CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
CAREER DEVELOPMENT PROGRAM FOR MID-LIFE MALES WHO ARE GOING
THROUGH AN INVOLUNTARY CAREER TRANSITION
A graduate project submitted in partial fulfillment of the requirements for the degree of
Master of Science in Counseling, Career Counseling
By
Arpi Kumuryan
May 2015
ii
SIGNATURE PAGE
The graduate project of Arpi Kumuryan is approved:
______________________________ ______________ Claudia Finkel, M.S. Date ______________________________ ______________ Gretchen Maldonado, M.S. Date ______________________________ ______________ Shari Tarver-Behring, Ph.D. Date ______________________________ ______________ Merril A. Simon, Ph.D., Chair Date
California State University, Northridge
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DEDICATION
I dedicate this project to my family and Dr. Greg Jackson.
To my family, Mom, Dad, Arman, and Bella. I cannot thank you enough for your
continuous love and support. Your words of encouragement and positivity is the reason
why I have come thus far. I love you and thank you from the bottom of my nutella
covered big heart.
To Dr. Greg Jackson. Your wealth of knowledge and humor is something I will
never forget. Thank you for accepting me into the program and for giving me the
opportunity to grow personally and professionally. Your quote “what do you know now
that you didn't know when you came in?” will always follow me wherever I go. I wish
you were still here so I can tell you because I have learned so so much.
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ACKNOWLEDGMENTS
To my cohort sisters, Jessica and Nicole. I can’t believe we have been together on
this journey for three long years. We have cried together, laughed together, and have
shared some of the most amazing experiences together. From our spontaneous trips to our
long nights at school, these will be the memories I will never forget. Thank you girls for
your constant love and support. I can’t imagine going through this program without you
two. I love you both very much.
To the beautiful group of girls who I like to call my “Big Girls.” Thank you for
being such amazing role models. Your sense of independence, strength, knowledge, and
thirst for adventure is something I have always looked up to and admired. Thank you for
your continuous friendship and love. I appreciate each one of you very much. I believe I
am one step closer to officially being a “Big Girl.”
To another group of girls whom I would also like to acknowledge, Kristine,
Anahit, Svet, and Diana. Thank you for your daily group texts and funny memes. You
girls always knew how to make me laugh and brighten my day. Each one of you hold a
very special place in my heart and I thank you for that.
To my current Program Director, Merril Simon. Thank you so much for taking us
under your wing and for not giving up on us. You are such a strong woman and I
appreciate you more than you’ll ever know. Thank you for your continuous academic and
personal support.
To my committee members, Gretchen and Claudia and to my project evaluators,
Brian, Thomas, and Rachelle. Thank you so much for your time and helpful feedbacks
for my project. I couldn't have done this without your help.
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Table of Contents
SIGNATURE PAGE ii
DEDICATION iii
ACKNOWLEDGMENTS iv
ABSTRACT x
CHAPTER I: Introduction to the Project 1
Statement of the Problem 1
Importance of the Problem 2
Identifying the Focus Group 3
Characteristics of the Focus Group 4
Midlife Adults 4
Developmental Changes in Midlife Adults 5
Midlife Males
Job Loss/Involuntary Career Transition?
Introduction to Theoretical Approaches 7
Donald Super’s Life-Span Theory 7
Nancy Schlossberg’s Transition Theory 8
Consequences of the Problem 10
Mental Health: Need for Personal/Family/Transition and Change Counseling 11
Lack of Support: Need for Psychoeducational Groups 12
Career Change/Job Search Assistance: Need for Career Counseling 12
Limitations 14
Technical Terms 15
Chapter Conclusion and Transition to Ch. 2 18
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CHAPTER II: Review of the Literature 20
General Introduction to the Literature Review 16
Summary of General Theoretical Perspectives 20
Donald Super’s Life-Span Theory 20
Nancy Schlossberg’s Transition Theory 23
General Summary of Research Literature 24
Possible Reasons for an Involuntary Career Transition 24
The Great Recession 24
Displacement 25
Mass Layoffs and Unemployment 25
Technology Advancement and Skill Obsolescence 26
Effects of Job Loss on Midlife Males 26
Negative Effects 27
Mental, Emotional, and Physical Effects 27
Grieving Effects 29
Effects on Coping Strategies 30
Positive Effects 31
Effects of Job Loss on Others 33
Reemployment Issues 35
Technology 35
Poor Mental and Physical Health 36
Low Self-Efficacy 36
Reemployment Influences 37
Career Issues and Interventions for Mid-Life Males 38
Personal Counseling 38
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Psychoeducational Groups 38
Transition and Change Counseling 39
Family Therapy 39
Career Counseling 39
Job Search Assistance and Training Programs 41
Existing Programs for the Focus Group 41
Theoretical Approaches Relating to Mid-Life Males 43
Donald’s Super’s Life-Span Theory 43
Nancy Schlossberg’s Transition theory 44
Summary and Transition to Chapter 3 46
Chapter III: Procedure 48
Procedure (Justification of the Problem) 48
Structure of the Program 49
Location and Staffing 50
Personal Counseling 51
Psychoeducational Groups 52
Career Counseling 53
Workshops 53
Referrals 54
Supporting Materials and Assessments 54
Assessments
Transition 56
CHAPTER IV: Career Development Program for Mid-Life Males Who Are Going
Through an Involuntary Career Transition 57
Overall Program Goals and Objectives 57
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Detailed Descriptions of Program Sessions 59
Pre-Program Screening Session 59
Session 1: Intake 61
Session 2: Personal Counseling 61
Session 3: Psychoeducational Group (5 Sessions) 63
Session 4: Career Counseling 64
Session 5: Workshops 65
Transferable Skills Workshop 65
Resume/Cover Letter Building Workshop 67
Job Search Strategies Workshop 71
Networking Workshop 73
Interviewing Skills Workshop 76
Session 6: Action Plan/Closing Session 82
Method of Evaluation 83
CHAPTER V: Program Evaluation 84
Evaluator Qualifications 84
Evaluation Questions and Responses 85
Conclusion 91
References 93
Appendix A: Screening Form 102
Appendix B: Eligibility Criteria Chart 103
Appendix C: Intake Form 104
Appendix D: Consent Form 112
Appendix E: Structure of the Program 113
Appendix F: Pre-Post Assessment 114
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Appendix G: Transferable Skills Checklist 117
Appendix H: Matching the Job Description Handout 119
Appendix I: Transferable Skills Workshop Facilitator Guide 120
Appendix J: Chronological Resume 122
Appendix K: Functional Resume 123
Appendix L: Combination Resume 124
Appendix N: Cover Letter Sample 126
Appendix O: Action Verbs List 127
Appendix P: Resume Building Workshop Facilitator Guide 128
Appendix Q: Job Search Record Sheet 132
Appendix R: Job Search Strategies Workshop Facilitator Guide 133
Appendix S: Networking Workshop Facilitator Guide 135
Appendix T: Interviewing Skills Workshop Handout 138
Appendix U: Interviewing Skills Workshop Facilitator Guide 139
ABSTRACT
CAREER DEVELOPMENT PROGRAM FOR MID-LIFE MALES WHO ARE GOING
THROUGH AN INVOLUNTARY CAREER TRANSITION
By
Arpi Kumuryan
Master of Science in Counseling, Career Counseling
An individual’s career development is no longer viewed as linear and hierarchical, but as
multifaceted, unstable, and transitional over time (Bimrose & Hearne, 2012). For middle-
aged individuals who began their career at a time when stability was the traditional norm
is now becoming a problem and an uncertainty in today’s job market. With the vast
change and advancement in technology, the risk of losing a job is increasing (Aaronson
& Housinger, 1999). The impact of job loss has not only shown to affect men and
women, but specifically a majority of middle-aged (ages 40-60) men. Depression,
anxiety, stress, shock, and low self-esteem are among some of the negatives outcomes
individuals experience after a job loss. Additionally, studies have shown midlife males to
experience a lack of support and low self-esteem. This proposed program is intended to
integrate both career and personal counseling within a career development program.
Based on research findings, both services are recommended for helping individuals who
are going through an involuntary career transition.
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CHAPTER I
Introduction
What do you know now that you didn't know before you came in?
-- Dr. Greg Jackson
The introductory chapter provides the statement of the problem and the
importance of the problem. Additionally, it identifies and discusses the characteristics of
the focus group. The theoretical perspectives of Super’s Life-Span theory and
Schlossberg’s Transition theory will each be discussed followed by the consequences of
the problem. Furthermore, the limitations of the project will be articulated, as well as
definitions of the technical terms used throughout the project.
Statement of the Problem
The world of work has changed drastically throughout the years. The traditional
notion of having a stable career is slowly becoming more difficult. Jones (1996) describes
the world of work in the twentieth century as “harsh” and “challenging” (p. 453).
Despite the improving economy, the U.S. Bureau of Labor Statistics (2014) reported that
4.3 million workers were displaced from jobs they held for at least three years from
January 2011 through December 2013. Additionally, 35% of long-tenured displaced
workers from the 2011-2013 period had lost their job due to the plant or company closing
down or moving; an additional 33% had insufficient work and 32% stated their position
was abolished.
With the vast change in technology, certain occupational skills are becoming
obsolete and the risk of losing a job is increasing (Aaronson & Housinger, 1999).
Advances in technology have shown to substitute skilled workers with laborsaving
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machinery or equipment. Specifically, this shift has shown to affect low-skilled workers
and those without previous training. By being less skillful and lacking training,
companies may decrease the demand for seeking such employees (Aaronson &
Housinger, 2000).
The unexpected event of losing a job can potentially lead individuals to change
positions within the organization or change careers outside the organization (Behrens &
Altman, 2000). According to Isaacson (1981), the likelihood of men changing careers
during their midlife is increasing. Individuals who have been employed in congruent
occupations for a length a time have shown to have a much more difficult career
transition process. Due to their identity being closely associated to their occupation,
studies have shown that they are more likely to suffer from emotional distress,
depression, and anxiety (Brewington & Nassae-McMillan, 2000).
Importance of the Problem
When an individual experiences any magnitude of loss, they typically go through
a transition period to grieve the loss. This process is often times much more difficult
when the individual had a sense of fulfillment and attachment with their career (Jones,
1979). They may even experience multiple losses simultaneously. Examples of such
losses can be: the loss of the role of worker and provider, loss of wages and benefits, loss
of the “work family,” loss of sense of being productive, loss of internal locus of control,
loss of social status, loss of pride and dignity, loss of role in family, often loss of ability
to trust, and very often of self-esteem (Foster & Schore, 1989).
The effects of job loss have shown to affect individuals’ mental health in many
ways through their career transition process. Studies have reported negative physical and
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psychological outcomes such as depression, anxiety, and stress (Price, Choi, & Vinokur,
2002; Paul & Moser, 2009; Miller & Hoppe, 1994; Archer & Rhodes, 1995).
Additionally, studies have also shown individuals to have a low self-efficacy, low self-
esteem, and fears of the career transition process (Behrens & Altman, 2000).
Furthermore, studies have found a high likelihood of individuals to suffer feelings of
grief and guilt, loss of identity, and loss of social support (Archer & Rhodes, 1995).
Although the involuntary job loss is often viewed as a negative event, it can also
serve as a catalyst for the individual to reformulate into a new role or career. Individuals
may choose to seek a new position within the same career field or seek a new position in
a different career field. For many involuntary career changers, the loss of the job can be
unexpected. In these cases, individuals may be unprepared and unfamiliar on how to
construct a resume, search for new jobs, and successfully interview. They may also lack
resources and not have enough knowledge about the world of work.
“Career is central to general life satisfaction and mental health” (McAuliffe,
1993, p. 13). When working with individuals who have lost employment involuntarily, it
is very important for professionals to be aware of the individual’s relationship between
their career and their own identity. In order to best serve this population, the integration
of personal and career counseling can be essential for their career transition process
(Perosa & Perosa, 1987).
Identifying the Focus Group
The career development program is designed to assist specifically midlife males
who are going through an involuntary career transition. Based on the research findings,
midlife refers to individuals who are between the ages of 40 and 60 (Lachman, 2004). An
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involuntary career transition can refer to individuals who have experienced a job loss
from being discharged, displaced, terminated, or laid-off. For this specific project, the
program can also be utilized by midlife males who either worked for private company for
10 or more years, but later closed the business or owned and lost a business after working
for the same industry for 10 or more years.
Characteristics of the Focus Group
For the following section, the characteristics of the focus group will be discussed.
Midlife males go through many transitions and experience the change of event very
differently from one another. The event of the job loss may impact them psychologically,
emotionally, and physically.
Midlife Males and Involuntary Job Loss
The impact of job loss has not only shown to affect men and women, but
specifically a majority of middle-aged (ages 40-60) men. The U.S. Bureau of Labor
Statistics (2012) conducted a study on the Mass Layoff Statistics (MLS) program to
provide information on the number of layoffs on a large scale and to provide
characteristics of dislocated workers who have filed claims for unemployment benefits.
Results showed that 1.25 million workers were laid-off from 6,500 events. From these
events, 33% of the claimants were between the ages of 30 and 44, 20% were 55 or older
and 59.9% were men. Twenty-three states reported increased numbers of laid-off
workers. California represented the highest number in laid-off events, which resulted in
588,039 unemployment insurance claims. Eighty-six percent of the initial claimants
resided in metropolitan areas Los Angeles, Long Beach, Santa Ana, California reported
the highest number of initial claimants in the area (275,404)
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(http://www.bls.gov/mls/mlsreport).
Midlife Adults
Lachman (2004) defines midlife as a time period that takes places between 40 and
60 years of age. According to the U.S. Census Bureau (2012), there were 85 million
middle-aged adults, between the ages of 40 and 59, which was 27% of the population.
Over the past decade, groups between the ages of 50 and 54 were shown to have the
largest percentage growth in population and had increased by 55%. The second largest
group was between the ages of 45 and 49, which showed a 45% increase and the third
fastest growing group over the past decade has been 90-94 year olds, which has also
shown a 45% increase (U.S. Census Bureau, 2000).
The term “midlife” consists of multiple meanings and can be viewed in many
different ways. Empirical studies have shown how the midlife period can be both positive
and negative for individuals. Medalie (1984) describes midlife as “a stage of mind, an
awareness that the peak of years of life are passing; it is a period of stock taking when
one’s expectations, hopes, and wishes are balanced against reality and it is a period
lasting from after the children leave home until retirement. Midlife is a change in time
perspective – one no longer calculates the time since birth, but rather the time left to live”
(Medalie , p. 212).
Developmental Changes in Midlife Adults
The midlife period can be characterized in many different ways. The
developmental tasks involved within this timespan vary individual to individual and have
shown to affect their well-being both positively and negatively. Developmental tasks
related to the individual’s role, family, career, socioeconomic status, health, cognitive and
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emotional functioning are important components to consider when looking at midlife
development.
