In the 1990s, college and university career services and placement units face many challenges which may influence their success including (a) increased budgetary constraints, (b) changing student demographics, (c) increased availability of computer technologies, (d) new service delivery models, and (e) changing employer recruitment practices. In an effort to address these issues and examine its role within the university (Roth, 1994), the Placement and Career Information Center (PCIC) at Central Michigan University undertook a program of applied research, self-assessment and planned change. The purpose of this article is to briefly report our experiences in conducting this program of applied research. The assessment strategy is presented in the first part of this report. Next, the methods used to collect data and assessment, sampling procedures and response rates are described. Following this, highlights of the assessment results are presented including a summary of some changes already made and those planned for the future. The results of this study are presented in detail in Adams, et at. (1994)

Adams, Gary A.

DiNello, Rosemary Stanek

Elacqua, Tina C.

Malmquist, Joellyn S.

Rapaport, Ross J.

Sherlock, Julia B.

English

epublications@Marquette

Marquette Universitye-Publications@MarquetteManagement Faculty Research and Publications Management, Department of1-1-1997Self-Assessment and Planned Change of Placementand Career Services CenterGary A. AdamsMarquette University, gary.adams@marquette.eduRoss J. RapaportJulia B. SherlockJoellyn S. MalmquistTina C. ElacquaSee next page for additional authorsPublished version. Michigan Journal of Counseling and Development, Vol. 25, No. 2 (1997): 13-16.Publisher Link. © 1997 Michigan Counseling Association.AuthorsGary A. Adams, Ross J. Rapaport, Julia B. Sherlock, Joellyn S. Malmquist, Tina C. Elacqua, and RosemaryStanek DiNelloThis article is available at e-Publications@Marquette: https://epublications.marquette.edu/mgmt_fac/235Spring, 1997 • Vol. 25 • No. 2 ---------------------------------------------------------MCA Gary A. Adams, Ross J. Rapaport, Julia B. Sherlock, Joellyn S. Malmquist, Tina C. Elacqua and Rosemary Stanek-DiNello Self-Assessment and Planned Change in Placement and Career Services Center ABSTRACT In the 1990s, college and university career services and placement units face many challenges which may influence their success including (a) increased budgetary ~onstraints, (b) changing student demographics, (c) mcre~sed availability of computer technologies, (d) new serv1ce delivery models, and (e) changing employer recruitment practices. In an effort to address these issues and examine its role within the university (Roth, 1994), the Placement and Career Information Center (PC/C) at Central Michigan University undertook a program of applied research, self-assessment and planned change. The purpose of this article is to briefly rep~rt our experiences in conducting this program of ~pplled research. The assessment strategy is presented m the first part of this report. Next, the methods used to collect data and assessment, sampling procedures and response rates are described. Following this, highlights of the assessment results are presented including a summary of some changes already made and those planned for the future. The results of this study are presented in detail in Adams, et at. (1994). ASSESSMENT STRATEGY OVERVIEW The PCIC assessment was based on information obtained from the center's three main constituencies that ~onsist of students, faculty and employers. To obtain Information from these constituencies a variety of data collectio~ methods were used (Malaney & Weitzer, 1993). InformatiOn from students was obtained by a mailed survey, a series of focus groups with student subgroups and ~ ~urvey of students using the PCIC's services. To obt~m mformation from faculty, a mailed survey was des~gned to collect both quantitative and qualitative infor-mation (in the form of comments). To obtain information ~ary Adams is an assistant professor in the Department of R sychology at the University of Wisconsin Oshkosh in Oshkosh, WI. M~s~. J. Rap~port. is ~ professor at the Counseling Center at c.entral d' c Jgan Umvers1ty m Mount Pleasant, MI. Julia B. Sherlock IS the Jrdector and Joellyn S. Malmquist is the coordinator of recruitment an te h · · C c n~ca! serv1ces at the Career Services and Resource Center at then~ral M1~h1gan University. Tina C. Elacqua is a doctoral student in Ste m~u~tnal and organizational psychology program, and Rosemary C ane -DJ~el!o is the former complex manager for Residence Life at entral M1ch1gan University. from employers, a survey was distributed to employers using the center to recruit potential employees during the fall semester of 1993. This mix of data sources and data collection methods provided multiple sets of information on which to base the PCIC assessment. METHOD Student Survey The student survey consisted of 137 questions designed to assess student awareness, satisfaction and needs. The survey was distributed to a stratified random sample of 1 ,825 students living on- and off-campus. Due to the likelihood of differential response rates, the number of surveys mailed to students residing off-campus (1,290) was larger than the number distributed to those residing on-campus (535). Also, to ensure ~n adequate number of minority student respondents th1s group was purposefully over-sampled. Overall, the survey collected information from 551 students (249 on-campus; 302 off-campus). This number represents 3% of the population of students at CMU (overall response rate= 30%). Student Focus Groups A series of five focus groups (Kaase & Harshbarger, 1993; Jacobi, 1991), involving 41 students were conduct· ed representing the following stude~t groups: fre~~ma~ and