2015-16 Program Review...interns which is helpful but another full time career counselor will allow the CDC to broaden career information resources and counseling services to the greater

2015-16

Program Review

Program's Mission Statement

Mission Statement 2015 - 2016

The mission of the Career Development Center (CDC) is to assist the diverse student population, staff, and community of Rio Hondo College in becoming confident and informed career and educational decision makers with an understanding of and an ability to effectively utilize career resources and information. These career resources include but are not limited to: job search activities ,workshops, assessments, professional development activities, and career and educational counseling services.

Vision Statement 2015 - 2016:

The Rio Hondo College Career Development Center (CDC) is an integral part of the Counseling and Student Development division. The CDC endeavors to assist individuals meet the needs of the changing world of work with skilled career counseling services, up-to-date resources, technological innovations, and job preparation capabilities for the benefit of all constituencies of the college. The CDC functions to advance the outcomes for student success and the vision set forth by the college.

Program's SAO Information

Service Area Outcome (SAO) 2015 - 2016

The CDC will provide students with information and guidance to help them make informed major, career, and life choices.

• The CDC will provide career counseling and job preparation services.

Name of Program: Career Center

Name of Unit: Counseling and Student Success

Name of Area: Student Services

Date Completed: 10/24/2014

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10/27/2014http://research880/planview.asp?id=1469

• The CDC will offer group workshops that include topics on life and work skills.

• The CDC will offer validated career and personality assessments as well as professional interpretations.

• The CDC will partner with faculty to offer class orientations and targeted workshops.

• The CDC will host an annual Career & Internship Day.

• The CDC will provide professional development activities as needed for counseling and instructional faculty to increase their knowledge and use of career resources and assessments.

• The CDC will research and explore the use of digital career resources to meet the increased need for online career resources.

• The CDC promotes and assists students with internships and volunteer work as a way to identify and achieve career goals.

• The CDC will provide and annual Career Success Day for re-entry and undecided students.

Program's SLO Information - Assessment Results (1a)

Student Learning Outcomes (SLO) 2013 - 2014 (revamped from 2012-2013)

These SLOs are assessed yearly.

1. Students can make effective use of three online career resources for research purposes. Assessment method: Self-observation by career staff based on discussion with students. 2. Based on the directed career assessment interpretation, students can effectively integrate assessment information toward career and major decision making. Assessment method: Self-observation by career counselors based on oral feedback from students.

Evaluation of SLOs: SLO 1 - Orientations"Students can make effective use of three online career resources for research purposes."

Orientations are a prime opportunity for exposing and educating students to many valuable CDC resources which are often used for personal and class related career research. Career research often leads to a more “informed educational goal” which can then be incorporated into the education planning process. After the one hour Orientations are delivered, the CDC staff provides students with time to utilize the resources (OOH, O’net, Eureka) to be certain that they are clear in their usage. This is how proficiency is determined.

2013 - 2014 proficiency for this SLO was 100% compared to 72.1% for 2012 - 2013. After evaluation of 2012-2013 CDC data, CDC staff instituted a number of changes to the

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orientations to improve consistency in delivery. These changes included "sticking to the script" and following the Orientation PowerPoint and utilizing a full hour in a computer lab to get through the information. The results of this SLO indicate that the CDC staff is effective in communicating important and life changing information about career information to students, the only limitation that is evident is that we are not reaching greater numbers of students. SSI emphasizes that career information be considered as part of the process for developing an "informed education goal". The CDC staff needs to expand and get more creative in its delivery of this information so that we reach more students. Every year we bring on 1 - 2 interns which is helpful but another full time career counselor will allow the CDC to broaden career information resources and counseling services to the greater general student population.

Plan of ActionAs of summer 2014, the CDC moved to a new and separate location (SS-350). The CDC staff is excited about this change in location as it will allow us to broaden our orientation schedule. But, with a new location comes new challenges. For this reason, although 100 % proficiency has been achieved, the CDC will attempt to maintain the changes that led to proficiency for the 2014-2015 year in our new location. The CDC staff, in collaboration with new interns, will be revising and updating the current Orientation presentation and will maintain the current SLO for one more year.