One of the developmental changes that takes place in the midlife stage are health
changes. According to Whitbourne (2001), some of the common changes that occur in
midlife are back and joint pain, changes in eyesight, and weight gain. Additionally,
midlife adults may also experience physical problems such as high blood pressure, high
cholesterol, and arthritis pain (Lachman, 2004). In a study conducted by the American
Board of Family Practice (1990), participants reported that the worst aspects of midlife
were changing health and physical conditions, getting older, and having a less positive
attitude toward life.
In addition to health changes, middle age also involves individuals to restructure
their roles (Lachman, 2004). Medalie (1984) described how midlife adults begin
modifying their roles within three or even four-generation systems. In this stage, the
individual is often forced to adjust to multiple roles (e.g., son, father, grandparent, spouse
or partner) and take on responsibilities that require care for both their children and
parents. In the National Survey of Household and Families, Lachman (2004) found that
when adults enter midlife, 41% have both parents alive, while 77% leave midlife with no
parents alive. In situations like these, individuals are very likely to experience heightened
levels of stress and may have a difficult time in addressing their own needs.
According to study by Brim, Ryff, and Kessler (2004), they found that both
young and midlife groups had more daily stressors than older adults. High levels of stress
were reported in young adulthood and midlife. Due to the strong connection between
stress and the individual’s health, the ability to have effective coping skills and a sense of
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control is essential in the midlife period (Lachman, 2004). Neugarten (1968) had found
an individual’s personality and self-concept to play an important role in midlife. He
believed that when midlife adults have a well-developed identity and sense of self, they
are able to function much better psychologically and are able to cope more effectively
when faced with stressful situations.
Introduction to Theoretical Approaches
The theoretical perspectives of Super’s lifespan theory and Schlossberg’s
transition theory have been found to be beneficial when working with midlife males who
are going through an involuntary career transition. In this section, an overview of each
theoretical perspective will be discussed.
Donald Super’s Life-Span Theory
Super (1980) presents an approach to career development that focuses on stages
from childhood to retirement. Within these stages, he describes two major concepts: life
role and life stage. Individuals play multiple roles throughout their lifetime and can
consist of these nine life roles: (1) child, (2) student, (3) “leisurite,” (4) citizen, (5)
worker, (6) spouse, (7) homemaker, (8) parent, and (9) pensioner (Super, 1980). There
are also five life stages, which Super calls “maxicycles.” They consist of growth,
exploration, establishment, maintenance, and disengagement (Super).
According to Super (1957), by the time the average person reaches the age of 45
and is in the maintenance stage, she or he is typically established in his or her career and
has successfully stabilized his position. However, individuals can sometimes experience
an unsuccessful establishment through various reasons and can force them to revert back
to earlier stages to reestablish themselves, which Super (1984) referred to these stages as
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“minicycles.” During the recycling transition, individuals begin to adopt and modify
roles, reevaluate goals, and life career plans.
In addition to looking at the process of how an individual chooses and adjusts do
different roles within their life-span, Super (1986) also placed a great emphasis on the
different roles individuals play throughout their life and how they create their self-
concepts. An individual’s vocational and occupational identity, interests, and abilities are
components that help form their self-concept. Super (1957) states that a person’s career is
an implementation of his self-concept; however, when an individual is going through a
career change or even a crisis, their career may no longer be an accurate expression of
their self-concept. Super believes that when one goes through the reestablishment stage,
they go through a period of reevaluating their self-concept, which Super calls the
“renewal” stage.
Implementing Super’s lifespan theory can be very beneficial for this specific
population. In order to work with an individual who has experienced an involuntary
career transition, it is particularly important to look at the different roles they play within
the society, what stage(s) they have they gone through, and in what stage would they like
to be in. It is important to take into consideration on how they have formed their own
self-concept and if that self-concept is helping or hindering the career transition process.
By becoming aware of these important elements, the career development program can
construct interventions and help individuals based on their specific needs.
Nancy Schlossberg’s Transition Theory
As people move through life, they continually experience change and transition.
Whether the events are expected or not, the transition process alters their roles, behaviors,
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routines, and relationships. Nancy Schlossberg (2006) provided a framework to help
understand transition processes, factors that influence coping mechanisms, and strategies
individuals use to take control of anticipated, unanticipated events, and non-events.
Per Schlossberg (2006), there are three different types of transitions: anticipated,
unanticipated, and non-event. In order to understand an individual’s transition process, it
is very important to first identify the type of transition the individual is experiencing.
Anticipated transitions can refer to major life events that are typically expected (e.g.,
graduation, getting married, or becoming a parent). Unanticipated life events comprise of
unexpected and nonscheduled events such as being fired, laid off, divorce, or death.
Lastly, non-events can consist of events that the individual was expecting, but did not
occur (e.g., marriage that never occurred, the child who was never born, not receiving the
promotion you expected). Although everyone experiences transitions, it can be different
for everyone based on how they viewed the change of event. The level of impact and
relationship between the individual and event or non-event makes a difference in
understanding an individual’s transition process.
Schlossberg (2006) provides a structured model to describe factors that influence
an individual’s ability to cope with change through the transition. In order to better
understand an individuals coping mechanisms, it is essential to look at the individual’s
resources or possible deficits they may have in their transition. Schlossberg (2006)
describes features of coping into four categories: situation, self, supports, and strategies.
She refers to “situation” as the person’s situation at the time of the transition and “self” as
the person’s inner strength for coping with the situation. She refers to “supports” as the
support that is available to the person at the time of the transition and to “strategies” as
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the coping strategies the person tries to use to change the situation.
When working with mid-life males who are going through an involuntary career
transition, it is important to recognize the 4 Ss. By looking at the situation, the counselor
is able to examine what triggered the transition, the timing, the amount of control the
individual had over the transition, and other stressors that they may have in addition to
the transition. When looking at the second factor, self, the counselor is able to gain a
deeper understanding of the client’s inner strength and identity. How the client views the
world can give the counselor a great insight into how they cope with transitions. The third
“S,” support, can provide the counselor with information about who the client’s support
system is or if they have any sense of support surrounding them. Lastly, when looking at
the fourth “S,” strategy, the counselor will be able to identify the client’s coping
responses and techniques the client uses to cope with the transitions (Schlossberg, 2006).
When working with this population, the job loss event may also stimulate them to
develop new interests and change occupations. For this reason, it is very important for
counselors to analyze if their resources (4 Ss) are sufficient enough to support the change.
The 4 Ss make an impact on how one views their own transition and their ability to
manage it. Additionally, it is also important to take into consideration the individual’s
values and to which degree they are able to make decisions. By gathering this
information, the counselor can have a better understanding on how to assist the client
with the transition process.
Consequences of the Problem
Interventions for this population are essential to having a successful career
transition. In the following section, the need for personal counseling, psychoeducational
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groups, career counseling, job search assistance and retraining programs will be
discussed as possible consequences for this population.
Mental Health: Need for Personal/Family/Transition and Change Counseling
The impact of an involuntary career transition has shown to affect midlife males’
mental health in many ways. It has shown negative physical and psychological outcomes
such as depression, anxiety, and stress (Price, Choi, & Vinokur, 2002; Paul & Moser,
2009; Miller & Hoppe, 1994; Archer & Rhodes, 1995). Individuals may have a low self-
efficacy, low self-esteem, and fears of the career transition (Behrens & Altman, 2000).
Individuals are also likely to suffer feelings of grief and guilt, loss of identity, and loss of
social support (Archer & Rhodes, 1995). The career development program can make a
positive impact by offering individuals personal counseling. By offering this service, it
can provide emotional support to participants and can help them develop effective skills
on how to cope with psychological distress of job loss and change.
Job loss has shown to have a significant impact on an individual’s family and has
caused family dissolution, marital dissatisfaction, and has created mental health effects
among the individual’s children, spouses and surrounding support groups (Kalil, 2005).
Studies have also shown how job loss can increase the likelihood of divorce among
couples (Doiron & Mendolia, 2009). Due to the job loss affecting family members, the
career development program for MLM will offer family therapy to assist participants in
addressing their family’s concerns about the job loss.
Due to the job loss being an involuntary event, it is important for participants to
go through a grieving process to mourn the loss of the job (Jones, 1979). Individuals may
experience reactions such as shock, loneliness, guilt, resentment, and hopelessness
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(Westburg, 1971). It can also potentially lead individuals to lose motivation and their
sense of control (Joseph & Greenberg, 2001). The career development program can make
a positive impact by providing services through personal counseling to assist participants
with grieving the job loss, developing effective coping strategies, and with helping regain
their sense of control.
Lack of Support: Need for Psychoeducational Groups
According to Rabinowitz & Cochran (2008), men struggle with a loss of self-
esteem, self-confidence, and social support when experiencing a job loss. Due to the lack
of social support, providing support groups can be essential to the career transition
process. The program can offer psychoeducational groups to help participants develop
cognitive and behavioral skills through group meetings. This form of therapy will offer
individuals an opportunity to discuss issues with other members that may have similar
concerns. The role of the therapist will be to help participants build a supportive network,
maintain positive view of self, and to maximize positive growth through the career
transition process. Additionally, group discussions will focus on working towards
strengths and how participants can regain control through effective coping skills.
Career Change/Job Search Assistance: Need for Career Counseling
The unexpected event of losing a job can potentially lead individuals to change
positions within the organization or change careers outside of the organization (Behrens
& Altman, 2000). Involuntary career loss can oftentimes be a traumatic event for
individuals (Jones, 1979). Prior to career planning, they must be able to grieve and accept
the loss of the job. In order to assess the individual’s readiness, it is important for
counselors to identify any possible barriers that may interfere with the career counseling
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process (Tyler, 1969). Once the individual has gained a sense of control and has become
aware of their own impediments, they are able to move forward with the career planning
process.
When working with individuals who have been employed in occupations
congruent to their personalities for a significant length of time, the career change process
can be much more difficult for them. Due to an individual’s identity being closely
associated to their occupation, it is important for counselors to help individuals regain
their identity by structuring interventions related to exploration of roles (Holland, 1959).
With the help of interest-based assessments, it can help them clarify goals and identify
occupations that are congruent with their personalities (Holland, 1959).
Implementing career stage-based interventions can be very beneficial for this
population. Due to individuals possibly entering the “recycle” stage, it is important for
counselors to structure intervention strategies that encourage progression, as opposed to
starting over (Super, Savickas, & Super, 1996). Career counselors can support this
process by educating participants on current labor market trends, occupations, pay,
necessary skills, education and experience requirements, and training programs.
Individuals may also go through the “disengagement” stage, which may enable them to
lack emotional support. By lacking support, individuals may also attempt to find
replacement jobs very quickly after the loss, which can negatively affect the later stages
in their career development process. It is important for counselors to provide emotional
support to help participants cope with the distress and to assist them in the “exploration
stage” by choosing a career choice carefully (Super et al., 1996). By offering these types
14
of intervention strategies, it can help individuals in progressing through career stages and
with making a successful career transition.
The impact of technology has not only shown to have an affect on displacement,
but on reemployment as well (Aaronson & Housinger, 1999). After conducting a study
on technological change in job displacements and reemployments, researchers found
specific age groups (35-49) to have a lower probability of finding a new job by 7.9% and
an additional 8.2% for ages 50-54. When counseling this specific population, it is
important for counselors to provide intervention strategies that enable individuals to be
aware of current job trends and to encourage participation in retraining programs.
Individuals can learn how to avoid skill obsolescence and can develop skills in areas that
are in demand.
Due to the constant change in finding reemployment, individuals would also need
assistance with building resumes and cover letters, interviewing, and finding effective job
search strategies (Wanberg & Marchese, 1994). The career development program will
offer participants a variety of workshops such as resume and cover letter workshop,
interviewing skills workshop, job search strategies workshop, networking workshop, and
transferable skills workshop. Participants will have the option in selecting workshops that
will best fit their needs, in addition to receiving career and personal counseling sessions.
Limitations
There are several limitations to this project. Although researchers have found
certain workshops to be beneficial for this population, the career development program
for MLM will refer participants to other locations who do offer those services such as
stress management workshops and introductory to computer workshops. Additionally,
15
counselors will refer participants who are interested in attending retraining programs.
Due to the high level of mental health effects for this population, the need for personal
and group counseling is essential.
This program will require participants to attend at least two personal counseling
sessions and five psychoeducational group sessions; however, career counselors will not
be conducting those specific sessions. Instead, the program will work alongside two
therapists who are required to have a master’s degree in Counseling with an emphasis in
Marriage and Family Therapy (MFT) or be a Licensed Professional Clinical Counselor
(LPCC). Based on the different needs for this population, the personal counseling session
and psychoeducational group session provided in chapter 4 will provide a general
overview on the therapist’s goals, but will not state the specific outcomes of the session.
Technical Terms
The technical terms used in discussing the relevant literature will be provided
below.
Adaptation: A process during which an individual moves from being totally preoccupied
with the transition to integrating the transition into his or her life (Schlossberg, 1981)
Career: The combination and sequence of roles played by a person during the course of
a lifetime (Super, 1980).
Career Adaptability: The readiness to cope with the predictable tasks of preparing for
and participating in the work role and with the unpredictable adjustments prompted by
changes in work and working conditions (Savickas, 1997).
16
Career Change: a subset of work role transitions that include a change of employers,
along with some degree of change in the actual job or work role and the subjective
perception that such changes constitute a “career change (Ibarra, 2006).
Career Counseling: Is a multifaceted set of activities designed to help people (a) make
or remake occupational choices, (b) find jobs, or (c) achieve satisfaction and success in
the workplace (Brown, 2006).
Career Growth: When the person makes a transition from job loss to a new job that
provides new opportunities for psychological success (Hall, 1976).
Career Resilience: The ability to adapt to change, even when the circumstances are
discouraging or disruptive, implying the development of certain coping strategies,
including emotional capacities, to overcome structural and/or dispositional barriers
(Bimrose & Hearne, 2012).
Control Coping: Consists of actions and cognitive reappraisals that are proactive, take
charge in nature (Latack, 1986).
Coping: Constantly changing cognitive and behavioral efforts to manage the internal an
external demands of transactions that tax or exceed a person’s resources (Folkman,
Lazarus, Dunkel-Schetter, DeLongis, & Gruen, 1986).
Dislocated Worker: An individual who has, through no fault of their own, been
permanently laid off from their job because their employer has reorganized the work
force in some way (Raber, 1996).
Displaced Worker: Persons 20 years of age and older who lost or left their jobs because
their plant or company closed or moved, there was insufficient work for them to do, or
their position or shift was abolished (http://www.bls.gov/news.release).
17
Escape Coping: Consists of actions and cognitive reappraisals that involve escapist,
avoidance strategies (Latack, 1986).
Grief: A sequence of subjective states that follow the loss and the companying mourning
(Bowlby, 1961).
Involuntary Career Changer: An individual who is confronted with making an
involuntary change that is undesired and often unexpected (Isaacson, 1981).
Job Change: As movement to a similar job or to a job that is part of a normal career path
(Lawrence, 1980).