sophomores, juniors and senrors, nontradltlona students, minority students and students le~ders. ~he purpose of these focus groups was to collect mformatlon on student perceptions regarding the PCIC and t? deter-mine student needs for placement and career services. Student User Questionnaire e A questionnaire designed to measure stu.de~t per~ ra tions of the services they r.eceived w9a9s31~~1tr~~~:ster. students using the PCIC dunng the 1 . Thirty students completed and returned this survey. Information from Facultv · d si ned to The faculty survey consisted of 26 questions ted ~ts (b) assess (a} the degree to which fa~ulty refer feu s:rvi~es, faculty experiences and p_erceptlons o; ~~ght-hundred and (c) suggestions for lmprovemenlty. I embers and surveys were distributed to CMU facu m 13 Spring, 1997 • Vol. 25 • No. 2 MCA--------------------------------------------------------------227 (28%) were returned. Faculty responding represent-ed 35 different academic departments. Information from Employers Employers conducting recruitment activities at the PCIC were given a 10 item questionnaire. This question-naire asked the employers to rate the staff and facilities of the PCIC. Information was collected from the six employer representatives who visited the center during the data collection phase of this study. RESULTS Student Satisfaction Many student survey respondents tended to believe that the PCIC was a good place to go for help choosing a career (51%), to learn how to get a job (46%), to find a job (40%) and find out about internships (37%). The 30% of the students who used the PCIC did so as freshmen (22%), sophomores (22%), juniors (25%), seniors (24%) and alumni (5%). Survey respondent PCIC users were typically satisfied with the overall service they had received (64%), and 80% said they would recommend the center to a friend. The majority of these students felt welcomed by the reception staff (71 %), felt the reception staff was courteous (80%), found the waiting area comfortable (76%), and felt their needs were met in a timely manner (67%). They also thought the center was helpful or very helpful for exploring their career interests (61 %) and finding jobs (54%), and thought their PCIC advisor was helpful (72%). In addition, 30 students completed a brief questionnaire assessing the helpful-ness of the service they received immediately following their use of PCIC services. Student Awareness Most survey respondents knew where the PCIC was located (69%), however, 80% agreed with the statement "I would like more information about the Placement and Career Information Center." Familiarity with specific services offered by the center ranged from a low of 7% (video taped workshops} to a high of 28% (Career Resource Center) indicating a significant lack of student awareness of services. Students received information about the center from a variety of sources and received information about job opportunities from friends (57%) and parents or family (53%). Respondents indicated they used a variety of information sources when choos-ing oa care.er inclu~ing frie~ds (64%), parents or family (62%), major or mmor adv1sor (48%), orientation (43%) academic advisor (36%) and professors who were not advisors (36%). Student Needs Most survey respondents thought the PCIC should be open during weekdays (72%), while some thought the center should be open on Saturdays (42%) and Sundays (15%). Respondents thought it was important for the PCIC to offer computerized career searches (69%), mail-in registration (64%), computer registration (62%), comput-er lab access (61 %) and computer access from one's home (56%). Results of the student focus groups were generally consistent with survey results. These students indicated a general lack of awareness of center services and did not realize that it was important and appropriate to seek PCIC assistance early in one's student career. Faculty Attitudes Faculty respondents said they referred students to the center for information on permanent jobs (66%), to use the career library (66%), for information on possible occupations given a specific major (59%), for job inter-view skills training (52%) and to participate in mock inter-views (48%). Fewer faculty referred students for informa-tion on internships (23%), graduate school information ( 19%) or co-op opportunities ( 1 0%). Many faculty members recommended that students use PCIC services (84%), actually referred students to the center (79%) and thought that the PCIC was a valuab~e resource for students (73%). Some of the academic departments (46% of the departments represented bX survey respondents) and faculty (40%) maintained the1r own placement information. Faculty comments and suggestions concerning improving PCIC services were organized into four themes: (a) a need by faculty for more information about the PCIC's services, (b) a desire on the part of faculty to establish better relationships with the center, (c) several suggestions for services such as SIGI and Discover, and (d) awareness of and appreciation for the newsletter Career View Mirror. Employer Satisfaction All (n=6) of the surveyed employers engaging in on-campus recruiting during the time this study was cond~ct­ed thought the staff was courteous, rated the recept1on and professional staff as good or excellent, and thought that appointments were appropriately scheduled. They also rated the waiting area and interview rooms as good or excellent. DISCUSSION Assessment results suggested that most student, faculty and employer users of PCIC services were gener-ally satisfied with services received and also indicated ., .. Spring, 1997 • Vol. 25 • No. 2 -----------------------------------------------------------MCA areas that could be improved. Since the study was conducted, the information obtained has been used in a variety of ways