SLO 2 – Assessments Based on the directed career assessment interpretation, students can effectively integrate assessment information toward career and major decision making.

The results for the 2013-14 academic year varied greatly from 2012-2013 results.

Major decision making:

Although the career counselor interpretations had more “Excellent” results - 61% vs 55% for the previous year (2012-2013), they had less “Satisfactory” results – 36% vs 45% (2012-2013). It is difficult to assess a reason for these mixed results. The results bring several questions to mind:

Question 1: Are the career counselors using different standards of interpretation for self-observations?

To address this questions, the two career counselors will be meeting to discuss and to clarify self-observation methods.

Question 2: Is the type of student requesting interpretations facing more challenges than those in the past?

To address this question, the career counselors will develop a brief self-assessment that will be given to the student following each interpretation rather than rely solely on counselor self-observation.

Career decision making:

Results for this section are significantly different from the 2012-13 results.

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“Excellent” was only achieved for 65% of interpretations vs 90% for the year prior. “Satisfactory” however, was achieved for 32% vs 5% for the year prior, a major increase. Again, these results lead to more questions than answers.

Are students facing more career challenges than in the past?

Question 3: Career needs are different between new students out of high school and more mature "new to college" re-entry or continuing students. As part of the student self-assessment described above, a question that asks for student status will be included.

Assessment Description:Students either self-select or are referred by teachers/counselors to take these validated assessments which require a professional interpretation with a trained counselor. For a self-referral, a student must meet with a career counselor to determine which assessment(s) would be the more appropriate given the student’s circumstances. After paying for the assessment (s) (EOP& students receive the assessment tool for free), the students take the assessment online and then make an appointment with a career counselor for a 1 hour interpretation of the profile.

Plan of ActionThe Career Center staff will initiate a new interpretation evaluation measure that relies more on student self-assessment and that incorporates factors such as student status as well as student satisfaction towards goal clarification.

SLO and SAO common themes and CDC data indicate that although the Career Center staff is doing an excellent job of helping students to effectively use career tools and to integrate career assessment results into their career and major decision making, there is still a large population of students who are unaware of our services. Staffing limitations make it difficult to reach more students. The CDC staff will continue to request another full-time career counselor.

Program's SLO Information - Changes in Instruction (1b)

Changes made to enhance consistency in delivery of information and consistent use of the CDC Orientation PowerPoint in a computer lab for one hour, led to major a major improvement in outcomes for the Orientations.

For Assessments, the career counselors will develop a more subjective tool that students can use to evaluate the effectiveness of the interpretation as opposed to relying solely on counselor observation and self-report.

Program's SLO Information - Requested Resources (1c)

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The CDC is requesting an additional career counselor full time position.

Program's SLO Information - Assessment Reports (2)

Not applicable.

Program's SLO Information - Online Results (3)

Not applicable.

Program's SLO Information - Degrees and Certificates (4)

No.

Program's Characteristics, Performance and Trends

Quotes:"Career planning and interventions lead to increased academic efficacy and motivation, two variables that are known to be related to improved academic achievement."

"Career guidance can reduce the disaffection, alienation, and despair of long-term unemployment and can increase self-esteem, sense of purpose, and involvement in meaningful activity."

These quotes are from the Educational, Social, and Economic Value of Informed & Considered Career Decisions. America's Career Resource Network Association, Research-based Policy Guidance, by Scott Gillie & Meegan Gillielsehhour, Fall 2003.

Characteristics, Performances, and Trends

The Career Development Center (CDC) provides career resources and counseling services to assist students and staff with career, major, and life decision making as well educational planning and job and internship assistance.

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CDC activities include an annual Job & Internship Day, classroom orientations, workshops, career and job search assistance, career assessments, and professional development activities to a diverse student population at Rio Hondo College as well as staff and community members. More specifically, resources include:

•A computer lab with current job search software (e.g. Eureka) and accessible Internet resources.