Job Loss: A life event that removes paid employment from an individual involuntarily
(Latck, Kinicki, & Prussia, 1995).
Mass Layoff: Filing of 50 or more initial claims for unemployment insurance benefits
against an employer during a 5-week period, with at least 50 workers separated for more
than 30 days (http://www.bls.gov/mls/mlsreport).
Midlife: Age between 40 and 60 (Lachman, 2004).
Mourning: Psychological processes that were set in motion by the loss of a love object,
and they commonly led to the relinquishing of that object (Bowlby, 1961).
Personal Counseling: includes the processes that attempt to provide support and
assistance so that individuals can understand the nature of the economic or personal
changes that they are experiencing (Entine, 1977).
Recycling: The stage in which individuals, particularly those in midcareer, reexamine
their choices, and as a result, take action to change some aspect of their career (Sullivan,
Martin, Carden, & Mainiero, 2003).
18
Resilience: The motivational force within everyone that drives them to pursue wisdom,
self-actualization, and altruism and to be in harmony with a spiritual source of strength
(Richardson, 2002).
Self-concept: Picture of the self in some role, situation, or position, performing some set
of functions, or in some web of relationships (Super, 1963; 1996).
Social Support: The feeling of being cared for and esteemed within an interpersonal
network of communication and mutual obligation (Cobb, 1976).
Symptom-focused coping: Consists of those activities, such as joining a support group
or asking a friend for financial assistance, that an individual engages in to attempt to
decrease the hardship associated with the stressful event (Leana & Feldman, 1995).
Transition: An event or nonevent that results in change or assumption about oneself and
the world and thus requires a corresponding change in one’s behavior and relationships
(Schlossberg, 1981).
Unemployed: Persons aged 16 years and older who had no employment during the
reference week, were available for work, except for temporary illness, and had made
specific efforts to find employment sometime during the four-week period ending with
the reference week. Persons who were waiting to be recalled to a job from which they
had been laid off need not have been looking for work to be classified as unemployed
(Bureau of Labor Statistics, 2008)
Chapter Conclusion and Transition to Chapter 2
An involuntary career transition can stem from a multitude of reasons. Individuals
can experience a job loss from being discharged, displaced, terminated, or laid-off. The
process of losing a job can be difficult for some and more difficult for others. Depression,
19
anxiety, stress, shock, and low self-esteem are among some of the negatives outcomes
individuals experience after a job loss. Jones (1979) reports that the job loss can be harder
for individuals who had a sense of fulfillment and attachment to their career. For others,
it may provide an opportunity to pursue another career they had been thinking about.
In chapter two, the theoretical perspectives of Super’s Life-Span theory and
Schlossberg’s Transition theory will each be discussed. Both theories will be described in
depth and will provide beneficial explanations on how it can be used with midlife males
who are going through an involuntary career transition. An introduction to the review of
literature will be articulated. This review will discuss topics on possible reasons for an
involuntary career transition, particularly in midlife males. The effects of job loss on
midlife males and on others will be articulated. Additionally, issues on reemployment
will be discussed. Furthermore, career issues that midlife males face during their
transition will be discussed, including the need for personal, family, and transition and
change counseling, social support, and career counseling. Lastly, existing programs for
this population will be articulated and career development program implications will be
added.
20
CHAPTER II
Review of the Literature
In chapter two, the theoretical perspectives of Super’s Life-Span theory and
Schlossberg’s Transition theory will each be discussed. Both theories will be described in
depth and will provide beneficial explanations on how it can be used with midlife males
who are going through an involuntary career transition. An introduction to the review of
literature will be articulated. This review will discuss topics on possible reasons for an
involuntary career transition, particularly in midlife males. The effects of job loss on
midlife males and on others will be articulated. Additionally, issues on reemployment
will be discussed. Furthermore, career issues that midlife males face during their
transition will be discussed, including the need for personal, family, and transition and
change counseling, social support, and career counseling. Lastly, existing programs for
this population will be articulated and career development program implications will be
added.
Summary of General Theoretical Perspectives
The theoretical perspectives of Super’s life-span theory and Schlossberg’s
transition theory have been incorporated in the proposed career development program. In
the following section, a general summary of each theory will be discussed.
Donald Super’s Life-Span Theory
Super (1980) describes an approach to career development that focuses on stages
from childhood to retirement. Within these stages, he describes two major concepts: life
role and life stage. Individuals play multiple roles throughout their lifetime and can
consist of these nine life roles: (1) child, (2) student, (3) “leisurite,” (4) citizen, (5)
21
worker, (6) spouse, (7) homemaker, (8) parent, and (9) pensioner (Super, 1980). These
roles can be played in different settings such as the home, community, school (including
college or university) and the workplace. There are also five life stages, which consist of
growth, exploration, establishment, maintenance, and disengagement (Super, 1980).
The growth stage typically takes place between birth and fourteen years of age
and involves the individual in developing their own self-concept (Super, 1980). In
addition to learning about the world of work, individuals also begin thinking about their
future as a worker, which leads to the next career stage, exploration. The exploration
stage typically takes place between the ages of 15 and 24 (Super, 1980). During this
stage, the individual begins to turn their vocational self-concept into a vocational identity.
They begin forming ideas on how to fit into society and how they can prepare for a
specific occupation, which then leads to the establishment stage. The establishment stage
takes place between the ages of 25 and 44 (Super, 1980). In this stage, the individual
begins to implement their self-concept into an occupational role. They begin learning
how to take hold of a position by assimilating into an organization. Sometimes it may
lead individuals to refine their self-concept or learn about different ways to advance
within an organization, which leads to the fourth stage, maintenance (Super, 1980). This
stage takes place between the ages of 45 and 64 and it typically involves individuals
maintaining their position and preserving their self-concept within the organization.
However, due to vast organizational changes, fewer individuals are staying in the
maintenance stage. Instead, individuals are either voluntary or involuntarily going
through a stage in which Super (1984) calls the “recycling” stage. Individuals progress
through the recycling stage question and reevaluate their self-concepts, which makes
22
them go back into the exploration and establishment stages. Lastly, the disengagement
stage takes place after the age of 65 (Super, 1980). Within this stage, the individual
begins to experience a decline in energy and begins to disengage in their occupation.
They begin to develop a new vocational self by planning for retirement and creating a
new lifestyle. Although this stage was apparent in the earlier years, researchers argue that
individuals are now extending their work time-span past the ages of 60 and planning for
retirement much later.
In addition to looking at the process of how an individual chooses and adjusts do
different roles within their life-span, Super (1996) also believes it is important to look at
how an individual forms their own self-concept. An individual’s vocational and
occupational identity, interests, and abilities are components that help form their self-
concept. When individuals form their vocational identities, they begin envisioning their
goals, interests, and talents (Super, 1996). The formation of their identity can stem from
their values. Super states “values are the qualities which people desire and which they
seek in the activities in which they engage, in the situations in which live, and in the
objects which they make or acquire” (Super, 1970, p.4). Additionally, Super (1996) also
found different dimensions and metadimensions of forming a self-concept. Dimensions
can consist of the individual’s personality traits and attributes and metadimensions can
consist of specific characteristics that are intertwined with an individual’s personality
traits (e.g., self-efficacy and self-esteem). Super (1996) states that individuals do not have
a single self-concept, but constellations of self-concepts. They typically have a general
self-concept system, followed by specific and limited concepts of self in multiple roles.
23
Nancy Schlossberg’s Transition Theory
As people move through life, they continually experience change and transition.
Whether the events are expected or not, the transition process alters their role/s,
behaviors, routines, and relationships. Nancy Schlossberg (2006) provides a framework
to help understand transition processes, factors that influence coping mechanisms, and
strategies individuals use to take control of anticipated and unanticipated events.
There are three different types of transitions: anticipated, unanticipated, and non-
event. In order to understand an individual’s transition process, it is very important to
first identify the type of transition the individual is experiencing. Anticipated transitions
can refer to major life events that are typically expected (e.g., graduation, getting married,
or becoming a parent). Unanticipated life events comprise of unexpected and
nonscheduled events such as being fired, laid off, divorce, or death). Lastly, non-events
can consist of events that the individual was expecting, but did not occur (e.g., marriage
that never occurred, the child who was never born, not receiving the promotion you
expected). Although everyone experiences transitions, it can be different for everyone
based on how they viewed the change of event. The level of impact and relationship
between the individual and event or non-event makes a difference in understanding an
individual’s transition process.
Schlossberg (2006) provides a structured model to describe factors that influence
an individual’s ability to cope with change through the transition. In order to better
understand an individuals coping mechanisms, it is essential to look at the individual’s
resources or possible deficits they may have in their transition. Schlossberg (2006)
describes features of coping into four categories: situation, self, supports, and strategies.
24
She refers to “situation” as the person’s situation at the time of the transition and “self” as
to the person’s inner strength for coping with the situation. She refers to “supports” as the
support that is available to the person at the time of the transition and to “strategies” as
the coping strategies the person tries to use to change the situation.
General Summary of Research Literature
Involuntary job loss is an inescapable life event for many individuals in the labor
force (Latack, Kinicki, & Prussia, 1995). Often times, it is a traumatic and unexpected
event and can affect them financially, psychologically, emotionally, and physically
(Hanish, 1999). Involuntary job loss can also force an individual to make an involuntary
career change (Isaacson, 1981). This review will discuss topics on: (1) possible reasons
for an involuntary career transition, particularly in midlife males (2) the effects of job
loss on midlife males (3) the effects of job loss on others, and (4) reemployment issues.
Possible Reasons for an Involuntary Career Transition
An involuntary career transition can stem from a multitude of reasons. They may
consist of different events such as the Great Recession, displacement, discharge, or lay-
off. Individuals who have or are currently going through an involuntary career transition
may be unemployed from one or more of the following reasons. The events focus
specifically on mid-life males who range from ages 40-60. Each one of the events varies
in severity and has affected individuals in many different ways.
The Great Recession
The Great Recession has been reported to be one of the most severe recessions
since the Great Depression (Danziger, 2013). According to the National Bureau of
Economic Research (NBER), the Great Recession began in December 2007 with a 5%
25
unemployment rate and increased to 9.5% by June 2009 (www.nber.org). Researchers
have analyzed many studies to examine the changes in severity, duration, and recovery
from past recessions between January 1979 to December 2011 (Hoynes, Miller, &
Schallar, 2012). Since then, they have found the Great Recession to be longer than the
early 1980’s recession. They have also found the effects to be greater for men than
women.
Displacement
According to the U.S. Bureau of Labor Statistics (2014), 4.3 million workers were
displaced from jobs they held for at least three years from January 2011 through
December 2013. Studies showed that 35% of long-tenured displaced workers from the
2011-2013 period had lost their job due to the plant or company closing down or moving;
an additional 33% had insufficient work, and 32% stated their position or shift was
abolished.
Mass Layoffs and Unemployment
The U.S. Bureau of Labor Statistics (2012) conducts the Mass Layoff Statistics
(MLS) program to provide information on the number of layoffs on a large-scale and to
provide characteristics of dislocated workers who have filed claims for unemployment
benefits. The MLS program defines an extended mass layoff event as the filing of 50 or
more initial claims for unemployment insurance benefits against an employer during a 5-
week period, with at least 50 workers separated for more than 30 days
(http://www.bls.gov/mls/mlsreport). In 2012, 1.25 million workers were laid off from
6,500 extended layoff events. From the events, 33% of the claimants were between the
ages of 30 and 44, 20% were 55 or older, and 59.9% were men. Twenty-three states
26
reported increased numbers of laid-off workers. California represented the highest
number in laid-off events (2,141), which resulted in 588,039 unemployment insurance
claims. Eighty-six percent of the initial claimants resided within metropolitan areas and
Los Angeles, Long Beach, Santa Ana, California, reported the highest number of initial
claimants in the area (275,404) (http://www.bls.gov/mls/mlsreport).
Technology Advancement and Skill Obsolescence
With the vast change in technology, the risk of losing a job has increased
(Aaronson & Housinger, 1999). Companies with frequent changes in equipment must
continuously train their employees, which is an expensive task to accomplish. Advances
in technology have shown to substitute skilled workers with laborsaving machinery or
equipment. Specifically, this shift has shown to affect low-skilled workers and those
without previous training. By being less skillful and lacking training, companies may
decrease the demand for employees (Aaronson & Housinger, 1999).
Effects of Job Loss on Midlife Males
The effects of unemployment from job loss have generally found to be negative
and can vary from individual to individual. This review will focus on how the loss of a
job can affect midlife males throughout their transition and how the loss of the job may
lead to an involuntary career change. Job loss has become a problem for many
individuals, particularly in males who range from 40-60 in age (Lachman, 2004).
Research has shown that involuntary job loss can affect this specific population in many
ways.
27
Negative Effects
Wanberg and Marchese (1994) conducted a study with 125 unemployed men and
122 unemployed women to assess the effects related to unemployment. The effects were
divided into eight different constructs, which included: financial situation, employment
commitment, job-seeking confidence, time structure, mental health, cognitive
impairment, physical symptoms, and unemployment negativity (i.e., how upset an
individual is about being unemployed). Participants included in the study were either
voluntary or involuntarily unemployed. Involuntary reasons for unemployment consisted
of being fired (33%), being laid-off (28%), working for a business that closed (9%), and
self-employment that did not work out (4%). In order to analyze the heterogeneity of the
unemployment experience, researchers used the “cluster analysis” technique to form four
homogenous groups of subjects within data sets. After analyzing the data, results showed
that group one (45 men and 38 women) had high levels of financial concerns, job-seeking
confidence, and employment commitment. Group two (21 men and 23 women) had high
levels of financial concerns, employment commitment, cognitive impairment, physical
symptoms, and were upset about being unemployed. Group three (38 men and 37
women) showed a moderate score on time structure, mental health and cognitive
impairment. Lastly, group four (21 men and 20 women) had a high level of job-seeking
confidence and time structure (Wanberg & Marchese, 1994).
Mental, Emotional, and Physical Effects
Involuntary job loss has shown to affect individuals mentally, emotionally, and
physically (Price, Choi, & Vinokur, 2002). In a past study, Price et al. (2002) examined
the effects of job loss to issues related to demographics, reemployment, financial strain,
28
depression, personal control, self-esteem, poor health and emotional functioning. A total
of 666 participants (mean age=36) were included in a two-year longitudinal study. A total
of 276 of the participants were males and a total of 390 of the participants were females.
After gathering results, researchers found job loss events in both men and women
produced negative outcomes such as increases in financial strain, depression, poor
physical health, and loss in feelings of personal control and emotional functioning.
