TEACHING & ARTICULATING SKILLS NEEDED FOR THE WORKFORCE:
TEACHING & ARTICULATING SKILLS NEEDED FOR THE WORKFORCE: A PSYCHOLOGICAL SCIENCE PERSPECTIVE Jaye Van Kirk, M.A. (Psychology), M.A. (Zoology), ABD (Psychobiology) Professor of Psychology [email protected] objectives Gain new perspective in teaching your course material Increase awareness of skills you teach that prepare students for workforce
Help articulate skills that employers value Syllabus Assignments & activities prepared unprepared Time to innovate! How can knowledge and skills from fashion, business, psychology, sustainability, marketing & materials science be integrated into a product (or service) that can: Influence a persons psychological state Respect limited earth resources Be desired by diverse consumers (culture, SES, gender, age, etc.) Evolve with changing trends, resources and needs Provide people with realistic and healthy perspectives
These disciplines (fashion, business, psychology, sustainability, marketing & materials science) can be applied to Fashion psychology https://careersinpsychology.org/the-emergence-of-fashion-psycholog y/ https://www.businessoffashion.com/articles/careers/six-fashion-care ers-of-the-future What does this say about: 1) Cross disciplinary collaborations? 2) What skills students learn to solve problems? Where can this lead? https://www.sciencetimes.com/articles/18148/20190211/fashion-breakthrough-adaptive-clothing-material-depende nt-environment.htm
Smart clothing (e.g. thermochromic fabric) https://inhabitat.com/ecouterre/10-eco-fashion-garments-inspired-by-nature-and-biomimicry/ biomimicry How do we connect coursework to career readiness ? Discipline skill sets What are the skills unique to your discipline?
Naufel, K. Z., Appleby, D. C., Young, J., Van Kirk, J. F., Spencer, S. M., Rudmann, J., Carducci, B.J., Hettich, P. and Richmond, A. S. (2018). The Skillful Psychology Student: Prepared for Success in the 21 st Century Workplace. Retrieved from: https://www.apa.org/careers/resources/guides/transferable-skills.p df Origins of Committee on Associate & Baccalaureate Education (CABE) 21st Century Skills Task force Idea proposed to CABE (Aaron Richmond, Ph.D.) CABE highlighted the issue (stakeholders: students, faculty, counselors). Interest stemmed from faculty who are scientists and educators who have: expertise in career development created career courses
Karen Z. Naufel Georgia Southern University (CABE Liaison) Drew C. Appleby Indiana University-Purdue, Indianapolis Jason Young Hunter College of the City University of New York Working Group Members Jaye F. Van Kirk San Diego Mesa College Stacie M. Spencer MCPHS University
Jerry Rudman Irvine Valley College Bernardo J. Carducci Indiana University Southeast Paul Hettich DePaul University Aaron S. Richmond Metropolitan State University of Denver (CABE Liaison) AIMS Increase students, teachers, and advisors' awareness of : skills valued by employers where these skills are developed within the Psychology curriculum
the diverse range of job options that require these skills Support students in achieving career goals What inspired me to incorporate skills into classes? Providing education emphasizing content knowledge & career preparation American Psychological Association Undergraduate Education in Psychology: A Blueprint for the Future of the Discipline R.Eric Landrum, Bernard C. Beins, Mukul Bhalla, Karen Brakke, Deborah S. Briihl, Rita M. Curl-Langager, Thomas P. Pusateri, and Jaye Jang Van Kirk (2009) Chapt 9: Desired Outcomes of an Undergraduate Education
in Psychology From Departmental, Student, and Societal Perspectives Responsibility of faculty and administrators to teach the skills, knowledge, and values critical for success in today's world. How did including skills in my syllabus begin? 1. IDENTIFYING WORKFORCE SKILLS FOR PSYCHOLOGY MAJORS METHOD
1 2 3 4 5 Identified evidencebased sources of skills valued by employers Identified skills included in employer
job descriptions Compiled lists of most frequently mentioned skills Organized skills into domains Described skills with terms used by employers Five Skill Domains Seventeen Skills
Completed Products student advisor teacher The Skillful Psychology Major poster/handout The Skillful Psychology Student: Skills You Will Need to Succeed in the 21st-Century Workplace (APA Psychology Student Network) The Skillful Psychology Student: How to Empower Students with Workforce-Ready Skills by Teaching Psychology (APA
Psychology Teacher Network) APA Psychology Student Network APA Psychology Teacher Network SKILLS NEED TO ADAPT TO MULTIPLE CAREERS ACROSS ONES PROFESSIONAL LIFE IN ORDER TO STAY EMPLOYABLE 2: INFUSE COURSES WITH TEACHING STRATEGIES FOR SKILLS ACQUIRED FROM PSYCHOLOGY or your discipline