to make changes in the way services are provided. Study results were used to help focus center direction in the areas conceptualizing and implementing a comprehensive career development model, intentionally working to improve faculty and employer relations, and the development of an internship center. Existing staff were involved in all aspects of the study including reviewing data collection instruments and discussion of the meaning of obtained results. Staff involvement resulted in staff understanding and support of a variety of changes which were indicated by study's results. The director also discussed the study and received input, prior to its implementation, with her immediate supervisor, the vice president for student affairs. The data collected helped the director, who was new to the institution, provide an understandable and empirical documentation for changes which she believed would need to be made so that students and employers could more effectively be served. . As a result of the data collected and subsequent discussions, the name of the PCIC was changed to the Career Services and Resource Center (CSRC). This name more accurately reflects the career advising and planning emphasis of the services currently provided by the office. Staff responsibilities were refocused and reorganized to be more responsive to student and employer needs. The data were used to justify the expenditure of financial resources to expand equipment and update computer technologies used to interact with students and employ-ers. The availability of current information regarding student and employer's needs helped the office to be n:ore responsive to constituents' needs. Currently, discus-Sions are underway to expand the role of the CSRC and the office is moving to a new and high traffic location in the university center. . Ma~y students and faculty at Central Michigan Umversrty were unaware of all of the services offered by bhe C~RC. Most students did not know that it was to their enefrt to use center services early in their student car.e~~- CSRC has begun to develop various outreach actiVities specific to identified target audiences to inform students, faculty and others of the developmentally appr?priate use of center services. Since students obtam considerable career and job information from Parents and family, the center has begun to explore metho~s that would systematically target parents for ~ducatron a~out its services and appropriat~ car~er evelopment mformation (e.g. through Parent OnentatiOn, a Parent newsletter, etc.). Computer technologies and addition.al alternative 15 locations for service delivery were supported by many students. Computerized career counseling software (e.g. SIGI and Discover) was also suggested by some faculty. The center is exploring new technologies to both bolster existing programs, and as a way of cost-effectively estab-lishing outreach activities (e.g. providing a computerized career exploration program from the institution's library, accessing the Michigan Occupational Information Service (MOIS) or other self-assessment and information databas-es through the main frame computer or through residence hall and other computer laboratories, using a local cable access television station to advertise programs and services, etc.). There continues to be a need for faculty and center staff to form partnerships, communicate more effectively, coordinate their efforts on behalf of students, clarify departmental and center roles and responsibilities, and identify the areas where coordination and cooperation are necessary. F acuity and staff need to be educate?. about all the services offered by the center. In addition, a comprehensive assessment of employers needs and expectations regarding student recruitment has recently been completed. CSRC services will be enhanced .by cooperating with and assisting the many sources which students already use to gather information about chaos· ing a career and finding employment. Some of the sources include academic advisors, counselors, parents, family, alumni and residence hall staff. CONCLUSION Systematic data collection from constitue~c.ies served by the PCIC resulted in providing an empmcal basis to document and justify needed chang,es to the office. A willingness on the part of the centers .staff to openly "listen" to the results of the data c~llectron ~~d make needed changes quickly has resulted rn the abih~ to provide better services to students, employers an faculty. Additional data collection is plann~d to fu~~h~~ modify service delivery to meet the changmg nee the center's constituencies. References: R J Barlow Sherlock, J., Malmquist, J.S., Adams, G. A., Rapaport, . ·~ II R (1994) Placement and Career Elacqua, T.C., & Stanek-DtNe o, . . er a;vareness of. Information Center: Student, faculr and eT~~J career services. satisfaction with, and needs for P ace~en . ·vision of Student Mt. Pleasant, Ml: Central Michiga~ Umver~tty ~~ ED 372 307). Affairs. {ERIC Document Reproduction Servtce o. . f th student affatrs Jacobi, M. {1991). Focus group research: A tool or e professional. NASPA Journal 28. 195-201. . · focus groups tn Kaase, K.J., & Harshbarger, D.B. (1993). Apfi~0:.28~289. student affairs assessment. NASPA Jouma Spring, 1997 • Vol. 25 • No. 2 MCA----------------------------------------------------------------Roth, S.E. (1994). The role of career services within student affairs. NASPA Journal. 31. 169-175. Malaney, G.D., & Weitzer, W.H. (1993). Research on students: A framework of methods based on cost and expertise. NASPA Journal. 30. 126-137. 

Self-Assessment and Planned Change of Placement and Career Services Center

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Self-Assessment and Planned Change of Placement and Career Services Center

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