes in Infinite Campus) Includes best score on English, Math and Reading from all ACT State and National Administrations in Kentucky and COMPASS or KYOTE scores Data reviewed by schools and districts prior to fall report

JCPS CCR dASHBOARD

College Ready Status • Tracking of College Readiness is available on the JCPS CCR dashboard. • https://portal.jefferson.kyschools.us/bi/slc/CCR/Pages/Default.aspx • If you do not have access to this please contact: • Jimmy Genslinger: [email protected]

College Ready Status Includes all SENIORS in the school If the data is not up to date (check date on screen), please contact Jimmy and he will pull the most current data.

College Ready Status If you are not familiar with the dashboard please view the “CCR Dashboard User Guide” on the JCPS Testing Unit website. This can be found on the Building Assessment Coordinator page under the COMPASS dropdown menu.

COLLEGE READINESS

College Readiness Rate 13

ACTCollege Admissions Exam

ACT • Administered to all high school juniors in March. • Confirm that high schools have determined test site establishment and accommodations procedures. • ACT CPE Benchmarks • Reading = 20 • English = 18 • Mathematics = 19

ACT • ACT Initial Test Day – March 4, 2014 • ACT Makeup Day – March 18, 2014 • ACT Accommodations Window – March 4-18

COMPASS® College Placement Assessment for Seniors http://compass.act.org/eCompass

COMPASS® College Placement • Course Placement for colleges and universities (Mathematics assessment includes Algebra and Pre-Algebra scores to aid course placement) • COMPASS® will not replace ACT as an admissions exam. • For College Admission requirements, contact the individual institution.

Overview of Program • Opportunity for SENIORS who have not met ACT CPE benchmarks in: • Reading • English • Mathematics • Seniors may test TWICE

Second Administration Seniors may take each eligible assessment twice. Steps: • Students receive intervention • First COMPASS® administration • Students who did not met benchmarks completed an additional intervention (MINIMUM FIVE DAYS BETWEEN ADMINISTRATIONS) • Second COMPASS® administration (only after intervention)

COMPASS® Testing Dates Open through June 15, 2014 No testing window restrictions

COMPASS® Cut Scores

COMPASS & College Readiness • College Readiness will include scores meeting the benchmarks from: • KDE’s COMPASS • KCTCS’ COMPASS • Other Colleges’ scores added during Data Review • All Kentucky public colleges and universities can access KDE COMPASS scores.

Training for COMPASS® Administrators • ALL STAFF: • Annual Administration Code and Inclusion of Special Populations Regulations

Training for COMPASS® Administrators MUST COMPLETE ALL • New staff must complete the New Administration Training • Online COMPASS® Training Series available from the JCPS Testing Unit website.

Training for COMPASS® Administrators COMPLETE UPDATE TRAINING ONLY Previously trained staff must view the COMPASS® Update Training (approximately 30 minutes)

COMPASS® Contact Information KDE ACT • JCPS • Testing Unit • Ryan Goepper • (502) 485-3388 • COMPASS® Technical Support • (800) 645-1992 • Option 2 • Available 24 x 7 • Intervention Information • April Pieper (NGL)(502) 564-2106

KYOTE College Readiness Placement Exam for Seniors https://www.kyote.org

KYOTE • Kentucky Online Testing placement exams for grade 12 students who have not met the CPE ACT benchmarks in English, reading or mathematics. • Trainings are available in August. • Program details are available from the user manual and the training sessions. • NEW: Irregularity Report Spreadsheet

KYOTE USER’S GUIDE • Step by step approach • Create class and student accounts • Administer exam • Access results • BAC’s should grant access to Erica Thompson, Jimmy Genslinger and Joe Prather so data can be added to the JCPS Dashboard • Information • Preparing computers for exams • Calculator policies • Testing frequency policies • Passing scores

KYOTE Cut Scores

KYOTE Mathematics ACT (18 and below) College Readiness Exam Mathematics ACT (19-21) College Algebra Exam • Purpose: Students to be placed in College Algebra as require by their college major • Included in CCR calculation • Purpose: Students to be placed in entry level mathematics credit bearing courses • Included in CCR calculation

KYOTE MATHEMATICS TESTING FREQUENCY (page 5 KYOTE User’s Guide) • 1. MATHEMATICS COLLEGE READINESS EXAM – This is the primary test seniors take (seniors who did not meet the ACT CPE benchmark of 19). • Administration– • Must be taken at the end of the trimester or semester • Students who are within 2 points of passing the exam (20 or 21 on Mathematics College Readiness Exam) should be given the opportunity to retake the exam within one week. This process can be repeated each semester or trimester of their senior year. • MATHEMATICS COLLEGE ALGEBRA EXAM– Only if students need a higher ACT benchmark (above a 19) for a college course they want to take. Math placement exam – Contact KY college for specific admission/major requirements. • Must be taken at the end of the trimester or semester • Students who are within 2 points of passing the exam (12 or 13 on Mathematics College Algebra Exam) should be given the opportunity to retake the exam within one week. This process can be repeated each semester or trimester of their senior year.