Stakeholders + Skills Success Student Skills Advisor/ counselor Faculty How Stakeholders Can Use 21st Century Skill Sets Faculty
Syllabus: Emphasizing skill sets X Letters of recommendation: Articulate skill sets X Skills gained in course: Increase awareness X Resume, cover letter, interviews
(Career preparedness) Articulate skill sets Students X X Assignments: Emphasizing skill sets X X
Careers using Psychology skill sets: (BA level) Increase awareness X X WHY WOULD IT BE IMPORTANT TO KNOW: *THE COMMON SKILLS ACROSS DISCIPLINES? *UNIQUE SKILLS FROM YOUR DISCIPLINE? 21st C skills are found across
curriculum What domains do your classes emphasize? Cognitive Communication Social Personal Technological
These Psychology courses provide skill sets across several domains PERSONAL COMMUNICATION SOCIAL COGNITIVE Intro Psych Lifespan Abnormal Psychobiology Social Psych Statistics Learning
Cognitive Research Methods Intro Psych Abnormal Psychobiology Statistics Cognitive Research Methods TECHNOLOGICAL Intro Psych Lifespan Abnormal Psychobiology
Social Psych Statistics Learning Cognitive Research Methods Intro Psych Abnormal Social Psych Learning Research methods Psychobiology Statistics Cognitive Research Methods
What courses in your discipline fit into these domains? PERSONAL COMMUNICATION TECHNOLOGICAL SOCIAL COGNITIVE Speech ASL Communication English
Research Real estate Business Economics Accounting Nutrition
Fashion Political science hospitality Child development Black studies Chicanx studies
Nutrition Business Architecture Computer & Information science Computer business technology Web development COURSES & CAREERS
How do students acquire and learn to articulate the skills they have learned? Assignments designed to highlight various skill sets Portfolium Infographics Resume & Cover letters Brochures ResearchPapers
Extracurricular activities Clubs Classroom interactions Section of infographic example demonstrating skills Skills Personal: integrity Social: collaboration Cognitive: critical thinking, creativity, information management Communication: written Technological: familiarity with software
Brochure assignment: Sex Trafficking (English & Spanish) WHAT SKILLS ARE USED? Cartoon assignment (neurotransmitters) WHAT SKILLS ARE USED ? A skills focused resume assignment Kristen C. Kelly 2060 Magnolia Avenue, Atlanta, GA 39807-1674
Residence: (404) 123-4567 ~ Cell: (545) 549-8721 ~ Email: [email protected] OBJECTIVE: I am seeking a Department Manager position at Roswell Enterprises where I can utilize the skills I developed in college, during my internship, and on-the-job to enhance employee growth and company success. EDUCATION: Bachelor of Science in Psychology, Georgia State University, Atlanta Minor in Communications Certificate in Organizational Leadership and Supervision 2017 2017 2017 WORK EXPERIENCE: Intern, Turner Broadcasting Human Resources Department, Atlanta Night Manager, Atlanta Underground Starbucks
Barista, Atlanta Underground Starbucks 2017 2012-present 2011-2012 SKILLS: Communication Skills - developed in my Speech, English Composition, Interpersonal Communication, and Business Writing classes and demonstrated during my presentation at the Georgia State University Psychology Undergraduate Research Conference Speaking in a clear, organized, and persuasive manner.
Listening actively by giving full attention to what other people say and understanding the points they make. Writing in a manner that is understandable, logical, convincing, and free from grammatical and spelling errors. Reading complex materials, comprehending their meaning, and identifying their major points. Collaboration Skills - learned in my Social Psychology class and implemented in my Applied Organizational Leadership class in which student teams served as consultants to downtown Atlanta companies to solve specific business problems. Working effectively in diverse groups. Building consensus that leads to the solution of complex problems. Exhibiting social perceptiveness by being aware of others' reactions and understanding why they react as they do.
Critical Thinking and Research Skills - developed in my Research Methods and Industrial/Organizational Psychology classes. Solving problems by identifying and evaluating information to develop options and implement solutions. Identifying the strengths and weaknesses of alternative approaches or solutions to problems. Gathering and evaluating information from many sources and using statistical skills to summarize and analyze data. skills Leadership Skills - developed in my Interpersonal Skills for Leadership, Team Dynamics for Leadership, and Project Management classes, and when I served as the President of Georgia States Psi Chi Chapter. Scheduling, organizing, and conducting meetings.