Behrens and Altman (2000) conducted a study with 92 mid-life career changers
who had attended an outplacement and job development program. Researchers asked
participants questions that pertained to their confidence, fears, and hopes. Ninety-five
percent of the participants shared that they had little or no confidence in their ability to
find mid-life career satisfaction and they feared it would never happen. When participants
were asked what was holding them back from making a mid-life career change,
participants stated that they were uncertain on where to begin, had low self-esteem,
family and time constraints, and not enough money. When asked to state fears,
participants expressed their fear of failure, financial ruin, starting over, inability to
persevere, and lack of emotional strength. Lastly, when participants were asked to give
descriptions on their hopes, they shared vague statements such as: fun and enjoyment,
fulfillment, finding direction, financial security, and using innate talents.
A meta-analysis research was analyzed by Paul and Moser (2009) to assess the
changes in mental health among men who lost their blue-collar jobs and among women
who lost their white-collar jobs. After reviewing 237 cross-sectional and 87 longitudinal
studies, results showed that there were negative changes in mental health (mixed
symptoms of distress, depression, anxiety, psychosomatic symptoms, subjective well-
29
being, and self esteem) and the effects were larger in men who were blue-collar workers
than women who were white-collar workers. The average number of unemployed
participants with psychological problems was 34% and 16% among unemployed
participants (Paul & Moser, 2009).
Not only have researchers found depression to be prevalent in individuals who
experienced a job loss, but they also found higher levels of depression among males who
were terminated from their job as opposed to being laid off (Miller & Hoppe, 1994).
Miller and Hoppe (1994) examined the differences in psychological distress and
reactivity among men who were laid off and terminated from their job. They found
significantly higher levels of anxiety and depression in terminated workers than laid off
workers. Terminated workers felt that they had been unfairly terminated for various
reasons such as age, injury, or lack of training or experience.
Grieving Effects
When an individual is confronted with a loss of a job, they must go through a
process to grieve the loss. This process is often times much more difficult when the
individual had a sense of fulfillment and attachment with their career (Jones, 1979). They
may even experience multiple losses simultaneously. Examples of such losses are: the
loss of the role of worker and provider, loss of wages and benefits, loss of the “work
family,” loss of sense of being productive, loss of internal locus of control, loss of social
status, loss of pride and dignity, loss of role in family, often loss of ability to trust, and
very often of self-esteem (Foster & Schore, 1989).
Westburg (1971) outlines 10 reactions within the grieving process: shock,
emotional release, depression and loneliness, physical distress, panic, guilt about the loss,
30
hostility and resentment, an inability to return to usual activities, unable to develop a
sense of hope, and a struggle to affirm reality during which the individual accommodates
the loss and redirects life based on the situation. Not all individuals experience the same
form of grief nor do they grieve in the same order. The intensity, length, and order may
be different depending on the individual’s experience (Jones, 1979).
Archer and Rhodes (1995) conducted a longitudinal study to investigate
individuals’ grieving processes after losing their job and to assess the effects of
depression and anxiety in becoming unemployed after a job loss. A total of 38
unemployed men were interviewed shortly after a job loss and interviewed four times
over the following year. The Zung Self-Rating Depression Scale (Zung, 1965) and the
Spielberger State-Trait Anxiety Inventory (Spielberger, Gorsuch, & Lushene, 1983) were
administered to measure depression and anxiety. The Mulhall Personal Questionnaire
Rapid Scaling Technique (PQRST) was used to measure the intensity of feelings and
thoughts associated with grief. After participants were asked to label the degree to which
six phrases applied to the statements (e.g., shock, anxiety, anger, preoccupation,
depression, restlessness, pangs, searching, attachment, and adaptation), results showed
that restlessness, irritability, depression and preoccupation occurred in over half of the
sample and anxiety was reported by 45% (Archer & Rhodes, 1995).
Effects on Coping Strategies
Coping plays an important role in the job loss process. The level and extent of
stress makes a difference on how individuals cope with the job loss (Latack, 1986). There
are different forms of coping resources; they can be psychological, social or
organizational. How a person copes with a stressor can be determined from antecedent
31
variables, which can be personal characteristics or environmental factors. Coping
resources can also be determined through stress appraisals, which can vary on the
individual depending on how they view the event.
By using Lazarus’ and Folkman’s stress and coping framework, Armstrong-
Stassen (1994) examined different types of strategies layoff survivors (blue-collar
technicians) used to cope through the process. Lazarus and Folkman (1984) described
two coping strategies: control-oriented coping and escape/avoidance coping. Control
coping consists of mental and physical actions that involve the individual to be proactive
and escape coping consists of actions that involve avoidance strategies.
Results showed that survivors who used control coping strategies were found to
have positive outcomes and escape coping with negative outcomes. Individuals who
utilized control coping strategies were less likely to experience job related anxiety,
greater job satisfaction and job performance, and were less likely to leave the
organization than those who experienced escape coping (Latack, 1986).
Positive Effects
Although job loss is particularly a stressful transition, it can also potentially lead
to positive career growth outcomes in individuals; however, there are many factors that
affect and promote the career growth process (Latack & Dozier, 1986). First, in order for
an individual to have positive career growth, they must maintain a moderate level of
stress. Researchers have found moderate stress levels to be linked to motivation and
challenge, which can help the individual in finding a new job/career (Lazarus &
Folkman, 1984). The following characteristics have shown to moderate stress levels in
32
managers and professionals: individual characteristics, environmental characteristics, and
characteristics of the transition process.
How the individual viewed their previous job and the extent of involvement they
had influences their career growth from job loss. Individuals who were less involved in
their jobs and viewed their previous job as stressful and dissatisfying are more likely to
look at their job loss from a positive viewpoint (Fineman, 1983; Hartley, 1980; Little
1976). In addition to looking at their involvement at work, it is important to look at the
individual’s productivity level outside of work. Hepworth (1980) found that when
individuals occupy their time productively (e.g., job search, extracurricular activities),
they are less likely to experience stress and are more likely to keep their sense of identity
and self-esteem (Hartley, 1980).
A second factor that has shown to moderate an individual’s stress level is their
surrounding support system. One of the most important sources of support is the
individual’s family (Latack & Dozier, 1986). When the family is flexible and adaptable,
it creates room for the individual to redefine roles within the family context. In addition
to the environmental characteristics, it is also important to look at the individual’s
financial resources (Little, 1976). Financial distress can cause an individual to have a low
morale about unemployment. Family support and financial support are critical to the
career growth process.
The characteristics of the transition process also play an important role in
moderating the individual’s stress level (Latack & Dozier, 1986). The manner in which
the job loss was communicated is one of the first aspects of the transition process.
Research shows that individuals were less stressful when the termination decision was
33
communicated by their immediate superior, were provided with an explanation, and were
given a warning in advance for the termination (Swinburne, 1981). When advance
warnings are provided, it gives the individual time to process the shock and can also give
them time to search jobs prior to officially being terminated. By providing an accurate
explanation, it can help the individual work on areas that may have been challenging
before or it can create opportunities to find jobs that are better suited for their skills. By
addressing the termination in a professional manner, individuals are more likely to
maintain their self-esteem and reestablish their sense of control (Latack & Dozier, 1986).
These factors are essential to the career growth process. When individuals are
aware of these characteristics, it can create opportunities to redirect their lives, develop
new skills and competencies, change careers, or consider new alternatives (Latack &
Dozier, 1986). Once they begin identifying not only losses, but gains from their previous
experience, that means growth has occurred. Focusing on the career growth process is
important because it provides individuals with an opportunity to restructure their lives
with a positive mindset.
Effects of Job Loss on Others
Job loss has not only shown to have a significant impact on the individual, but the
individual’s family as well. It has shown to affect them financially, emotionally, and
psychologically. Studies have shown how the job loss event can cause family dissolution,
marital dissatisfaction, and can create negative mental health effects among the
individual’s children, spouses, and surrounding support groups.
Involuntary job loss can affect the family’s well-being in many ways (Mendolia,
2014). Not only can it be stressful for individuals who have lost their job, but it can also
34
affect their emotional warmth towards their family members (Kalil, 2005). Based on a
sample of married and cohabitating couples, researchers used the British Household
Panel Survey to investigate the impact of job loss on partners’ mental health. They found
the job loss to have a negative income shock for the whole family, especially if the
husband’s job was the main source of income. The financial strain can affect family
members by not having a steady income for economic resources (e.g., schools, housing,
and food) and may increase their likelihood to rely on public assistance. Children’s
observations of their parents’ work experiences can also play a big role on how they view
the world of work. In a recent study, Barling, Zacharatos, and Hepburn (1999) had found
undergraduates to perceive their parents as insecure individuals due to their job insecurity
and were distracted cognitively in their own academic performance.
In addition to examining spouse’s mental health, Vinokur, Price and Caplan
(1996) studied the risk of marital dissatisfaction and depressive symptoms among
couples. By conducting a longitudinal study with 815 recently unemployed job seekers
and their partners, researchers found that financial strain increased depressive symptoms
and decreased the social support of both partners, which in turn lead to a decrease in
relationship satisfaction (Vinokur, Price, & Caplan, 1996).
Job loss has also shown to increase the likelihood of divorce. By using the British
Household Panel Survey, Doiron and Mendolia (2009) were able to analyze the effects of
involuntary job losses experienced by the husband and were able to look at the
probability of marital dissolution. Researchers distinguished different types of
displacements (dismissal, redundancy and temporary job ending) to analyze the impacts.
35
Results showed that couples in which the husband experienced a job loss were more
likely to divorce and the effects were stronger for dismissals and temporary job endings.
The impact of experiencing a job loss has shown to not only affect the individual,
but the individual’s family as well. It has shown to affect the partner’s mental health and
also shown to increase the likelihood of divorce. Individuals who are going through a
mid-life career transition can experience a variety of difficulties. It is important for
counselors to be aware of these issues to tailor services that meet their specific needs.
Reemployment Issues
A total of 765,000 workers were displaced from manufacturing jobs during the
2011-2013 period. Of those displaced, 59% were reemployed and a total of 21% of
workers were unemployed in January 2014. Twenty-five percent of workers displaced
from jobs in education and health services fields were most likely unemployed and 16%
of workers displaced from jobs in the construction industry were unemployed in January
2014 (http://www.bls.gov/opub/ted/2014/ted).
Technology
The impact of technology has not only shown to have an affect on displacement,
but on reemployment as well (Aaronson & Housinger, 1999). After conducting a study
on technological change in job displacements and reemployments, results showed that
there was a 10% increase in industry computer usage, which decreased the chances of
individuals finding a new job by 5.7%. Researchers also found specific age groups (35-
49) to have a lower probability of finding a new job by 7.9% and an additional 8.2% for
ages 50-54. It was also stated that less educated workers were less likely to find new
employment and fewer skilled workers appeared to have more difficulty in finding a new
36
job after being displaced from high-tech industries with higher computer usage industries
(Aaronson & Housinger, 1999).
Poor Mental and Physical Health
A number of studies have shown how an involuntary job loss can have negative
effects on one’s mental and physical health. Due to these effects, the individual may have
one or multiple barriers to reemployment. Skarlund, Ahs and Westerling (2012)
administered the General Health Questionnaire to 502 newly registered unemployed
participants to examine the effects mental health had on reemployment opportunities.
Results showed that participants’ mental health was associated with lower levels of
reemployment after one year and having a poor level of mental health was a significant
predictor of failing to be reemployed. Researchers noted that poor mental health may
negatively influence the individual to not participate in labor market programs. There was
also a correlation between psychological distress and decreased reemployment.
Psychological distress may inhibit an individual to engage in job-seeking behaviors,
which decreases their chances for reemployment.
Low Self-Efficacy
Low self-efficacy has also shown to have a negative impact on reemployment. In
a past study, Westaby and Braithwaite (2003) compared two methods to assess factors
associated with individual’s reemployment self-efficacy (RSE). By using a control belief
measure and motivational reason measure with 815 participants (mean age 37.2 years),
researchers were able to assess whether specific factors of reemployment were easy or
difficult for participants and how individuals explained their overall RSE. Results showed
that participants exhibited low to moderate in both control belief and motivational reason
37
variables (Westaby & Braithwaite, 2003).
Reemployment Influences
Leana and Feldman (1995b) conducted a longitudinal study nine months after
industrial workers (age=average 40) were laid-off to examine factors that influenced
them to regain employment and whether their reemployment was satisfactory or
unsatisfactory. Factors consisted of the individual’s motivation, coping resources, and
coping strategies. Motivational factors may include financial pressures, which can cause
individuals to be more active in the job search process. An individual’s perception of the
job market may also help or hinder their motivation to look for a new job. Coping
resources consist of the individual’s internal energy, which can be their problem-solving
skills, social skills, and self-efficacy. Coping strategies are methods individuals use to
create new routines after they have experienced a stressful event (Leana & Feldman,
1995b).
After gathering responses from participants, results showed that individuals who
had financial responsibilities (e.g., children to support) felt greater pressure to get
reemployed regardless of the quality of the job. Individuals who had greater coping
resources for job hunting and engaged in more coping behaviors predicted greater
opportunities for reemployment (Leana & Feldman, 1995b). Workers who felt pressured
to find new jobs were more likely to end up with unsatisfactory jobs, which prolonged
their adjustment period.
38
Career Issues and Interventions for Mid-Life Males
Based on the needs and characteristics of midlife males who are going through an
involuntary career transition, many issues may arise from this specific population. In this
next section, different issues and corresponding interventions will be discussed.
Personal Counseling
The impact of an involuntary career transition has shown to affect individuals’
mental health in many ways. It has shown negative physical and psychological outcomes
such as depression, anxiety, and stress (Price, Choi, & Vinokur, 2002; Paul & Moser,
2009; Miller & Hoppe, 1994; Archer & Rhodes, 1995). Individuals may have a low self-
efficacy, low self-esteem, and fears of the career transition (Behrens & Altman, 2000).
Individuals are also likely to suffer feelings of grief and guilt, loss of self-esteem, loss of
identity, and loss of social support (Archer & Rhodes, 1995). The career development
program for MLM will assist this issue by offering participants psychological counseling,
in addition to the other services. By offering this service, it will provide emotional
support to help participants cope with psychological distress of job loss and change.
Psychoeducational Groups
The program will also offer psychoeducational group sessions to help participants
build a supportive network, maintain positive view of self, and to maximize positive
growth through the career transition process. This form of therapy will offer participants
an opportunity to discuss issues with other participants that may have similar concerns.
The therapist will discuss issues related to fears, negative thoughts, and irrational beliefs.
Additionally, the therapist will address concerns related to the participants’ family and
social support and how they can regain control through effective coping skills.
39
Transition and Change Counseling
Due to the job loss being an unanticipated event, it is important for participants to
go through a grieving process to mourn the loss of the job (Jones, 1979). Individuals may
experience reactions such as shock, loneliness, guilt, resentment, and hopelessness
(Westburg, 1971). It can also potentially lead individuals to lose motivation and their
sense of control (Joseph & Greenberg, 2001). The career development program for MLM
will provide services through personal counseling to assist participants with grieving the
job loss, developing effective coping strategies, and with helping regain their sense of
control.
Family Therapy
Job loss has shown to have a significant impact on an individual’s family and has
caused family dissolution, marital dissatisfaction, and has created mental health effects
among the individual’s children, spouses and surrounding support groups (Kalil, 2005).