KYOTE READINGTESTING FREQUENCY (page 5 KYOTE User’s Guide) READING– Administration - Take at the end of a trimester or a semester Student may take only one time regardless of score.

KYOTE Placement Accounts It is strongly recommended that schools create a placement account for each student: • Log on to www.kyote.org.     • Click on Register under Students. Enter the student’s • e-mail address, • first name, last name and • unique SSID- ten digit KDE Infinite Campus student number . It isessential that this number be entered correctly. There is no way to change it once the account is created. • For the complete process of setting up placement accounts consult the KYOTE User’s Guide

KYOTE Data • Critical information for matching is correct name and SSID. • Incorrect SSID numbers CANNOT be corrected in the KYOTE system. • You will need to correct this during data review in order to receive credit. • KYOTE will return the student scores to KDE for inclusion in College Readiness.

KYOTE Contacts

REMINDER Every A1 AND Non-A1 school SHOULD be administering COMPASS and/or KYOTE to support students in becoming college-ready

Career Readiness Career Academic (WorkKeys & ASVAB) Career Technical (KOSSA & Industry Certificates)

Career Readiness Rate 41

Opportunities to Demonstrate Career Readiness • Career Measures – Throughout high school • Career academic (ASVAB or WorkKeys) • Career technical (KOSSA or Industry certificates) • While the tests are optional, students must have these measures to be CCR. • Unless CTE Preparatory Student, ASVAB and WorkKeys does not increase your CCR.

Preparatory Students No. Student must be enrolled in third credit of the same career pathway. Student who has completed two career and technical education credits in a preparatory program and is enrolled in the third credit course(s) in the same career pathway. What If… A student is enrolled in welding for 2 credits and takes nursing for another credit. Is this student considered a Preparatory Student?

CareerReady ACADEMIC TECHNICAL KOSSA Multiple-Choice = 70 Constructed-Response = 75 ---OR--- Industry Certificate Certification based on industry standards • WorkKeys = Silver or Above • Applied Math • Locating Information • Reading for Information ---OR--- • ASVAB = 50 • Armed Services Vocational Aptitude Battery &

College/Career Readiness for All Introducing KDE’s new resource page for CCR informationdesigned to be the starting point for all your College/Career Readiness answers. http://education.ky.gov/educational/CCR/Pages/default.aspx

Career Ready & Scheduling • 5 Star Schools – Cohort scheduling – Majors • Non 5 Star Schools • Work with CTE office • Review faculty credentials • Align KDE/KOCTE program of studies/majors to school major/course offerings and appropriate KOSSA or Industry Certification • Student scheduling – CTE course takes “required” importance/priority

Career Major Planning Links CTE Programs of Study - http://education.ky.gov/CTE/ctepa/Pages/default.aspx Valid KOSSA and Industry Certifications for CCR http://education.ky.gov/CTE/kossa/Pages/ValidKOSSAList.aspx Career Pathways FAQ - http://education.ky.gov/CTE/Documents/CareerPathwaysFrequentlyAskedQuestions2012.pdf EPSB Credential Look-up: https://wd.kyepsb.net/EPSB.WebApps/KECI/

WorkKeys • Job Skills Assessment • Available through local Area Technology Center or directly through ACT, Inc. • Student data should be entered into TEDS.

WorkKeys® Assessments 3 WorkKeys®Assessments: • Applied Mathematics • Locating Information • Reading for Information

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College & CAREER readiness. Erica Thompson - Ryan Goepper – Donna Heun Testing Unit Joe Prather - Jimmy Genslinger Data Management Ken Talley CTE Pam Royster Curriculum & Instruction. Agenda. CCR Accountability Chart JCPS CCR Dashboard Improvements COMPASS KYOTE

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Massachusetts College and Career Readiness Summit. Tools for Meeting The Challenges Aundrea Kelley, Associate Vice Chancellor for Academic Policy Massachusetts Board of Higher Education. Challenges to Achieving College Readiness and Success Goals. We need to understand what readiness means