• Career assessments and interpretations which are provided by trained career counseling professionals. Career assessments include the Myers Brigg Personality Inventory, the Self-Directed Search, and the Strong Interest Inventory (acquired Spring 2009). The CDC also makes use of card sorts and houses a library of publications and DVDs that facilitate career and interest exploration.

• In Fall 2013 the district purchased College Central Network (CCN) software which provides the campus community with an online job and internship database. This system also contains an online resume builder and a vast array of career resource materials. It also provides local employers with the capacity to post jobs and search student resumes. Another exciting capability is the Online Job Fair component which will facilitate the planning and communication of the CDC annual job fair. As of Fall 2014, over 1300 students have registered with CCN and over 430 local employers are posting jobs.

The CDC’s hours of operation are as follows:

Monday: 8:00 a.m. - 4:00 p.m. Tuesday: 8:00 a.m. - 7:00 p.m. Wednesday: 8:00 a.m. - 7:00 p.m. Thursday: 8:00 a.m. - 4:00 p.m. Friday: 8:00 a.m. - 3:00 p.m.

Program Staff:

The Career Center is served by 1 full-time Counselor Coordinator (since 1998) and 1 full-time Career Counselor (hired 1999) and an 11.5 month Career Technician. Student workers (1- 3) serve the CDC throughout the year. The CDC usually takes on 1-2 graduate level interns per year.

As a result of recent (Oct 2014) Student Equity mandates, the CDC was given a new charge to become a base of support for new-to-college re-entry students. This is a population that has shown disproportionate impact in regards to course completion and retention. Beginning Spring of 2015, the CDC has been approved to gain an additional 60% Career Counselor and a 47% Student Services Assistant. These additional positions will focus on developing support services for the more mature student (24+) new-to-college re-entry student. Student Equity funding will also provide monies for a Career Handbook, a Career Success Conference for undecided and re-entry students, and assessments for this population.

Funding

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District funds have supported CDC staff and programs and the CDC has benefited in the past from CTE/Perkins funding as well. Beginning Spring 2015, Student Equity and SSSP funds will also be providing staff support. Several on and off-campus mini-grants have been acquired over the years to enhance career library and software resources. Two staff development grants have been used to train over 40 counselors in the proper use and interpretation of the Strong and Myers Briggs career assessments.

Career Center Student Population Characteristics

The CDC serves the general student body, staff, and community members.

Reporting numbers for the past few years 2009 - 2014 (see attached) have varied due to staff leaves, a switch to Banner reporting (from a manual reporting method), and two physical moves in the past three years. Now that the CDC has a stable and dedicated area and, is about to grow its staff, we are expecting our reporting numbers to stabilize and to improve greatly.

2013 - 2014 reporting numbers totaled 5,360, down from 6, 387 for 2012-13, and also down from a high of 8145 in 2009-2010 when we had a large dedicated space and all staff on hand including interns and student workers. This decrease is attributed to the switch to a Banner reporting method in 2013 which took the staff awhile to understand and to learn, as well as the fact that the CDC and Transfer Centers were housed in the same space (Spring 2012 - Spring 2014), making it very difficult to isolate separate usage numbers. Having to share a physical space with another very busy unit limited the CDC's ability to host as many workshops and events as in the past.

SSSP mandates are giving added impetus to the incorporation of career information in the education planning process. SSSP is an outcome driven student services initiative which requires, among other things, that students have an education plan tied to an "informed" education goal. SSSP funding will be driven in large part based on the number of education plans that a college produces. An "informed" education goal means that a student must develop and base his/her academic major and/or career goals on meaningful information and research about career and educational options. A strong education plan starts with a clear and informed goal. This is where the work of career counselors and career centers comes into play. Our focus has always been on assisting undecided and indecisive individuals to make informed decisions based on counseling, research, and other activities that expose students to the world of work.

The CDC staff takes pride in the relationships it has developed over the years with other support service areas as well as those relationships we have with our instructional partners. We look forward to our enhanced role in the education planning process. The CDC is receiving regular requests from instructional areas to provide targeted career information to students. The CDC staff is currently working on a collaboration with faculty from Psychology and Fall 2014 the CDC partnered with the Environmental Technology program to prepare approximately 20 students for employment and internships with the Water District. Many of them were hired.