Studies have also shown how job loss can increase the likelihood of divorce among
couples (Doiron & Mendolia, 2009). Due to the job loss affecting family members, the
career development program for MLM will offer family therapy to assist participants in
addressing their family’s concerns about the job loss.
Career Counseling
The unexpected event of losing a job can potentially lead individuals to change
positions within the organization or change careers outside of the organization (Behrens
& Altman, 2000). According to Isaacson (1981), the likelihood of men changing careers
during their midlife period is increasing. Involuntary career loss can often times be a
traumatic event for individuals (Jones, 1979). Prior to career planning, they must be able
40
to grieve and accept the loss of the job. In order to assess the individual’s readiness, it is
important for counselors to identify any possible barriers that may interfere with the
career counseling process (Tyler, 1969). Once the individual has gained a sense of
control and has become aware of their own impediments, they are able to move forward
with the career planning process.
When working with individuals who have been employed in congruent
occupations for a length of time, the career change process can be much more difficult for
them. For these individuals, they are more likely to suffer from emotional distress,
depression, and anxiety (Brewington & Nassar-McMillan, 2000). Due to an individual’s
identity being closely associated to their occupation, it is important for counselors to help
individuals regain their identity by structuring interventions related to exploration of roles
(Holland, 1959). With the help of interest-based assessments, it can help them clarify
goals and identify occupations that are congruent with their personalities (Holland, 1959).
Implementing career stage-based interventions can be very beneficial for this
population. Due to individuals possibly entering the “recycle” stage, it is important for
counselors to structure intervention strategies that encourage progression, as opposed to
starting over (Super, Savickas, & Super, 1996). Counselors can assist this issue by
educating participants on current labor market trends, occupations, pay, necessary skills,
education and experience requirements, and training programs. Individuals may also go
through the “disengagement” stage, which may enable them to lack emotional support.
By lacking support, individuals may also attempt to find replacement jobs very quickly
after the loss, which can negatively affect the later stages in their career development
process. It is important for counselors to provide emotional support to help participants
41
cope with the distress and to assist them in the “exploration stage” by choosing a career
choice carefully (Super et al., 1996). By offering these types of intervention strategies, it
can help individuals in progressing through career stages and with making a successful
career transition.
Job Search Assistance and Training Programs
The effects of technology advancements have shown to negatively affect skilled
workers (Aaronson & Housinger, 1999). Due to the vast change, studies have shown to
substitute skilled workers with laborsaving machinery and equipment and have also
shown to have a high risk of losing a job (Aarsonson & Housinger, 1999). When
counseling this specific population, it is important for counselors to provide intervention
strategies that enable individuals to be aware on current job trends and to encourage them
on participating in retraining programs. Through retraining programs, individuals can
learn how to avoid skill obsolescence and can develop skills in areas that are in demand.
Due to the lack of confidence in finding reemployment, individuals would also need
assistance with building resumes and cover letters, interviewing, and finding effective job
search strategies (Wanberg & Marchese, 1994). The career development program will
offer participants a variety of workshops such as resume and cover letter workshop,
interviewing skills workshop, and job search strategies workshop. Participants will have
the option in selecting workshops that will best fit their needs, in addition to receiving
career and personal counseling sessions.
Existing Programs for the Focus Group
A program as specific as the Career Development Program for MLM does not
seem to exist; however, there are programs that assist individuals who have been
42
involuntarily unemployed, such as the Unemployment Insurance (UI) program
(Employment Development Department, 2014). The UI program primarily provides
financial benefits to individuals who have been out of work due to no fault of their own.
They must be physically able to work and they must be active job seekers in order to
receive UI benefits. Based on the individual’s quarterly earnings, they are able to receive
weekly financial benefits for one year (Employment Development Department, 2014).
Also, the UI program provides information on where unemployed individuals can receive
additional resources such as, job search assistance, basic necessities assistance, food
assistance, medical care and healthcare coverage, low cost car insurance, human services
assistance, community-based resources, housing resources, and assistance with utilities
(Employment Development Department, 2014).
Although the UI program provides beneficial information on financial assistance
and other helpful resources, they do not provide individuals with personal counseling or
career counseling. Due to the negative effects of going through an involuntary career
transition and the needs of this population, providing these two types of services are
crucial to their transition process. By providing career counseling, individuals can have
the opportunity to work with a career counselor to identify their interests and skills and
can explore different career and work options. Additionally, the UI program does not
provide in-person services to individuals on how they can successfully build their
resume, conduct an interview, and effectively apply and obtain a job. The career
development program for MLM will offer multiple workshops and tailor the services
based on the individual’s needs.
43
Theoretical Approaches Relating to Mid-Life Males
Donald’s Super’s Life-Span Theory
Super (1984) presents the life-span theory as a five-stage model consisting of
stages from childhood through retirement. He describes the stages as “maxicycles” and
titles them as growth (childhood); exploration (adolescence); establishment (young
adulthood); maintenance (middle adulthood); and disengagement (old age). According to
Super (1957), by the time the average person reaches the age of 45 and is in the
maintenance stage, he is typically established in his career and has successfully stabilized
his position. By this point, the individual has found and made a place for themselves in
the world of work and community (Super, 1957). However, individuals can sometimes
experience an unsuccessful establishment through various reasons and can force them to
refer back to earlier stages to reestablish themselves. Super (1984) referred to these stages
as “minicycles” to describe career transition periods individuals go through when their
career has been destabilized by involuntary events. When individuals are encountered by
involuntary events, they often feel inadequate at home due to not being able to support
the family, and may feel isolated and frustrated (Super, 1957).
For individuals who have lost their jobs, they may find it necessary to revert back
to recycle through the career development stages. During this process, the individual may
repeat tasks that were once completed at an earlier stage, such as learning about new job
opportunities, getting started in an occupation, and making the position secure (Super,
1957). During the recycling transition, individuals begin to adopt and modify roles,
reevaluate goals, and life career plans. They begin to redesign their lives, in hopes of
returning back to the establishment stage and stabilizing a new position (Super, 1984).
44
In addition to life stages, Super (1986) also places a great emphasis on the
different roles individuals play throughout their life and how they create their self-
concepts. Roles can consist of: child, student, leisurite, citizen, worker, spouse,
homemaker, parent, and pensioner. An individual’s vocational and occupational identity,
interests, and abilities are components that help form their self-concept. Super (1957)
states that a person’s career is an implementation of his self-concept; however, when an
individual is going through a career change or even a crisis, their career may no longer be
an accurate expression of their self-concept. Super believes that when one goes through
the reestablishment stage, they go through a period of reevaluating their self-concept,
which Super calls the “renewal” stage.
Super (1996) states that individuals do not have a single self-concept, but
constellations of self-concepts. They typically have a general self-concept system,
followed by specific and limited concepts of self in multiple roles. Super (1996) had
found different dimensions and metadimensions of forming a self-concept. Dimensions
can consist of the individual’s personality traits and attributes and metadimensions can
consist of specific characteristics that are intertwined with an individual’s personality
traits (e.g., self-efficacy and self-esteem). The individual’s metadimensions can make a
difference on how they form their self-concept. For an example, Super (1996) had found
individuals with a low self-esteem to have a more difficult time matching their self-
concept to an occupational concept.
Nancy Schlossberg’s Transition Theory
When working with mid-life males who are going through an involuntary career
transition, it is important to recognize the 4 Ss. By looking at the situation, the counselor
45
is able to examine what triggered the transition, the timing, the amount of control the
individual had over the transition, and other stressors that they may have in addition to
the transition. When looking at the second factor self, the counselor is able to make a
deeper understanding on the client’s inner strength and identity. How the client views the
world can give the counselor a great insight on how they cope with transitions. The third
“s,” support, can provide the counselor with information on who the client’s support
system is or if they have any sense of support surrounding them. Lastly, when looking at
the fourth “s,” strategies, the counselor will be able to identify client’s coping responses
and techniques the client uses to cope with the transitions (Schlossberg, 2006).
In addition to looking at the individual’s 4Ss, Schlossberg (2006) also discusses
about the importance of assisting individuals with the adaptation process through their
career transition and being aware of factors that may influence the process. Schlossberg
(1981, p. 7) states the “ease of adaptation to a transition depends on one’s perceived
and/or actual balance of resources to deficits in terms of the transition itself, the pre-post
environment, and the individual’s sense of competency, well-being, and health. When
looking at the characteristics of pretransition and postransition environments, Schlossberg
(1981) reports that interpersonal support systems (e.g., intimate relationships, family, and
friends) are essential to successful adaptation. When looking at the characteristics of the
individual, it is important for counselors to be aware of the individual’s sex (and sex-role
identification), age, race, ethnicity, and socioeconomic status.
When working with this population, the job loss event may stimulate them to
develop new interests and change careers. For this reason, it is very important for
counselors to analyze if their resources (4Ss) are sufficient enough to support the change.
46
The 4Ss make an impact on how one views their own transition and their ability to
manage it. Additionally, it is also important to take into consideration the individual’s
values and to which degree they are able to make decisions. By gathering this
information, the counselor can have a better understanding on how to assist the client
with the transition process.
Summary and Transition to Chapter 3
Loss of a job is a major life event that affects many individuals, especially midlife
males. Studies have shown job loss to affect individuals mentally, emotionally, and
physically (Price, Choi, & Vinokur, 2002). Researchers have found negative outcomes
such as depression, anxiety, and stress (Price, Choi, & Vinokur, 2002; Paul & Moser,
2009; Miller & Hoppe, 1994; Archer & Rhodes, 1995). Additionally, studies have shown
individuals to suffer from low self-efficacy, low self-esteem, and fears of the career
transition process (Behrens & Altman, 2000). According to Rabinowitz & Cochran
(2008), men struggle with a loss of self-esteem, self-confidence, and social support when
experiencing a job loss. The job loss event has not only shown to affect midlife males,
but their families as well. Studies have shown the job loss to cause family dissolution,
marital dissatisfaction (Kalil, 2005), and divorce (Doiron & Mendolia, 2009).
Although job loss is particularly a stressful transition, it can potentially lead
individuals to pursue another career they had been thinking about. The unexpected event
of losing a job can potentially lead individuals to change positions within the
organization or change careers outside of the organization (Behrens & Altman, 2000).
According to Isaacson (1981), the likelihood of men changing careers during their
midlife period is increasing. For chapter 3, the procedure of the program will be
47
articulated. Additionally, the structure of the program and the different components will
be discussed such as information on location and staffing, offered services, and
supporting materials and assessments.
48
CHAPTER III
Procedure (Justification of the Problem)
The career development program for MLM is designed to offer an integration of
services to help fulfill participants’ personal and career needs. As previously stated, the
impact of an involuntary career transition has shown to affect individuals mentally and
emotionally. Research studies have found negatives outcomes such depression, anxiety,
and stress (Price, Choi, & Vinokur, 2002; Paul & Moser, 2009; Miller & Hoppe, 1994;
Archer & Rhodes, 1995) and have found individuals to suffer from feelings of grief,
guilt, loss of identity, and loss of social support (Archer & Rhodes, 1995). Additionally,
research studies have shown individuals to have a low self-efficacy, low self-esteem, and
fears of the career transition.
Individuals who face these issues often have a difficult time throughout their
transition period. They may experience reactions such as shock, loneliness, guilt,
resentment, and hopelessness (Westburg, 1971). Schlossberg (1981, p. 151) states “when
people experience a work transition, especially when it is anticipated, they may come to
counseling feeling that they are in a crisis.” Addressing these concerns through personal
or psychoeducational group counseling can make a significant impact on the individual
and their career planning process. Although this may not be the case for everyone, it can
still be beneficial to first address any possible concerns they may have about moving
forth with their career.
The next main component of the program will be career counseling. Depending
on the needs of each participant, the individual may have a multitude of reasons for
seeking career counseling. Possible reasons can range from changing tasks within the
49
same organization to maybe changing positions outside of the organization. Individuals
may also realize after the loss of the job that they would like to change careers and begin
planning a new career path. For others, they may also need assistance with
creating/updating their resumes and cover letters or possibly with interviewing.
With the constant change and advancement in technology, finding a job is
becoming more complex. Individuals who are not familiar with job search strategies and
with employment trends can have a more difficult time obtaining reemployment. With
the help of career counseling, participants can learn how to utilize career resources and
can learn different strategies to better assist them in the career transition process.
Structure of the Program
The career development program is structured into six different parts (see
Appendix E) and provides services to eligible participants for six months. In order for
individuals to be eligible for the program, they must fill out a form and go through a pre-
screening session. By going through this process, counselors can assess whether the
applicant is an appropriate candidate for the program. Once the applicant has been
admitted to the program, they must fill out an intake form, a pre-assessment form, and
return both forms back to the program prior to meeting the career counselor. The intake
session will be the first official session for the program. During this session, the
counselor will explain the structure of the program and will familiarize the participant on
the services provided. Next, the career counselor will go over the consent form, which
will consist of explaining the rules to confidentiality and boundaries. Lastly, he/she will
use the applicant’s intake form as a guide to build rapport, clarify responses, build career
goals, and establish a positive relationship with the client.
50
Next, the participant will have the option in attending either three personal
counseling sessions or five weekly psychoeducational group sessions. If participants
would like to choose both of the options, they are welcome to do so. Additionally, if
participants would like to start or continue attending personal counseling after the three
sessions, they may do so as long as it is between the six month time period. Personal
counseling sessions and psychoeducational group sessions will be lead by a licensed
therapist.
Once participants have completed their personal counseling/psychoeducational
group sessions, they will meet with the same career counselor from the intake session at
least two times within the six-month time period. If participants would like to meet with
the career counselor again, they may so do as long as it is in between the six month time
period. Next, participants will be required to attend a minimum of two workshops (e.g.,
resume/cover letter workshop, interviewing workshop, job search strategies workshop,
networking workshop, transferable skills workshop, stress management workshop).
Once participants have completed all required sessions and are approaching the
end of the six-month deadline, they are able to proceed to the action plan/closing session
to meet with the same career counselor they have been seeing throughout the program.
They will both work together to create an action plan and set short/long-term goals.
Participants will be given a post-assessment to evaluate the efficiency of the career
development program.
Location and Staffing
The career development program for MLM will be located within a mile radius of
Unemployment Insurance (UI) program locations in Southern California, specifically in
51
Los Angeles. California represented the highest number in laid-off events, which resulted
in 588,039 unemployment insurance claims. From these claims, 86% of the claimants
resided in metropolitan areas Los Angeles, Long Beach, Santa Ana, California
(http://www.bls.gov/mls/mlsreport). Due to UI programs providing other benefits that the
career development for MLM does not offer, it would be beneficial to offer individuals
who qualify a combination of both services.