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COLLEGE & CAREER READINESS CENTER

COLLEGE & CAREER READINESS CENTER. JUNIOR JOB SHADOW DAY PROGRAM PRESENTATION 2014. Learn, not by default, but by design. HOW TO FIND INFORMATION. CCRC HOME PAGE. APPOINTMENT SCHEDULE. WHAT IS JOB SHADOWING?. A short-term educational experience

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COLLEGE & CAREER READINESS CENTER. SENIOR INTERNSHIP PROGRAM PRESENTATION 2014. Learn, not by default, but by design. WHY SHOULD STUDENTS PARTICIPATE? . GAINING ADVANTAGE – FOR EDUCATIONAL PROGRAM OR EMPLOYMENT LEARN KEY SKILLS ABOUT A CAREER OR INDUSTRY

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College and Career Readiness

College and Career Readiness. Henry County High School . College and Career Ready. College Ready : the level of preparation a first-time student needs in order to succeed in a credit-bearing course at a postsecondary

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BVSD – ICAP Conversation

BVSD – ICAP Conversation. Lauren Jones, Tracy Thompson CCCS October 14, 2013. Our Job is to prepare our students for____________. College and Career Readiness. What is your definition?  What do they mean? How can college and career readiness be measured?

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Reporting college and career readiness results to the public

Reporting college and career readiness results to the public DQC Public Reporting Task Force | January 9, 2014. Objectives. Today’s webinar is designed to address several questions: What are college- and career-ready indicators (CCR) and to what extent do states report them to the public?

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P-20 Summit College and Career Readiness Defined (Postsecondary Readiness)

P-20 Summit College and Career Readiness Defined (Postsecondary Readiness). Jeff Goldhorn, Ph.D. Definition.

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The Dawning of A New Day in Alabama (College and Career Readiness)

The Dawning of A New Day in Alabama (College and Career Readiness). College and Career Ready. A major shift in Alabama’s curriculum to better prepare our students for post-secondary life ( i.e. life after school ).

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Alabama’s Implementation Path to College and Career Readiness

Alabama’s Implementation Path to College and Career Readiness. “Putting the Pieces Together” November, 2012. http://www.youtube.com/watch?v=L2zqTYgcpfg&NR=1. How does it ALL fit together?. CIP. Professional Learning. Formative Assessment. College-and Career-Ready Students. RtI.

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CTE Standards

CTE Standards. Next Steps. The new model curriculum standards are available online at: http :// www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp. Shift to Career and College Readiness. Focus from high school graduation to college and career readiness Teaching literacy across all content areas

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Illinois College and Career Readiness Pilot Project

Illinois College and Career Readiness Pilot Project. Presented by: Dr. Elaine Johnson, VP of Academic Affairs & Workforce Development Mike Hopkins, Board Member, John A. Logan College Dr. Robert Mees, President, John A. Logan College Dr. Julia Schroeder, Vice President, John A. Logan College

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College and Career Readiness Initiative

College and Career Readiness Initiative. Science Faculty Collaborative Introduction to CCRI – SFC Workshop. Funding for this project is provided by the Texas Higher Education Coordinating Board through the College and Career Readiness Initiative – Science Faculty Collaborative.

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Career Academies: A 40-Year Proven Model for Improving College and Career Readiness

Career Academies: A 40-Year Proven Model for Improving College and Career Readiness. November 4, 2009. 3 Key Elements of Career Academies. A smaller learning community comprised of a group of students that take classes together, taught by an interdisciplinary team;

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College and Career Readiness in Science and Technology/Engineering STE

College and Career Readiness in Science and Technology/Engineering STE. Readiness Centers October 2013. Introductions. Name Organization Role Many of us are here because of an interest in preparing students for STEM; we are not, however, here to talk about the STEM pipeline directly.

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10 th Grade PEP

10 th Grade PEP. Goal Setting. Overview. Review Personal Education Plan (PEP) goals Use college and career readiness definition and indicators to discuss pathways to these goals Use rubric to evaluate strengths and areas of improvement related to college and career readiness

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On The Road to College and Career Readiness

On The Road to College and Career Readiness. Center for Curriculum and Assessment Ohio Department of Education Marcia Barnhart, Assistant Director. AGENDA. The Knowledge & Skills Needed to be College and Career Ready Curricular Supports to Transform Instruction Measurement of Readiness

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Career Readiness

Just another university of memphis blogs site, presentations (affirmation).