UNDECLARED

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RHC (Jim Sass) data on new students with"undeclared" goals is as follows:

· First-Year, For-Credit Studentso 2011-12: 10.4%o 2012-13: 8.3%o 2013-14: 6.8%

· All For-Credit Studentso 2011-12: 7.1%o 2012-13: 5.5%o 2013-14: 4.4%

RE-ENTRY STUDENTS

As of Fall 2014, the CDC received a new charge - to take the lead in addressing "re-entry" students with their unique challenges.

RHC Student Equity data shows disproportionate impact in the areas of Access, Degree/Certificate Completion, and Course Completion for "re-entry" students. Re-entry (age 24+) students are defined as "individuals who have experienced a cumulative gap in their education of five or more years and who now want to resume their undergraduate studies to complete their first baccalaureate degree." Re-entry students are our adult learners, what we know about them is that their needs are different from those of first time students directly out of high school. They usually are more mature and bring life experience as well as competing priorities such as family and work responsibilities with them. Some of these individuals are coming to school to complete a degree that will allow them to transition into a new career path or to advance on a current career path. Others, in their mid-twenties are coming to college because they now understand that without a degree, their career options are limited. This group often wants to focus but doesn't know how to go about finding a major or career path. Re-entry students feel the pressure of "time" and "money" more so than new students out of high school. They feel that they "don't have time to waste." They also don't find it as easy as new students out of high school to connect with services on campus. The CDC is in a unique position to assist this population. The CDC emphasis on career, goals, and job search, as well as career and educational planning services, makes us a better "base of operation" for them. The CDC is excited about this new charge. We are especially pleased that this new charge is supported with funding and staff resources.

RHC Re-entry Student Equity Data (provided by Office of Institutional Research)

Campus based research shows students who are undecided on a goal by age group, as follows:

Age: 40+ 16.7%25 - 39 13%20-24 13.6%Under 20 13.9%

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JOB PLACEMENT

In addition to assisting students with goal clarification, the work of the CDC is also becoming very focused on assisting students with job and internship resources. Re-entry students often request job placement assistance. Unfortunately, RHC has never committed to a job placement function. The need is vary basic, our students, especially our older, re-entry students need jobs that pay a living wage in order to go to school and to raise families. Every community college in our region has a job placement function except RHC.

The CDC has requested an institutional commitment to Job Placement (since 1998) and has requested a full-time job developer to meet this request for almost as long. It's time, is anyone listening?! The 2008 Program Review Executive Summary supported this need as a recommendation.

Program's Strengths

Strengths (S)CDC Services at Rio Hondo College enjoy an excellent reputation for service, inclusion and innovation. We have strong linkages with other programs on campus and are often called to be part of campus events and to do classroom presentations. Usage rates, even at their lowest, are strong and we are pleased with the reception we get from our online presence.

Career Counselors are trained in administration and interpretation of professional level assessments. They receive excellent feedback from students for their ability to clarify goals that can then be worked into an education plan. They are an integral part of the Counseling Department and are regularly called upon to do workshops for other support service areas and for classrooms.

Over the years, the CDC has been successful in securing funding for additional resources and professional development trainings.

CDC resources are up to date. More online career resources are being sought out and utilized to align with student interest in technology driven information.

The CDC annual job fair has grown in popularity over the years by both students and employers. RHC was one of the few Career Centers among surrounding community colleges to maintain an annual career fair during the lean economic years.

The CDC has sponsored industry field trips and speakers groups to expose students to new career paths.

The CCN online job and internship board is proving very popular with students and employers and the CDC will be developing a more aggressive marketing campaign to solicit more usage.

The CDC has trained over 20 interns in the past 15 years, most have gone on to successful

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community college counseling careers. We are well respected by surrounding universities with counselor and career training programs including Azusa Pacific, LaVerne, CSU Long Beach, and CSU Northridge.