Delegating duties and following up to ensure that duties are performed in a timely and successful manner. Planning and executing major events under significant financial and time constraints. Creating Georgia States first Honors Day by collaborating with ten other campus honor societies. Professional and Self-Management Skills - developed as an intern in the Turner Broadcasting Human Resources Department, working 20 hours a week as a barista and night manager at Starbucks, and enrolling in classes that contained time, stress, and conflict management components. Monitoring and assessing my own performance and the performance of others. Evaluating the effectiveness of organizational policies and procedures to make improvements or take corrective actions. Managing human resources by motivating, developing, and directing people and identifying the best people for the job.
Creating strategies to manage my own time, stress, and conflicts and providing assistance to others to do the same. Ethical Skills - developed in my Ethical Decisions in Leadership class, during a research project that involved the creation of an institutional review board ethics protocol, in writing assignments that conformed to strict APA-style guidelines that prohibit plagiarism, and during an internship that required strict client confidentiality. Possessing the capacity to make ethical decisions based on accurate ethical knowledge. Displaying the willingness and ability to act on my personal ethical decisions. Holding others to high ethical standards, and taking appropriate actions when these standards are violated. - References Available Upon Request - Connect course skills to skills that employers value
Identify skills Youre probably already teaching some very valuable skills Tips: Know the skills developed from your discipline Gain familiarity with the skills that employers value from your discipline. Help increase awareness of connecting skills from your courses to workforce skills Now that you know these skills are valuable... Lets highlight skills they will
acquire, broaden and strengthen STAY TUNED 3. INCLUDING SKILLS INTO YOUR SYLLABUS Including skills in your syllabus Insert in learning goals/outcomes section Goals: identify, acquire, strengthen & articulate skill sets Tie skills to: assignments in syllabus Skills employers value
Example: syllabus highlighting skill sets http://teachpsych.org/resources/Documents/otrp/syllabi/VW19stats.pdf Syllabus activity Identify terms associated with skill sets in syllabus Analytical thinking, Critical thinking, Creativity, Information management, Judgment and decision making Oral & written communication Example syllabus (White, 2017) Learning Outcomes & Course Objectives: By the end of the course, you should: 1) Have a basic understanding of psychological concepts as a science and as a discipline. You will be able to describe some of the key principles and themes in domain of psychology (1.1), have a
basic understanding of different content areas in the field, and understand how we can apply psychology in and outside of academia. 2) Be able to evaluate some general aspects of psychology research methodologies & search out information related to the field, along with a basic understanding of how to design, conduct, & interpret psychological research. 3) Have a basic understanding of the ethical challenges as it relates to being a better informed consumer of psychological/scientific knowledge. Adaptability, Integrity, Self-regulation Collaboration, Inclusivity, Leadership, Management, Service orientation Flexibility/adaptability to new systems, Familiarity with hardware and software 4) Have a beginning understanding of APA-style in general, along with writing for job & school
applications. 5) Have a basic understanding of the career options in psychology & related fields, with a focus on learning how psychology courses & training at the undergraduate level can help in your career path, including knowing more about our psychology department and what it takes to be a psychology major or minor here at the U., along with how this course may help you postgraduation by making connections with faculty & other students in the department. In this course, we will explore basic research issues and critical analysis of psychological science. We will discuss the methods of psychological research, along with the myths and images of psychology as a field. As part of this goal, you can participate in research conducted here at the university to give you more hands-on experience (more on this later) and we may do a small project together. By the end of the course, it is my hope that you will be able to cast a more critical eye toward how research findings and surveys are presented in the non-scientific world as well. Examples of learning outcomes in syllabi Identify skills: Intro to Business (Northeastern Univ)
Student Learning Outcomes Based on satisfactory completion of this course, a student should be able to:
1. Identify and describe the competitive environments and forces that affect the internal and external operations of companies doing business in the global market. 2. Define and describe free-market capitalism and how it differs from other economic systems, as well as the role of key U.S. economic indicators. 3. Explain entrepreneurship and what it takes to be an entrepreneur. 4. Discuss the challenges managers face to set ethical standards and encourage corporate social responsibility, structure organizations, manage production and operations, and human resources. 5. Summarize the development and implementation of customer-oriented marketing plans, the four Ps of marketing and the main strategies in terms of pricing, promotion, distribution and product design. 6. Describe the role of accounting and financial information and the challenges facing managers involved in the financial planning process. Examples of learning outcomes in syllabi Identify skills: Intro to Business (Northeastern Univ) Student Learning Outcomes