Presentations are really a great way to showcase your abilities to communicate, problem solve, and demonstrate critical thinking.  While it is a challenge to actually execute your presentation in an online class, it is still very important to have the technical skills that will help you flourish when you do have the opportunity to present to a live audience.

You have probably already used PowerPoint in school.  If not, this is a good time to learn.  One of the biggest mistakes that both students and professional make when creating a presentation is that they use too many words.  When you use a lot of words, it is very likely that you will read from the presentation while you are giving it.  This is boring for the audience!

Choose a background that is easy on the eyes, and is consistent.  Microsoft offers a number of pre-made templates that look professional.  When in doubt, select one of those templates or use a solid color.  You can tell if you have done a good job if the slide show is easy for you to read.

Slides should be carefully balanced between words and images.  Create bullet points instead of sentences, and use pictures to convey your message instead of words.  Make sure that you take the time to proofread your slides too!

There are some ways that you can increase the effectiveness of your presentation during the design phase.  Please take a look at the graphic below:

If you need more information for using PowerPoint please click on the following:  PowerPoint Tutorial or Basic PowerPoint Skills

If you need more information about Prezi you can find it here:  Prezi

Your assignment for this section is to create a presentation that summarizes all of the information that you have learned about soft skills during this module and to create a presentation for the class about how you are going to utilize these soft skills as you prepare for a new school year.

You have the option of using PowerPoint, or Prezi for your assignment.  Even if you do not opt to use Prezi, please take a few minutes to look at the technology.  It is forward thinking and it makes for very impressive presentations.

Below, you will find a rubric that explains how you will be graded on this assignment:

As you can see below, your peers will actually be scoring your assignment based on the grading criteria.  Please take some time to read through the grading rubric as your grade from me will be given based on the accuracy of your scoring.  The ability to evaluate someone based on their performance without personal bias is a managerial skill.   By asking you to evaluate your classmates we can assess your ability to manage other people.

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Confidence and positive self-talk can enhance your presentation skills. Before presenting, repeat affirmations such as “I am knowledgeable and well-prepared,” “I am confident and capable,” and “I trust in my abilities.” These affirmations can boost your self-esteem and help you deliver a successful presentation. PeopleNet Fleet Manager

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Additionally, there are various types of Pickleball balls available, including indoor balls, outdoor balls, and tournament-grade balls, each with specific features to suit different playing conditions. When purchasing Pickleball gear, it’s recommended to choose equipment that meets USAPA standards for size and weight.

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Professionally “Speaking” Webinar Features Dr. Enza Antenos

Posted in: italian , languages at work

On March 26, Dr. Enza Antenos co-hosted a webinar for Alma Edizioni, Florence. Drawing interest from educators in over 51 countries, from Australia and Zambia, the event delved into pioneering approaches to Italian language instruction. Dr. Antenos shared strategies aimed at cultivating career readiness skills among students. Central to the presentation was the integration of real-world narratives into language learning through dynamic case studies to bridge language learning with practical knowledge in professional contexts. Attendees gained insights into effective strategies for implementing case studies, equipping them with the tools to invigorate their teaching and promote engaging learning environments. The webinar boasted an impressive turnout of over 400 Italian educators, showcasing a global appreciation of language learning’s pivotal role in fostering skills essential for the future of work.

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Sharing experiences in real-world learning is an asset when interviewing for early career opportunities.

Building confidence in not only being interviewed but also speaking about your skills in common language is a key part of creating effective pathways.

By: Tyler Robert and Todd Smith

A Student’s Perspective

My name is Tyler Robert and I have been a Find the Why! (FTW!) student competitor (see my FTW! Digital Resume below) for 5 years. I am currently a 3rd year Accounting and Finance major at the University of Nebraska Omaha. I recently interviewed with a CPA firm called RG & Associates . 

The interview experience at RG was unique, and it was unique because it did not feel like an interview. Of course, they asked me questions, and we talked about experience, education and the normal things of an interview. In many ways, we were getting a feel for the culture fit, and I felt during that interview that I was already a part of the company. 

They took a particular interest in my experience with the FTW! platform, asking what it was and what it entailed. I explained how FTW! connects businesses to students in a revolutionary new way, and allows for the direct offering of internships and apprenticeships to students that do well and fit the culture of that company. They loved the concept, and dug deeper into my FTW! digital resume I linked to my traditional resume. A good 15 minutes of our interview was focused on the FTW! platform and digital resume, and we had such a great conversation around it. They then asked me if I had taken a personality test before, and thanks to my experiences in the FTW! program, I had. They offer the DISC profile, as well as 3 other assessments. Having this information accessible for the interviewer was super helpful. 