The CDC has partnered with local Chambers and employers to generate interest in local employment.

The CDC receives anecdotal information regularly from students that we are successful in helping them to get jobs and internships

Program's Weaknesses

Weaknesses (W)

The lack of campus commitment to an institutionalized job placement function that includes a job developer is a major weakness.With the unemployment rate as high as 15% and poverty levels as high as 19% for some local service areas, it’s a major failing on the part of the campus that a commitment to Job Placement has yet to be realized. Students come to the CDC expecting assistance in this area and we do not have the resources to accommodate them beyond offering an online jobs database and job search workshops.

Too many RHC students are still unaware of career services.

It is difficult to get an accurate handle on how many students the CDC successfully assists with securing internships and jobs.

The CDC website is not as interactive and engaging as it could be.

Program's Opportunities

Opportunities (O)

The Student Success Initiative (SSI) has changed the way that counselors work with students. An "informed goal" must drive a student comprehensive education plan. An "informed goal" is dependent upon relevant information about career and major options. Goal clarification, which is the "heart and soul" of the work of any career center needs to be recognized as an integral part of education planning. The opportunities that this change creates for career services is vast. The CDC will be working more closely with general counselors to develop methods for integrating career information in the education planning process. The CDC has already hosted career related webinars and trainings for the general counselors and will be doing more in the future.

The SSI also calls for more career readiness for students at the high school level so that they arrive at community college more informed about career and major options. This need provides yet another opportunity for the CDC to work more closely in the future with our high

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school partners.

Student Equity/Re-entry Services: The CDC has recently received a new charge to develop a support service unit for "re-entry" students. This charge is backed up with funding for staff and increased resources (CDC handbook, assessments, and a Career Conference for Re-entry students). The CDC staff is excited with the opportunities that this new charge presents. A name change will be among the many changes that will result.

College Central Network - Job & Internship BoardAfter only 1 year, over 1300 students and over 430 employers are registered and using this job and internship board. The potential for growth is tremendous and the CDC staff is very encouraged by the responses from students. The CDC is developing a marketing plan to create more awareness of this wonderful service.

Program's Threats

Threats (T)Economies of several of our local service areas remain depressed. Many of our students are from low income households. Financial aid isn't always enough. Re-entry students especially, need work that can support a family while they go to school to improve their job prospects. This threat will continue to undermine the success of our students. A Job Placement function can begin to assist this threat.

According to a report by the Economic Policy Institute (2014), over a 12 month period (April 2013 - March 2014), it found the average unemployment rate for college graduates ages 21-24 to be 8.5%. Underemployment for this populations was 16.8%. Unemployment and underemployment rates for Blacks and Hispanics, according to the report is substantially higher. The CDC receives many RHC alumni with 4 year degrees still struggling to find work. This is crazy. Students need to learn ways to add value to their degrees while they are in college, not after they graduate. This is something that career services spends a lot of time teaching students. But more needs to be done.

Many new students out of high school have poor career maturity, they lack role models who can guide and mentor them. They don't know what majors are and they don't understand career paths. These students are asked to "pick a major" as early as when they complete the admissions application. More aggressive career readiness needs to take place at the high school level and in the first two semesters of college.

The Student Success Initiative, while creating opportunities, is dramatically changing the way counselors work with students. The documentation requirements and the need to create education plans for the sole purpose of reporting numbers to maintain funding levels threatens to result in students following education plans that are meaningless and will need to be redone until an "informed goal" is created, this will add considerable time to counselor workloads.

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Program's Accomplishments and Recommendations for Improvement

Accomplishments & Recommendations

Accomplishments

Over 5,000 students utilized career services for the 2013 - 2014. For 2012- 2013, over 2,000 utilized the CDC career lab and the CDC received close to 20,000 hits on their website. Career Fair participation was 300+ students in 2013. Career counseling and workshop attendance numbers remain strong.

•The CDC has placed increased emphasis on internship awareness and has offered more targeted high-profile internships such as HACU, Disney, Department of Fair Employment and Housing. The CDC has been successful in placing students in these internships.