Based on satisfactory completion of this course, a student should be able to: 1. Identify and describe the competitive environments and forces that affect the internal and external operations of companies doing business in the global market. 2. Define and describe free-market capitalism and how it differs from other economic systems, as well as the role of key U.S. economic indicators. 3. Explain entrepreneurship and what it takes to be an entrepreneur. 4. Discuss the challenges managers face to set ethical standards and encourage corporate social responsibility, structure organizations, manage production and operations, and human resources. 5. Summarize the development and implementation of customer-oriented marketing plans, the four Ps of marketing and the main strategies in terms of pricing, promotion, distribution and product design. 6. Describe the role of accounting and financial information and the challenges facing managers involved in the financial planning process. Example of learning outcomes in syllabi (INFO 200 Information communities outcomes (SJSU))supports the following core competencies:
C Articulate the importance of designing programs and services supportive of diversity, inclusion, and equity for clientele and employees. F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital information items. H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies. J Describe the fundamental concepts of information-seeking behaviors and how they should be considered when connecting individuals or groups with accurate, relevant and appropriate information. K Design collaborative/individual learning experiences based on learning principles and theories. L Demonstrate understanding of quantitative and qualitative research methods, the ability to design a research project, and the ability to evaluate and synthesize research literature. M Demonstrate professional leadership and communication skills. O (For students entering from Spring 2015 onwards) Understand global perspectives on effective information practices that are supportive of cultural, economic, educational, or social well-being. Example of learning outcomes in syllabi
(INFO 200 Information communities outcomes (SJSU))supports the following core competencies: C Articulate the importance of designing programs and services supportive of diversity, inclusion, and equity for clientele and employees. F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital information items. H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies. J Describe the fundamental concepts of information-seeking behaviors and how they should be considered when connecting individuals or groups with accurate, relevant and appropriate information. K Design collaborative/individual learning experiences based on learning principles and theories. L Demonstrate understanding of quantitative and qualitative research methods, the ability to design a research project, and the ability to evaluate and synthesize research literature. M Demonstrate professional leadership and communication skills. O (For students entering from Spring 2015 onwards) Understand global perspectives on effective information practices that are supportive of cultural, economic, educational, or social well-being.
Your turn: Using your syllabus, identify the following: Skill based learning outcomes Learning outcomes related to 5 domains of the 21st C Skill Sets Assignments that develop skills What students should know about their skill development Syllabus (Appleby, 2019) "Skillabus"
Emphasize perspective of multistep strategy to identify, understand, value, develop, and market the skills to succeed in the 21st century workplace. Highlight skills acquired in your course in your syllabus Tie assignments to the 5 skill domains & skill sets. Know, identify and articulate skills acquired as a Psychology major Develop skills in coursework & extracurricular activities Effectively market skills (resume, cv) Milestone One: Understanding the Transferrable Career Skills from Your Psychology Curriculum
What are the skills you will need to enter and succeed in the 21st Century workplace that you can develop during your undergraduate education? Milestone Two: Identifying and Utilizing Campus Career Resources What resources are available at your school that can help you develop these skills, and how can you utilize these resources in a successful manner? Milestone Three: Using Your Undergraduate Education to Develop Your Career Skills How can you use both the curricular and extracurricular components of your undergraduate education to develop these skills in a successful manner? Milestone Four: Searching for Jobs and Marketing Your Skills What strategies can you use to search for potential jobs and then market your skills effectively during the job-search process? What campus resources can help you create these strategies? Milestone Five: Transitioning Successfully from College to the Workplace
What skills will you need to adjust to, keep, and flourish in your job once you are hired? Project syllabus National discipline based resource for exemplary syllabi in Psychological Science. Project Syllabus Best Practices of course objectives: http://teachpsych.org/resources/Documents/otr p/syllabi/bpcourseobj.pdf How can you strengthen the skill sets? Have students reflect on skills used in the assignments Include them during lecture Pose question: What skills do these issues relate
to? Issues discussed Skill & career resources https://www.careeronestop.org/ExploreCareers/Assessment s/skills.aspx (career onestop) https://www.onetonline.org/skills/ (O*Net skills) https://www.bls.gov/ooh/ (Bureau of Labor Statistics) Professors letter of recommendation that mentions skills Youre off to a great start! What you already have: Syllabus Assignments
Lectures In-class activities ALL HELP STUDENT ACQUIRE, BROADEN AND DEEPEN THEIR SKILL SETS Summary Increased awareness of skills from your discipline and courses Incorporating skills into syllabus and course material Increased awareness of what skills you teach to prepare students for workforce Increase articulation of skills that employers value in Syllabus Assignments & activities HABILDADES
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