The program will be in need for three career counselors and three therapists. The
career counselor will be needed to conduct pre-screening sessions, intake sessions, and
career counseling sessions. Additionally, they will be needed to conduct workshops on
resume/cover letter building, interviewing, networking, transferable skills, and job search
strategies. Each career counselor is required to have a Master’s Degree in Counseling
with either an emphasis in Career Counseling or at least two years of experience working
in the field of career counseling or career development. One therapist will be needed for
personal counseling sessions and another therapist will be needed for facilitating the
psychoeducational group sessions. Each therapist is required to have a Master’s Degree
in Counseling with an emphasis in Marriage and Family Therapy (MFT) or be a Licensed
Professional Clinical Counselor (LPCC).
Personal Counseling
Due to the negative physical and emotional effects of an involuntary job loss, the
need for individualized personal counseling is crucial for midlife males (Price, Choi, &
Vinokur, 2002; Paul & Moser, 2009; Miller & Hoppe, 1994; Archer & Rhodes, 1995).
Due to the job loss being an involuntary event, it is important for participants to go
through a grieving process to mourn the loss of the job (Jones, 1979). The career
52
development program will offer personal counseling sessions to participants who are
enrolled within the six-month period. Participants will have the choice in either attending
three personal counseling sessions or attending five psychoeducational group sessions.
The goal of personal counseling is to help participants transition through unemployment
and improve their psychological and emotional well-being. Additionally, the program for
MLM will assist participants with grieving the job loss, developing effective coping
strategies, and with helping regain their sense of control.
In addition to providing individualized personal counseling, the career
development program for MLM will also provide family therapy for the participants.
Job loss has shown to have a significant impact on an individual’s family and has caused
family dissolution, marital dissatisfaction, and has created mental health effects among
the individual’s children, spouses and surrounding support groups (Kalil, 2005). Studies
have also shown how job loss can increase the likelihood of divorce among couples
(Doiron & Mendolia, 2009). Due to the job loss affecting family members, the career
development program for MLM will offer family therapy to assist participants in
addressing their family’s concerns about the job loss.
Psychoeducational Groups
The career development program for MLM will also offer psychoeducational
group sessions. According to Rabinowitz & Cochran (2008), men struggle with a loss of
self-esteem, self-confidence, and social support when experiencing a job loss. The
psychoeducational groups will meet five times every week for one hour. The groups will
be lead by one licensed therapist and each of the participants will be required to attend all
five sessions. Therapist will discuss issues related to fears, negative thoughts, and
53
irrational beliefs. Additionally, the therapist will address concerns related to the
participants’ family and social support. The role of the therapist will be to help
participants build a supportive network, maintain positive view of self, and to maximize
positive growth through the career transition process. Additionally, group discussions
will focus on working towards strengths and how participants can regain control through
effective coping skills.
Career Counseling
The event of losing a job can potentially lead individuals to change positions
within the organization or change careers outside of the organization (Behrens & Altman,
2000). Therefore, the need for career counseling is very important for this population.
When working with individuals who have been employed in congruent occupations for a
length of time, the career change process can be much more difficult for them. Due to an
individual’s identity being closely associated to their occupation, it is important for
counselors to help individuals regain their identity by structuring interventions related to
exploration of roles (Holland, 1959). Participants will be able to meet with a career
counselor once they have finished attending the personal counseling/psychoeducational
group sessions.
Workshops
Due to the lack of confidence in finding reemployment, individuals would also
need assistance with building resumes and cover letters, interviewing, and finding
effective job search strategies (Wanberg & Marchese, 1994). The career development
program will offer participants a variety of workshops such as resume and cover letter
workshop, interviewing skills workshop, networking workshop, and job search strategies
54
workshop. Participants will have the option of selecting a minimum of two workshops
that will best fit their needs during the six-month time period. Workshops will be
facilitated by career counselors.
Referrals
Due to the vast technological change, studies have shown to substitute skilled
workers with laborsaving machinery and equipment and have also shown to have a high
risk of losing a job (Aarsonson & Housinger, 1999). For this reason, it is important for
counselors to educate participants on current job trends and to encourage/refer them to
participate in retraining programs. Through retraining programs, individuals can learn
how to avoid skill obsolescence and can develop skills in areas that are in demand.
Additionally, the career development program will refer participants to other programs
that offer stress management workshops and introductory to computer workshops.
Supporting Materials and Assessments
• Workshop room/psychoeducational group session room
• Projector and projector screen
• Laptop for workshop facilitator
• Mini laptops for each participating member
• Internet access
• Notepads and pens for each member
• Photocopies of all handouts (see appendices)
Motivated Skills Card Sort
The Motivated Skills Card Sort (Knowdell, 2005) is a self-assessment that assists
individuals with identifying functional-transferable skills within two dimensions:
55
competency and motivation. The assessment helps identify areas that are central to
personal and career satisfaction and success. Additionally, it helps individuals with
pinpointing specific vocabulary words to describe goals and qualifications. The
assessment consists of 56 cards and a “motivated skills matrix.” Although this assessment
does not provide any measure of reliability or validity, it can be a beneficial tool to use
with MLM. With the assistance of the cards, it can help participants identify skills they
have acquired within the years and if they would like to transfer those skills into another
career field or possibly learn a new skill they had not thought about.
Campbell Interest and Skill Survey
The Campbell Interest and Skill Survey (CISS) is a 320-item self-report
instrument that measures an individual’s interests and skills within different occupational
areas. The scales are based on seven different areas (influencing, organizing, helping,
creating, analyzing, producing, and adventuring) and are compared to individuals who
have been happily and successfully employed within the fields. Unlike other interest
inventories, the Campbell Interest and Skill Survey also assesses the individual’s
confidence to perform occupational tasks. In terms of reliability and validity, the media
test-retest reliability coefficients were examined over a 90-day period and for the
orientation, basic, and occupational interest scales were 0.87, 0.83, 0.87; however the
skill scales for the CISS are shorter, obtaining, lower coefficients of 0.81, 0.79, 0.79.
Campbell (1995) supports the construct validity for all CISS scales and concurrent
validity for the occupational scales. This assessment is intended on assisting participants
who may decide to change careers or possibly explore other fields that may interest them.
56
Transition
The career development program for MLM will provide an environment for
individuals that feels safe, empowering, and supportive. The licensed therapists will
provide personal counseling services and psychoeducational group sessions for
participants. The career counselors will lead the program by pre-screening applicants and
conducting intake sessions, career counseling, and follow-up sessions. Additionally,
career counselors will facilitate workshops on building a résumé/cover letter,
interviewing, job search strategies, networking, and transferable skills. The career
development program for MLM will also provide resources/referrals on retraining
programs and other additional workshops that may be more beneficial for participants.
The overall goals and objectives for the program will be discussed in chapter 4.
Specifically, the goals and objectives for the pre-screening session, number of required
sessions, and optional sessions will be articulated. Supporting materials and staff that is
needed for each session will be articulated and a detailed timeline of each program
session will be listed.
57
CHAPTER IV
Career Development Program for Mid-Life Males Who Are Going Through an
Involuntary Career Transition
For the following chapter, the overall program goals and objectives will be
discussed. A program outline will be provided followed by a detailed description of
program sessions.
Overall Program Goals and Objectives
Goals: Help participants improve their psychological and emotional well-being and
provide beneficial resources that can better assist them through their career transition.
Objectives: By the end of the program, participants will be able to:
• Gain a better understanding of themselves
• Learn how to utilize effective coping skills
• Expand their knowledge on the world of work
• Learn how to utilize career resources
Program Outline:
• Pre-Program Session: Screening
• Session 1: Intake
• Session 2: Personal Counseling (minimum of 3 sessions) (optional; must choose
between attending personal counseling or psychoeducational group sessions; or
both)
• Session 3: Psychoeducational Group (5 weekly sessions) (optional; must choose
between attending personal counseling or psychoeducational group sessions; or
both)
58
• Session 4: Career Counseling (Must attend at least 2 sessions)
• Session 5: Workshops (Must attend at least 2 workshops)
o Résumé/Cover letter building
o Interviewing skills
o Job search strategies
o Transferable skills
o Networking
• Session 6: Action Plan/Closing Session
59
Detailed Descriptions of Program Sessions
The details of the pre-programing screening session will be discussed, followed
by the intake session. As mentioned earlier in the limitations section, the personal
counseling and psychoeducational group sessions will not be discussed in depth. Based
on the different needs of participants, the career counseling and action plan session will
provide the reader with a general overview on career counseling goals. Lastly, detailed
descriptions of workshops will be provided.
Pre-Program Screening Session
Screening: Prior to accepting the applicants into to the program, they must satisfactorily
complete a screening process with a counselor to assess whether the applicant is an
appropriate candidate for the program.
Counselor Objective: First, the counselor will distribute the screening form to the
applicant. Once the client has filled out the form, the counselor will use the eligibility
criteria chart to confirm if the potential participant is appropriate for the program. Next, if
the client is eligible for the program, the counselor will give the client an intake form and
pre-assessment form to fill out at home. It is important to tell the client that the intake and
pre-assessment form must be returned to the office prior to meeting with the counselor.
Once the client has turned in the two forms, the counselor will be able to make their first
appointment. If the applicant is not eligible for the program, the counselor will explain
why they are not eligible by providing them information on the structure of the program.
If applicable, the counselor is encouraged to provide other resources depending on the
applicant’s needs.
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Eligibility Criteria: In order for the applicant to be accepted into the program, they must
meet the following criteria:
o Male
o 40-60 years old
o Experienced an involuntary job loss (must meet at least one of the areas)
o Discharged
o Displaced
o Fired
o Laid off
o Worked for a business that closed after 10 years
o Owned and lost the business after 10 years
Length: 10-15 minutes
Materials:
• Pre-screening form (see Appendix A), eligibility criteria chart (see Appendix B),
intake form (see Appendix C), pre-assessment form (appendix F), career program
layout (see Appendix E), and a pen.
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Session 1: Intake
Intake Application: Once participants have turned in their two forms (intake form and
pre-assessment form), they will receive their first appointment to meet with the Career
Counselor to go over their intake form. The intake form will consist of open-ended
response questions and will include the following six sections: (a) general information,
(b) employment information, (c) education/training, (d) skills, (e) personal information,
and (f) career information.
Intake Session: The career counselor will begin by first providing the participant with a
consent form to explain the rules to confidentiality and boundaries. Afterwards, the
counselor will use the applicant’s intake form as a guide to build rapport, clarify
responses, build career goals, and establish a positive relationship with the client. During
this time, it is important for the counselor to familiarize the client with program
services/resources by using the program layout sheet and to identify which services will
meet the client’s needs. It is encouraged to provide the client with different scenarios on
past participants and how they have navigated through the program.
Length: 1 hour – 1 hour and 30 minutes
Counselor Goals:
• Build positive rapport with the participant
• Introduce structure of program and services/resources offered
• Identify services to meet client’s needs
Materials:
• Intake form (see Appendix C), career program layout (see Appendix E), consent
form (see Appendix D), and a pen
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Session 2: Personal Counseling
Personal Counseling Session: Once participants have completed their intake session
with a career counselor, they will have the option in choosing to meet with a personal
counselor or attending the psychoeducational group. Participants will be required to
attend a minimum of three sessions for personal counseling. All personal counseling
sessions will be lead by a licensed therapist and the sessions will take place at the career
development program center.
Goals: Therapists will provide emotional support to help improve their psychological and
emotional well-being and will assist participants with the grieving usually associated with
losing a job. Additionally, they will address any concerns that the participant has and will
base each session on the needs of the participant.
Counselor Goals:
• Build positive rapport with the participant
• Provide rules to confidentiality
• Use open-ended questions
• Reflect on feeling and meaning
• Demonstrate empathy and convey genuineness
• Implement intervention style that is best appropriate for the client
• Address concerns that the participant may have
• If applicable; address the 4Ss (e.g., situation, self, support, and strategies)
Length: 1 hour – 1 hour and 30 minutes
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Session 3: Psychoeducational Group (5 Sessions)
Psychoeducational Group Session: The psychoeducational group will consist of no
more than seven participants. There will be five sessions and they will meet every week
at the center. All sessions will be facilitated by the same licensed therapist.
Goals: The goals of the psychoeducational group sessions are to help participants build a
supportive network, maintain positive view of self, and to maximize positive growth
through the career transition process. Additionally, group discussions will focus on
working towards strengths and how participants can regain control through effective
coping skills.
Sessions:
• Session 1: Divided into four parts as follows: (1) introduction, (2) rules to
confidentiality, (3) establish rapport by having participants introduce themselves,
(4) provide purpose of group meetings.
• Session 2: Address and increase awareness on possible negative thoughts and
self-talk, fears, and irrational beliefs.
• Session 3: Discuss about the change in social support and if/how families have
been affected by the job loss.
• Session 4: Focus on working towards strengths and how they can regain control
through effective coping skills.
• Session 5: Conclude group session and allow time to have participants debrief and
reflect on their psychoeducational group experience.
Length: 1 hour – 1 hour and 30 minutes
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Session 4: Career Counseling
Career Counseling Session: Once participants have completed their sessions either
through personal counseling or through the psychoeducational group sessions, they can
proceed to the next step to see a career counselor.
Goals: The goals of career counseling are to help participants understand the relationship
between themselves and the world of work and to assist them with the career planning
process. Additionally, career counselors will educate and provide electronic resources on
current labor market trends, occupations, pay, necessary skills, education and experience
requirements, and training programs. Lastly, they will provide one-on-one services to
participants who need additional help in constructing resumes/cover letters or
interviewing.
Counselor Goals:
• Continue to build positive rapport with the participant
• Assess readiness for career counseling
• Address career concerns and identify if participant is thinking about changing
careers
• If applicable, address the 4Ss (e.g., situation, self, support, and strategies) and
their life role and life stage.
• Provide services that would benefit the participant’s needs
Length: 1 hour – 1 hour and 30 minutes
Materials:
• Motivated Skills Card Sort (optional)
• Campbell Interest Skills Survey (optional)
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Session 5: Workshops
Transferable Skills Workshop
Workshops: Once participants have met with a Career Counselor, they can attend any
workshop they would like in any order; however, they must attend at least two workshops
during the six months. All workshops will be held at the career development program
center.
Goal: Participants will learn about the importance of transferable skills, how to identify
their own transferable skills, and how their skills relate to their job search process.
Objective: Participants will identify at least ten transferable skills, will learn how to
communicate one of their transferable skills, and successfully connect their skills to
potential jobs.
Materials: Projector, computer, transferable skills PowerPoint, transferable skills
checklist handout (see Appendix G), transferable skills workshop facilitator guide (see
Appendix I), and pens.
Length: 1 hour and 30 minutes
Staffing: One Career Counselor
Presentation:
Part I: Introduction
• The facilitator will:
o Introduce the meaning of “transferable skills” by providing a definition
and a reason for why they are important.
o Explain how transferable skills can be acquired through various life roles
and can be applied in many different situations.
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Part II: Activity Time
• Facilitator will distribute “transferable skills checklist” worksheet and encourage
participants to check-off at least 10 skills they may have from the list.