• The CDC has partnered with local chambers to market the CCN Job & Internship board.

• Every semester the CDC conducts well attended industry field trips to expose students to different work environments. Industry field trips have included visits to Chino Correctional Facility, Whittier Presbyterian Hospital, a radio station, and other job sites of interest to students.

• The regular use of interns has helped to keep our career resources and workshops current. 2014-2015 interns will be developing 2 - 3 new workshops that will be delivered on an ongoing basis that deal with social media and LinkedIn networking.

• The CDC continues to partner with the National Health Service Corps to participate in a "Corps Community Day" which makes students aware of health careers and resources to pay for expenses related to health education training. Over 150 students attended the October 2014 event.

• CDC staff presented a Career Center overview at the Board of Trustees meeting (Sp 2012).

• The CDC participated in CTE Advisory committee meetings.

• The CDC has offered professional development training for counselors in the proper use of career assessments.

• Anecdotal evidence from students indicate that the CDC assistance with resumes and interviewing skills has been successful in helping them get jobs and internships.

• The CDC partnered with USC (Sp 2014) to provide health care workshops and Obama Care enrollment.

• CDC staff attend regular educational and career trainings and meetings to maintain content

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knowledge currency.

• The CDC staff is responsive to requests from instructional faculty and departments for career workshops.

• The CDC is participating in a psychology cohort with the psychology faculty.

• The CDC career counselors recently assisted the Environmental Technology program with preparing approximately 20 of their students with interview and resume preparation that resulted in many of them getting hired.

• Maintained a successful two year partnership with the Transfer Center in SS250.

Recommendations:

• Hire another full time career counselor (recommended since 2009)

• Institutionalize Job Placement and hire a full time job developer to support the function (recommended since 2000)

• Work with Marketing to create more on campus awareness of career services.

• Utilize Student Equity funding to develop an online and hard copy Career Handbook for students.

• Institutionalize summer and intersession budgets. (Recommended since 2010)

• Continue offering professional development training opportunities for staff

• Based on Student Equity data, develop a re-entry services program and new strategies for working with undecided students.

• Participate in CTE Advisory committees to stay current on work trends .

• Create a more robust and interactive website (planned for Spring 2015).

Program's Strategic Direction

Strategic Direction

Over the next 3-5 years the CDC envisions playing a greater role within the campus community educating students, faculty, and staff about the rapidly changing world of work demands and strategies to gain employment.

With increased staff and funding provided by SSI and Student Equity, the CDC envisions a

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well functioning unit with multiple roles to meet changing mandates: 1) Providing support services for re-entry students 2) Working more closely with local high schools to promote career readiness 3) Providing counseling services and support for the general population of undecided and indecisive students 4) Working more closely with employers to provide jobs and internships with students 5) Incorporating a job placement function 6) Serving as a training site for counseling interns. 7) Providing ongoing professional development opportunities to faculty and staff. With these increased roles, the CDC will clearly need more space!

Program's Staff Development

1. To provide more career assessment training for faculty in order to increase their knowledge and delivery of career assessment instruments. 2. To provide more career presentations for instructional faculty and their students in order to increase implementation of career concepts in curriculum. 3. To provide more professional development opportunities for counselors to strengthen their career foundations in order to better assist them in helping students establish clear education/career goals for education planning (SSI) outcome purposes.

4. To provide more re-entry awareness to faculty, students, and staff.

Program Review - Additional Comments

Program Review - Executive Summary

Program Review - Response to the Executive Summary

Goal #1 Long term (2-5 years) Corresponds with Institutional Status: in

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Description of Goal

To expand CDC services on campus and online to provide a broader range of support to students trying to clarify goals and prepare for the workforce.

Evaluation of Goal

Over the next 2-5 years the CDC will enhance its services, hard copy and digital, via their website and to on campus students. Spring 2014 - Secured funding for contract with CCN job and internship board.Fall 2013 - Participated in a free trial of CCN - an online jobs/internships database for students and employers 2013 - 2014 - Updated CDC website, ongoing

Research new career software programs that become available.Sign up for relevant webinars.