My experience with RG was so particularly impactful, that I left knowing that this was the place for me. The very next day, they sent me an offer letter, I signed it and sent it back. My start date is in May of this year.

Todd Smith On Interpreting the Dashboard

My name is Todd Smith, Founder of FindTheWhy! The students that participate in FTW! choose from current industry or social problems to attempt to solve. Problems that result in solutions such as mental health app solutions for teens, designing light rail systems that move people around a region to solve the workforce crisis, and urban rooftop vertical farming solutions with renewable energy components.  stations. As students discover careers that solve problems that matter to them, they are discovered, recruited and retained by businesses. 

Along the solution iteration journey, each FTW! student team can select up to 3 virtual advisors from our prescreened list of dynamic professionals with knowledge that can help them ideate. Due to the back and forth with highly skilled professionals on our platform, students get the most realistic first-touch experience with a new industry and the culture of the adults in said industries. 

As Tyler mentioned, participants in our 10-day Challenges get access to industry-valued assessments that translate who they are, how they behave and their talents into data that tenured HR professionals can easily assign professional value to. 

The assessments include: 

• DISC Assessment (How does a person tend to behave) 
•  My Story Assessment (How they viewed the problem, industries that solve this problem, demographic, work-life balance preferences, demographic preferences and next step in educational/work pathway.)
• Student Team 360 Assessment (How did they collaborate)

In Conclusion

Programs like FindTheWhy! equip young learners with experiences, language, and competencies that will help them find success in what’s next. They build confidence and career awareness as well as expand social capital and enable students to work on real-world projects.

For more on this initiative in Nebraska, check out the recent podcast episode I hosted with the Omaha Taskforce .

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Nevada Gold Mines

Nevada gold mines – summer 2024 internships.

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JOB DESCRIPTION

Position Description:

At Nevada Gold Mines, our vision is to be the world’s most valued gold mining business by finding, developing and operating the best assets with the best people. At Nevada Gold Mines we are committed to a safe work environment sending every person home safe and healthy every day and leaving a sustainable legacy on our host communities. We will be notifying candidates of our selections starting Jan 2024

Responsibilities:

Our interns will have an opportunity to complete challenging and rewarding projects in their field of study, working side by side with our professionals in the field. By applying for an internship opportunity, you may be considered for an internship at any one of our Nevada Gold Mines locations.

Qualifications:

• Must be able to complete an internship lasting a minimum of ten (10) weeks between May 1 and September 1, 2024.
• Must be enrolled in school for the Fall 2024 semester (proof of enrollment required).
• Must have a cumulative GPA of 3.0 or higher (transcripts required).
• Must be able to pass Nevada Gold Mines’ pre-employment physical, which includes drug and alcohol testing as well as metals testing (where applicable).

What We Can Offer You

• Ability to make a difference and lasting impact
• Work in a dynamic, collaborative, progressive, and high-performing team
• An Opportunity to transform Traditional Mining into the future of Digital Mining
• Opportunities to grow and learn with the industry colleagues are endless
• Access to a variety of career opportunities across Nevada Gold Mine locations
• Nevada Gold Mines is committed to creating a diverse environment and is proud to be an equal opportunity employer

Thank you for your application, however, only those selected for an interview will be contacted.

Our mission is to be the world’s most valued gold and copper mining business. We are committed to partnering with our host countries and communities to transform their natural resources into tangible benefits and mutual prosperity.

With operating mines and projects in 18 countries, Barrick’s highly diversified workforce is drawn almost entirely from our host nations and equipped with world-class skills. We set the gold standard in sustainability by embedding environmental, social and economic considerations into all of our business decisions.

The company’s shares trade on the New York Stock Exchange under the symbol GOLD and on the Toronto Stock Exchange under the symbol ABX. Learn more at www.barrick.com or follow us on LinkedIn .

ABOUT THE TEAM

Nevada Gold Mines (NGM) is a joint venture between Barrick (61.5%) and Newmont (38.5%) that combined our significant assets across Nevada in 2019 to create the single largest gold-producing complex in the world. NGM produces approximately 3.5 million ounces of gold a year. The massive mining operation comprises eight mines along with their associated infrastructure and processing facilities and hosts three of Barrick’s Tier One assets: Carlin, Cortez, and Turquoise Ridge. At NGM, our mission is to be the world’s most valued gold mining business by finding, developing, and owning the best assets, with the best people, to deliver sustainable returns for our owners and partners.