• Next, each participant must share at least one of their skills and how they obtained
that skill to another participant in the room.
Part III: Connecting Skills to Jobs
• Facilitator will provide an example of a job posting and will highlight the
requirements section to identify what skills the employer is looking for.
• By using the “matching the job description” worksheet from the handout, the
facilitator will assist the participants on how to match their skills to the job
posting skills.
• Next, the facilitator will provide another example of a job posting and will allow
the participants to match their skills on their own. Sharing out loud on their
findings is highly encouraged.
Part IV: Conclusion/Debriefing
• Each participant is encouraged to share their ideas and what they learned from the
workshop
• Any possible last questions that participants might have may be asked during this
stage.
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Résumé and Cover Letter Building Workshop
Goal: Participants will learn about the importance of a resume and cover letter in the job
search process. They will learn about the different components and what needs to be
included on a resume and cover letter. Lastly, they will be given time towards the end of
the workshop to construct a rough draft of their own resume and cover letter.
Objective: Participants will learn the purpose of a resume and cover letter. They will
learn about the three different types (e.g., chronological, functional and combination) of
resumes and will select a type that is closely related to their needs. Participants will learn
about common resume and cover letter components and what to include in each section.
By using an example of a job posting, participants will learn how to tailor their resume to
a specific job. They will also learn how to use action verbs and how to avoid mistakes.
Materials: Projector, computer, resume building PowerPoint, chronological resume
example (see Appendix J), functional resume example (see Appendix K), combination
resume example (see Appendix L), cover letter format sample (see Appendix M), cover
letter sample (see Appendix N), action verbs list (see Appendix O), resume workshop
facilitator guide (see Appendix P), 10 laptops, and pens.
Length: 1 hour and 30 minutes
Staffing: One career counselor
Presentation:
Part I: Introduction
• Facilitator will begin by giving an overview of the workshop and will distribute
the resume building handouts, along with pens to take notes.
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• Next, the facilitator will state what the importance of a resume is:
o The objective of a resume is to provide you with the opportunity to
interview for a job.
o Your resume is used as an advertising tool
o Your resume is meant to leave a lasting impression on a prospective
employer
o It must be able to highlight your achievements in a compelling and concise
manner
Part II: Types of Resumes
• Facilitator will provide participants with examples of three different types of
resumes (chronological, functional, and combination). Participants should be
encouraged to have in mind which type would best fit their needs.
Part III: Resume components
• Due to the “chronological” resume being the most commonly used type, the
facilitator will use that as an example to go over the different components.
• Components will include:
o Contact Information
o Objective (optional)
o Summary of qualifications (optional)
o Education
o Certification/Licenses (optional)
o Experience
o Skills (soft skills & hard skills)
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o Volunteer (optional)
o If applicable, additional headings can include: relevant coursework,
research, publications, and leadership
Part IV: Accomplishment statements
• With the help of the “action verbs” page from the handout, the facilitator will
show examples of different statements and how the quality of writing
accomplishment statements makes a difference.
o “Trained new employees” vs. “Trained more than 15 new employees over
a six month period resulting in increased customer satisfaction.”
Part V: How to tailor a resume to a job posting
• The facilitator will show an example of a job posting as a guideline and highlight
the “qualifications” section. Then, the facilitator will demonstrate how to use
keywords from the “qualifications” section to match a resume.
• Probing statements:
o Read the specific skills and qualifications: underline words/phrases that
match your background
o Read the job responsibilities: underline words/phrases that match your
background
o Every time you apply for a job, it is very important to tailor your resume
to that specific job.
Part VI: Resume Format
• Facilitator will discuss how to format a resume. Topics will focus on the:
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o Length of the resume, font style, margin sizes, category headings, bolding
words, dates, use of bullets, spacing, and paper style.
• Facilitator will also discuss commonly made mistakes
o Spelling and grammatical errors
o “I” statements
o Personal information
o References
Part VII: Cover Letter
• Facilitator will:
o Distribute the “cover letter format” sheet and “cover letter sample” sheet
o Describe the importance and purpose of a cover letter
o Go through each one of the sections (e.g., introduction, body paragraph,
and closing paragraph) and show an example on how to write an
appropriate cover letter.
Part VIII: Resume and cover letter building time
• For the remaining time, participants will each be given a laptop from the
facilitators and will be able to construct a rough draft of their own resume and
cover letter. If participants already have a rough draft, they are welcome to have
it critiqued by the career counselor at another time. If participants need more time
to work on their roughdraft, they can stay after the workshop and continue
working on it.
• Any last questions participants may have can be asked in this stage.
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Job Search Strategies Workshop
Goal: Participants will learn techniques on how they can improve their job search
process.
Objective: Participants will learn how to search and apply for jobs. They will learn about
the “hidden job market” and how they can apply to jobs in several different ways. Lastly,
they will learn how they can keep track of past applied jobs and be proactive throughout
their job search process.
Materials: Projector, computer, job search strategies workshop PowerPoint, job search
record sheet (see Appendix Q), matching the job description handout (see Appendix H),
job search strategies workshop facilitator guide (see Appendix R), paper and pens.
Length: 1 hour and 30 minutes
Staffing: One Career Counselor
Presentation:
Part I: Introduction
• Facilitator will introduce themselves and give an overview of the workshop
• Next, he/she will ask participants what their experience has been like so far
Part II: Different ways to search jobs
• Facilitator will show participants how they can search for jobs and not rely solely
on jobs posted on the Internet. Suggested places to look for job openings:
o Newspapers, alumni associations, volunteering groups, networking, social
networking sites, staffing agencies, Chamber of Commerce, community
groups, job fairs, professional associations..etc.
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Part III: “Hidden Job Market”
• Facilitator will discuss about the importance of networking and how to obtain jobs
that are not advertised on websites.
Part IV: Create Job Search Plan
• Participants will learn how to create their job search plan by doing the following:
o Listing their skills, strengths, and interests and types of jobs that match
o Creating/updating their resume
o Researching and contacting employers and companies they would like to
work for
• Facilitator will distribute the Job Search Record Sheet to assist participants in
keeping track of work search activities.
• Participants will be able to make note of the:
o Position they applied for and when they applied
o Employer/company they applied for
o Person they contacted for the position (if applicable)
o Method of contact they used (e.g., in person, phone, email)
o Contact information that was given to them
o Result of contact (if applicable)
Part V: Conclusion/Questions
• Facilitator will conclude the presentation by reassuring participants that the job
search process is not easy and that it will take time. He/she will remind
participants to see a career counselor if they need additional help.
• Questions?
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Networking Workshop
Goal: Participants will learn about the meaning and importance of networking. They will
learn how and where to network. Lastly, they will learn how they can use the given tools
to improve their job search process and increase potential employment opportunities.
Objective: Participants will learn about the benefits of networking in relation to finding a
job. They will learn about different types of networking styles (e.g., professional
organizations, LinkedIn). Lastly, they will learn how to identify their own networks and
maintain relationships within networking events.
Materials: Projector, computer, networking PowerPoint, networking workshop facilitator
guide (see Appendix S), paper, and pens.
Length: 1 hour and 30 minutes
Staffing: One Career Counselor
Presentation:
Part I: Introduction
• Facilitator will begin by giving an overview of the workshop
• Next, the facilitator will state what networking means:
o Networking is an “individual’s attempt to develop and maintain
relationships with others who have the potential to assist them in their
work or career” (Dougherty, 2004).
Part II: Importance of networking
• Facilitator will:
o Describe why networking is critical in the job search process
o State the benefits of networking
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o Provide statistics on how effective networking can lead to potential job
opportunities
Part III: How to network
• Facilitator will distribute a sheet of paper to participants
• Participants will begin making a list of everyone they know in in their life that
might be able to assist them (e.g., family, friends, past co-workers, acquaintances,
neighbors).
• Next, participants will circle individuals’ name that they are close to and who are
also employed. Once they have identified those individuals, they will be ready to
begin the networking process.
• Participants will learn how they can network throughout their day, regardless of
their setting and how they can meet, greet, listen, and engage in conversation with
individuals whom they are not familiar with. Facilitator will:
o Encourage participants to approach individuals and ask what they do and
practice a brief presentation about themselves and what they hope to do
Part IV: Where to network
• Facilitator will:
o Describe how participants can network through professional
associations/organizations and through social media
o Briefly show participants how to use LinkedIn
o Show a list of professional organizations/associations on cacareercafe.com
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Part V: How to maintain networking relationship
• Facilitator will describe how to continue the communication with the new contact
after the first meeting.
o Sending a thank you card to the new contact. If someone referred the
participant, thanking him/her for their help would also be beneficial.
o Passing along a helpful resource to the new contact.
Part VI: Next step/conclusion
• Facilitators will ask participants what their next step will be and how they plan on
accomplishing their next plan.
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Interviewing Skills Workshop
Goal: Participants will be able improve their job interviewing skills through learning
about the different types of interviewing, how to prepare and respond to interview
questions and how to avoid making interview mistakes. In the end, they will be given
time to have a mock interviewing session with a counselor.
Objective: Participants will learn the purpose of an interview and how they can prepare
for an interview. They will learn how to identify types of interviews and how to respond
to different interview questions. Participants will learn how to research companies and
employers prior to the interview and how to recognize illegal questions. They will learn
how to appropriately shake hands with an employer and how to describe their strengths
and skills. They will learn how to avoid interviewing mistakes and how to properly end
an interview (e.g., handshake, thank you notes, and follow-up emails). Additionally, each
participant will be given extra time in the end to have a mock interviewing session with
one of the counselors.
Materials: Projector, computer, interviewing skills PowerPoint, interviewing skills
workshop handout (see Appendix T), interviewing skills facilitator guide (see Appendix
U), and pens.
Length: 1 hour and 30 minutes
Staffing: Two Career Counselors
Presentation:
Part I: Introduction
• Participants will be receive interviewing skills handouts and a pen to take notes
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• Facilitator will begin by asking the participants questions to gain a better
understanding on their needs and to familiarize him/herself with the participants.
• Probing Questions:
o How do you all feel about interviewing? Do you get nervous?
o Does anyone have any interviews coming up?
o Does anyone want to share their experience in their last interview?
• Purpose: What is the purpose of a job interview?
o The purpose of an interview is for the employer to determine:
§ Whether you can demonstrate the skill they are looking for
§ Whether you are you able to contribute
§ Whether you are the best fit for the company/organization
Part II: Preparation
• Facilitator will probe questions to have participants become more familiar with
themselves and how they can market themselves.
o Think about some of your accomplishments.
o What are some of your skills? Where did you obtain those skills?
o What kind of knowledge have you gained throughout your life? Was it in
a specific field? Was it through attending college? Was it through a work
experience?
• Facilitator will talk about the importance of doing research before an interview
and where that research can be found
o Research the organization, industry, and position
o What are the company’s values and mission statements?
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o What other divisions or affiliations are they a part of?
o What are some of their products or services?
o What does the position you are applying for entail? The better you
understand the position, the better you will be able to communicate your
interest in the job and relate your past experiences to the job
responsibilities.
§ Company website “About us” page or mission statement
§ Press Releases
§ Twitter/Facebook
§ Business Review Magazine
§ Press Releases
• Facilitator will provide a picture of a male and female in their interview attires.
Additional topics will be discussed such as:
o Use of fragrances and cologne
o Hygiene and grooming
• Facilitator will give additional suggestions on how to prepare before the interview
o Know the location of the interview and where to park
o Arrive 10-15 minutes prior to your scheduled time
o Be polite and friendly with everyone you meet and make sure to check in
with the receptionist.
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Part III: The Interview
• Facilitator will talk about the importance of a handshake and will demonstrate by
handshaking a participant’s hand.
o It is very important to greet the interviewer with a smile and a firm
handshake. Also, make sure to maintain good eye contact. These
components demonstrate your confidence level and enthusiasm.
• Participants will then practice by shaking their neighbor’s hand, smiling and
maintaining good eye contact.
• Facilitator will then go over some of the typical questions employers ask
candidates
o “Tell me about yourself”
o “Why do you want to work for this company?”
o “Why should we hire you?”
o “What are some of your strengths and weaknesses?”
o “How do you handle stressful situations? Give me an example”
• By using different techniques, the facilitator will demonstrate examples on how to
respond to interview questions
o Situation, task, action, result (STAR)
o 60 second commercial
Part IV: Facilitator will discuss the benefits of asking the employer some questions at the
end of the interview and provide examples of questions to ask.
• It will give you a better understanding of the duties and expectations of the job
• Help you prepare for your follow up interviews
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• By showing a genuine interest in the company, it will show the employer that you
have researched the company
o Is their room for growth within the company?
o How does the company measure performance?
o What is the nature of the training program and supervision provided to
new employees?
Part V: Closing of the interview
• Facilitators will demonstrate how to properly close an interview by giving a few
examples:
o Ask what the next steps will be in the process
o Ask for the interviewer’s business card. This will help with the follow-up
after the interview.
o Thank the interviewer(s) for their time
o Smile, shake hands, and offer to provide any additional information they
may need.
o Be sure to express your enthusiasm and desire for the job by simply
stating it.
• Facilitator will provide participants with a template of a “thank you” letter (found
in the handout packet) and will state the importance of sending a thank you letter
to the employer
Part VI: Mock interview
• Participants will be divided into groups of 3 and will have a mock interviewing
session with a counselor. They will practice and demonstrate how to give a firm
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handshake, how to properly answer interview questions and how to practice as a
group interview session.
• Participants will later be given time to discuss areas that were easy or difficult, or
how they might improve their response.
• Any additional questions participants might have may be asked in this stage.
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Session 6: Action Plan/Closing Session
Action Plan/Closing Session: Once participants have completed all required sessions
and are approaching the end of the six-month deadline, they are able to proceed to the
action plan/closing session to meet with the same career counselor they have been seeing
throughout the program.
Goals: The goals of the action plan/closing session will be to have the participant reflect
on their experience in the program and to discuss how the participant is going to
implement the techniques he learned from the program. The counselor and participant
will work together to construct short and long-term goals and will discuss what steps to
take in achieving those goals. Lastly, the participant will complete the post-assessment to
evaluate the efficiency of the program.
Counselor Goals:
• Create a list of short and long-term goals with the participant and discuss how
they can take the appropriate steps towards completing those goals.
o Goals can be related to the 4Ss (e.g., situation, self, support, and
strategies)
• Allow time for the participant to reflect/debrief on their experience in the program
• Administer the pre-post-assessment
Length: 1 hour – 1 hour and 30 minutes
Materials:
• Pre-post assessment (see Appendix F) and a pen.