Existing Resources

The CCN online jobs database has been approved and we are fine tuning it.Online assessments are currently in use as well.

Description of Goal

Staffing:

Secure a certificated Career Counselor full time position

Goal # 6 progress

Objective #1.1 Status: in progress

Goal #2 Long term (2-5 years) Corresponds with Institutional Goal # 8

Status: in

progress

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Evaluation of Goal

Career Counselor evaluation: Due to the increased emphasis on assisting student with "informed goals" for education planning purposes, the CDC foresees greater demand for the hiring of another Career Counselor to address both the career counseling of students and for assisting in the development and expansion of career activities to both Rio Hondo students and high school students in the local area. In order to ensure that students are more knowledgeable of career options before arriving at Rio Hondo College, it is critical to begin working earlier -at the high school level - and, if possible, the middle school level. Current staffing does not allow for this type of career outreach.

Convince program review committee to address this goal as a recommendation in their 2014 executive summary as they did in their 2008 executive summary:)

Impact of Objective on Other Programs, Units,and/or AreasImpact on the Area: Student Services

A new career counselor will assist with the increased demand for career counseling services and activities for those students needing to clarify goals for admissions, financial aid, and transfer progress. A new career counselor can also assist the career center staff in establishing outreach efforts with local high schools and helping students to be more confident with their initial college/career/major goals. The career counselor position is in line with the Student Success Initiative recommendations and program review recommendations.

Resources Needed: Additional Personnel

Position Classification: Full Time Faculty

Required for How Long: Ongoing

Position Title: Career Counselor

Basic Position/Job Description:

Counselor job description with career specialty.

Estimated Salary Excluding Benefits: $70,000.00

Supporting Rationale: What are your most compelling reasons for this request? Include

recommendations and documentation from recent program review or program plans to support

your rationale.


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Career services need to reach a greater number of students including high school students in the local service areas so that they are better prepared to make major and career decisions upon starting college.

Resources Needed: Additional Space or Changes to Facilities

Requested Amount: $0.00

Description of the project. Be as specific and thorough as possible.

Office space already exists.

1. What is your unit’s most compelling reasons for this request. Please include recommendations

and supporting information from the Program Review Committee and or your program plan.

Office space already exists.

2. Where is the physical location of the space (room number is preferred)?

SS350

Services Required:

Electricity

Description of Goal

Institutionalize Job Placement and hire a classified Job Developer

Evaluation of Goal

Continue to make the case for a Job Placement function at RHC 2011-12, 12-13, 13-14, 14-15, 15-16Spring 2010 presented Job Placement Survey results to administration Fall 2009 conducted Job Placement Survey

Goal #3 Long term (2-5 years) Corresponds with InstitutionalGoal # 6

Status: in

progress

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Use LMI data and to continue to make the case for a job developer and gathered more data from students regarding their job placement needs.

Impact of Objective on Other Programs, Units,and/or AreasImpact on the Unit: Counseling and Student Success

A new job developer will have an institutional impact. A job developer can help improve outcome numbers by insuring that students get employed. A job developer can also help improve partnerships with local employers.

Resources Needed: Additional Personnel

Position Classification: Classified

Required for How Long: Ongoing

Position Title: Job Developer

Basic Position/Job Description:

Identifies and secures jobs for students; develops employment opportunities by working with local champers, businesses, and CTE advisory groups; Contacts prospective places of employment to inform them of training received by RHC students; Searches online jobs databases and Labor Market Information for job leads and trends; Markets job opportunites to students electronically and via social media; Assists students with job readiness skills via workshops and class presentations; Assists students to obtain job interviews; Maintains accurate job placement and tracking records.

Estimated Salary Excluding Benefits: $40,000.00

Supporting Rationale: Identify the basic need. Include specifically how your Program Review,

Strategic Plan, Master Plan, Accreditation or other external review processes support this position.

For permanent positions indicate what percentage you are recommending, i.e. this is a permanent

position in Weekend College for 37.5%.

This is a permanent classified position 100%. Students need more direct assistance with employment placement needs.

Resources Needed: Additional BudgetRequested Item: Job DeveloperRequired for How Long: OngoingRequested Amount: $40,000.00Description:


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100% classified position. Job description on file with HR. Basic duties: Improves outcome numbers by insuring that students get employed. Develops and improves partnerships with local employers and chambers; Searches internet, online job databases for employment options; develops employment handout materials and social networks; Works with faculty and advisory committees, researches LMI; Contacts pertinent faculty about job openings in their field; Posts job openings for students and assists them with obtaining job interviews and job readiness skills; Maintains accurate job placement and tracking records.

Supporting Rationale

Per program plan and program review since Sept. 2004.Career Center Program Review from Sept. 2008 - Executive Summary, the following recommendation was made:

Increase the certificated faculty to include another full-time career counselor/internship developer and a full-time job developer for a job placement office.

Resources Needed: Additional Space or Changes to Facilities

Requested Amount: $0.00

Description of the project. Be as specific and thorough as possible.

Additional space will need to be created either in the Career Development Center or in a separate area.

1. What is your unit’s most compelling reasons for this request. Please include recommendations

and supporting information from the Program Review Committee and or your program plan.

Job Placement and Career Services are closely aligned in service and function. The two areas should either be housed together or very close to one another.

2. Where is the physical location of the space (room number is preferred)?

SS 350

Services Required:

Electricity

Description of Goal

Goal #4 Long term (2-5 years) Corresponds with Institutional Goal # 6

Status: in

progress

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To increase community partnerships. At least 3 new partnerships per year.

Evaluation of Goal

2012 - 13 TSA Apple One DFEH/HUD

2013 - 14 National Health Service Corps HACU Disney Whittier Chamber of CommerceCalifornia Department of Corrections & Rehabilitation

1. Work with Advisory Committees, Chambers and local schools/colleges to explore posible partners.

Description of Goal

Secure more professional development training for Counselors in the proper use of career assessment tools and resources for classroom and individual student use.

Evaluation of Goal

Secure internal or external funding for on-going projects as was done in 2010 - 2011.

1. Identify counselor training needs.



Status: in

progress


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2. Contact trainers.3. Secure funding.4. Set up training.

Impact of Objective on Other Programs, Units,and/or AreasImpact on the Unit: Counseling and Student Success

Counselors often need release time from their counseling duties to attend trainings . These trainings can be anywhere from 1/2 a day to two full days.

Resources Needed: Additional BudgetRequested Item: Counselor career assessment trainingRequired for How Long: OngoingRequested Amount: $5,000.00Description:

Training for Counselors on how to use career assessments.

Supporting Rationale

Counselors will be more proficient at their work with students if they are more skilled in integrating career information into their classroom teaching assignments or counseling sessions.

Description of Goal

Develop a support program for re-entry and undecided students.

Evaluation of Goal

RHC Student Equity data shows disproportionate impact in the areas of Access, Degree/Certificate Completion, and Course Completion for "re-entry" students. Re-entry (age 24+) students are defined as "individuals who have experienced a cumulative gap in their education of five or more years and who now want to resume their undergraduate studies to complete their first baccalaureate degree." Re-entry students are our adult learners, what we know about them is that their needs are different from those of first time students directly out of high school. The CDC is in a unique position to assist this population. The CDC emphasis on career, goals, and job search, as well as career and educational planning services, makes us


Status: in

progress

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a better "base of operation" for them.

Student Equity funds will be used to support a 60% career counselor, a 47% Student Services Assistant, and program activities.

Objective #6.1 Status: complete

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Appendix A

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Individuals Who Participated in Developing this Plan

The following people acknowledge that they participated in the development of or reviewed this plan.

Name Role

1. Torres-Gil, Belen Review Manager

2. Olson, Troy Participant

3. Chavez, Liz Participant

4. Aldrich, Christine Participant

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Documents

2015-16 Program Review...interns which is helpful but another full time career counselor will allow the CDC to broaden career information resources and counseling services to the greater