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Method of Evaluation
A pre-post assessment will be given to participants to evaluate the efficiency of
the program. The pre-assessment form will be administered once the participant has been
accepted into the program. They will be required to bring the form back prior to meeting
with the career counselor for the intake session. The post-assessment form will be
administered at the end of the action plan/closing session. Pre-post assessment questions
will be divided into seven areas (e.g., personal/psychoeducational group counseling,
career counseling, transferable skills workshop, resume and cover letter workshop, job
search strategies workshop, networking workshop, and interviewing workshop) and will
consist of statements relating to the goals of each area. Due to each participant having a
different personal and career goal, the statements for personal and career counseling are
going to be more generally articulated and less specific. The statements relating to
workshops will however be more specific and will be tailored to each one of the
workshop objectives. Participants will rate their responses on a five point Likert scale
beginning with strongly disagree and ending with strongly agree. As part of the post-
assessment, participants will also be asked to answer the following question, “what else
do you know now that you didn't know before you came in?”
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CHAPTER V
PROJECT EVALUATION
Chapter five provides a summary of the evaluations of the career development
program for MLM. Three professional readers who are employed in the field of career or
college counseling and have relevant experience working with this population were asked
to read chapters one, three, and four and respond to the following evaluation questions. In
the following section, the qualifications of each evaluator will be presented, followed by
the evaluation questions and responses from each of the evaluators. The chapter
concludes with an overall summary of the project.
EVALUATOR QUALIFICATIONS
Evaluator one has been a Career Counselor at a public university since 2001.
Within this setting, he has had the opportunity to work with clients from diverse age
groups and backgrounds, including midlife career-changers, both voluntary and
involuntary. Although his work has not been gender-specific, it has provided him with
some insight into the challenges faced by this population.
Evaluator two is a Nationally Registered and Master Certified Career Counselor,
experienced in corporate, educational and non-profit sectors, and is a current member of
the National Career Development Association (NCDA.) She holds a Master’s Degree in
Educational Psychology/Counseling from Cal. State University, Northridge and has been
a Career Counselor for over 25 years in non-profit, community college and business
settings. Currently, she splits her time as a Career Counselor and Manager of External
Programs at a nonprofit (where she has worked for 14 years) and a Career Counselor and
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Adjunct Faculty member at a large California community college (where she has worked
for 18 years.)
Her specialties’ include re-entry clients, students, mid-career transition, job search,
mentoring, teaching, training and supervising.
Evaluator three has worked in higher education in the area of Student Affairs for
over twenty-five years and has a Master’s Degree in Counseling with a specialization in
Career Counseling. He currently works as an adjunct Academic and Career Counselor at
two community colleges and in that role has served clients at both sites who fall within
the target population.
EVALUATION QUESTIONS AND RESPONSES
1) To what degree is the structure of the program suitable for this population?
Evaluator one states that the structure of this program is suitable for the needs of
this population as outlined in this work.
Evaluator two articulates that she thinks the overall structure of the program,
which would include intake, mental health counseling, career counseling and job search,
is suitable for this population and would be a wonderful resource to help midlife men.
She has some concerns about the details, content and timing of the program, which she
will discuss below.
Evaluator three believes the program is very suitable for the target population of
midlife males, between the ages of 40 and 60, who are dealing with involuntary career
transition. It explicitly addresses both the mental health and career concerns of this group
in a comprehensive manner.
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2) Based on the mental health needs of this population, how adequate are the
number of required sessions for attending personal counseling and
psychoeducational group counseling?
Evaluator one believes that the mental health needs vary from individual to
individual and states that this program meets the minimum requirements.
Evaluator two states that it has always been her experience that each individual
goes through an involuntary transition (and the emotions and reactions that follow) at a
different pace. It is hard for her (as a non-mental health therapist) to determine if three
personal counseling sessions or five group sessions will be adequate. Her thought is that
this is a good start and a necessary step in the process. She is not clear about the title
“psychoeducational” and if it is a good representation of the elements that will be
addressed in the sessions. A better title might include “support group.”
Evaluator three articulated that because the program provides a thorough
screening process for participants, he feels that the number of required sessions for
attending personal counseling and/or psychoeducational group counseling would be
adequate. An essential element of this program, especially in light of the rise of long term
unemployment for the target population, is that additional personal counseling sessions
are available during the course of the program above and beyond the required minimum
number of individual and or group sessions.
3) To what degree is the method of evaluation appropriate for this program?
Evaluator one the self-reported pre-post assessment utilized to evaluate individual
learning outcomes is appropriate.
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Evaluator two responded that the use of a pre and post assessment is a good way
to evaluate the impact the program has on participants. She cannot assess the
personal/group counseling without knowing the content of the sessions; however can
assess the other sections of Appendix F. The Career Counseling section includes a
question about personality; however there is not a personality section or assessment
included in the program. In addition there is a question about skills listed under Career
Counseling that is duplicated and unnecessary because there is a separate section on
Transferable Skills. The remaining sections (Resume, Job Search, Networking and
Interviewing) are good assessments of pre and post levels of understanding of
participants.
Evaluator three states that the pre and post assessment survey is an appropriate
tool for evaluating the program. The assessment is both comprehensive, asking for
participants to rate both the personal and career counseling interventions, and detailed,
asking for feedback on the specific learning tasks that the program has targeted for the
participants’ development. Though it is not discussed, the assessment would also serve
as a useful summary and memory aid for the program’s participants, as it emphasizes all
of the actions steps that go into a successful career transition.
4) Are there any issues that may potentially arise in the future from
participants?
Evaluator one does not anticipate any unusual issues arising from this program as
outlined.
Evaluator two believes that there needs to be a distinction between a job and a
career during the introduction in Session 1. Most of the clients attending will not have
88
the “luxury” to spend the necessary time evaluating options to create an ideal career for
themselves. They will most likely need to find a realistic job and need help doing so.
Resources should definitely include interviewing strategies, networking, resume
assistance, labor market trends and recommended websites. Long term career planning is
quite different than finding a job although both can introduce the concept of finding
meaning in work and utilizing current skills. If it is necessary for a client to completely
re-career and leave their current industry and return to school, both a short term plan and
a long term plan may be necessary. Clients who are desperately looking for work may
need to overlook some of their passions in order to find income. A clear distinction of
these outcomes is necessary for clients to continue to be positive and not be discouraged
or disappointed.
Evaluator three states that because the project’s target population are likely to
experience ever more frequent and lengthy career transitions, transition that last longer
than six months, it is likely that many of the program participants will still be engaged in
the process of career transition at the time program concludes. As the program comes to
a close, these “still in transition” participants may need additional guidance in creating a
robust, resilient, and comprehensive support system to help them achieve their goals after
they no longer have access to the structure and support from the program.
5) To what degree are the assessments appropriate for this population? Is there
another assessment you believe is more appropriate?
Evaluator one believes the assessments utilized in this project are appropriate. An
alternative interest assessment might be the Strong Interest Inventory (SII) due to its
more universally accepted Holland theoretical base. He would also recommend the
89
exploration of personal/career values (a card sort could be utilized for this process as
could the Career Anchors assessment) for any individual participating in this program.
The Myers-Briggs Type Indicator (MBTI) or a reasonable facsimile might also be
utilized to help understand the potential relationship between personality preferences and
the navigation of life transitions.
Evaluator two articulated that career values are an important component of any
career assessment. An individual’s career values often change when faced with an
unanticipated transition. She would recommend a component that addresses career
values along with skills and interests. Her concern is the amount of time necessary to
devote to all three assessments would be more than one session. In addition, if any of the
assessment exercised could be completed in advance that would allow the time in the
workshop to be devoted to reviewing the results instead of completing them during the
session.
Evaluator three believes that both assessments used in this program are
appropriate and should be effective. Both the Motivated Skills Card Sort and the
Campbell Interest and Skill Survey integrate the issues of skills and interest in an
effective and dynamic manner, allowing for the program participant to see how these
dimensions of career development have played out in their lives in the past, present, and
possibly in the future.
6) Please provide any recommendations you may have for revising the program.
Evaluator one has no additional recommendations at this time.
Evaluator two states that a mid-life male in transition is most likely going to need
to find work and income immediately and a six month program seems like a longer
90
period of time than most of these participants will realistically have to devote to this
process. She thought that the process can be shortened in length without eliminating any
of the components by offering sessions and workshops over a shorter duration with the
offer to continue if necessary. Giving clients a sense of hope that their transition will
take the least amount of time will help with some of the emotional reactions from the
start. She would additionally suggest adding one more Career Counseling session. Time
is needed to address a Realistic job search, the possible need for re-education and the
difference in finding a practical job versus a long-term enjoyable career. During the
interviewing workshop, it is critical to discuss the effects of the lay-off on self-confidence
and how to overcome these feelings in an interview. The job search workshop and
networking workshop could be combined, as there seems to be a lot of overlap. Her
belief is that most individuals find work through their network. There needs to be
adequate time devoted to this concept. In addition, most of these mid-life males who
have been working in the same position for over ten years will need to understand the
latest in job search (including LinkedIn and other online resources and websites) which is
much different from the way job search was conducted over ten years ago. Lastly, one of
the workshops offered might include financial planning, creating a budget and resources
for retirement planning since this population could benefit from these services as well.
Evaluator three believes that as the program comes to a close, these “still in
transition” participants may need additional guidance in creating a robust, resilient, and
comprehensive support system to help them achieve their goals after they no longer have
access to the structure and support from the program.
91
CONCLUSION AND SUMMARY OF PROJECT
In conclusion, the career development program for MLM is designed to offer an
integration of services to help fulfill participants’ personal and career needs. Numerous
research studies have shown the importance and need of providing both personal and
career counseling services for this specific population. By creating this program,
professionals can help participants improve their psychological and emotional well-being.
Additionally, they can provide beneficial resources that can better assist MLM through
their career transition process. Through providing a safe, supportive, and empowering
environment, the career development program aims to assist MLM during their
involuntary career transition process.
Chapter one provided the statement of the problem and the importance of the
problem. Additionally, it identified and discussed the characteristics of the focus group.
The theoretical perspectives of Super’s Life-Span theory and Schlossberg’s Transition
theory were discussed followed by the consequences of the problem. Furthermore, the
limitations of the project were articulated, as well as definitions of the technical terms
used throughout the project.
In chapter two, the theoretical perspectives of Super’s Life-Span theory and
Schlossberg’s Transition theory were each discussed. Both theories were described in
depth and provided beneficial explanations on how the two theories can be used with
midlife males who are going through an involuntary career transition. An introduction to
the review of literature was articulated. The review discussed topics on possible reasons
for an involuntary career transition, particularly in midlife males. The effects of job loss
on midlife males and on others were articulated. Additionally, issues on reemployment
92
and career issues that midlife males face during their transition were discussed, including
the need for personal, family, and transition and change counseling, social support, and
career counseling. Lastly, existing programs for this population were articulated and
career development program implications were added.
In chapter three, the procedure and structure of the program were articulated.
Additionally, the different components within the program were discussed such as
information on location and staffing, offered services, and supporting materials and
assessments.
Lastly, chapter four discussed the overall goals and objectives for the program.
Specifically, the goals and objectives for the pre-screening session, number of required
sessions, and optional sessions were articulated. Supporting materials and staff that is
needed for each session was articulated and a detailed timeline of each program session
were listed.
93
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Appendix A: Screening Form
Career Counseling Screening Form Note: All information will remain confidential
Name: Date:
Last First
Address: Street Address Apartment/Unit # City State Zip Code
Phone: Email: Is it okay to leave a message? ☐ Yes ☐ No Is it okay to email you? ☐ Yes ☐ No
Birthdate: Sex: Phone: Email:
Is it okay to leave a message? ☐ Yes ☐ No Is it okay to email you? ☐ Yes ☐ No
Have you been employed in the same industry for more than 10 years? ☐ Yes ☐ No
Reason for Unemployment: What do you hope to accomplish from career counseling?
!
!
Applicant Information
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Appendix B: Eligibility Criteria Chart
Eligibility Criteria Chart Name of Applicant: Last First In order for the applicant to be accepted into the program, they must meet each of the following areas:
☐ Male ☐ 40-60 years old ☐ Experienced an involuntary job loss (must meet at least one of these areas):
• Discharged • Displaced • Fired • Laid off • Worked for a business that closed after 10 years • Owned and lost the business after 10 years
Eligible: ☐ Yes ☐ No ! If yes, please staple the applicant’s screening form to the “eligibility criteria chart” sheet and place in the “eligible applicants” folder. Afterwards, please give the applicant one intake form to fill out at home. Once they return the completed intake form, they will be able to make an appointment with the counselor. ! If no, please provide a reason as to why they did not qualify by explaining the structure of the program. If applicable, please provide the applicant with other possible resources.
X Signature of Counselor Date !
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Appendix C: Intake Form
! 1!
!!!
Career Counseling Intake Form
Note: All information will remain confidential
Name: Date:
Last First
Address: Street Address Apartment/Unit # City State Zip Code
Phone: Email: Is it okay to leave a message? ☐ Yes ☐ No Is it okay to email you? ☐ Yes ☐ No
Birthdate: Sex: Emergency Contact Name: Contact Relationship: Contact Phone:
Current Employment Status: ☐ Full-time ☐ Part-time ☐ Unemployed
Please list your last (3-5) jobs including job title, employer, dates of employment, reason for leaving and what you liked and disliked about that job. (1) Job Title: Employer: Dates of employment: Reason for leaving: What I liked:
GENERAL INFORMATION
EMPLOYMENT INFORMATION
105
! 2!
What I disliked:
(2) Job Title: Employer: Dates of employment: Reason for leaving: What I liked: What I disliked: (3) Job Title: Employer: Dates of employment: Reason for leaving: What I liked: What I disliked:
(4) Job Title: Employer: Dates of employment: Reason for leaving: What I liked: What I disliked:
106
! 3!
(5) Job Title: Employer: Dates of employment: Reason for leaving: What I liked: What I disliked:
Briefly list any formal education you have obtained and any other relevant education, certifications, or specialized training: (1) Degree/Certification/License: Institution: Date obtained: (2) Degree/Certification/License: Institution: Date obtained: (3) Degree/Certification/License: Institution: Date obtained:
What are your top 3 skills? 1) 2) 3)
EDUCATION/TRAINING
SKILLS
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! 4!
What can you do easily that other people find difficult?
What is difficult for you that others seem to find easier? Do you have a computer and Internet? � Yes � No How would you rate your computer skills with respect to looking up information on the Internet, sending email and using word processing programs?
� Very little skill � Average skill � Above-average skill
Relationship & Family History
Relationship status: � Single � Married � Separated � Divorced � Widowed Do you have any children? � Yes � No If yes, please state how many children and their age:
Please describe your living situation:
(For example, live with parent(s), friend, roommate, significant other, self)
Family Background !
What is/was your father's career? What is/was your mother's career? What types of careers do other significant family members have (brothers, sisters, others who influenced you)?
PERSONAL INFORMATION
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! 5!
Health Information
Do you have any current concerns about your physical health? Please specify:
Behavior – Please circle any of the following behaviors that apply to you: Overeat Suicidal attempts Can’t keep a job Take drugs Compulsions Insomnia Vomiting Smoke Take too many risks Odd behavior Withdrawal Lack of motivation Drink too much Nervous tics Eating problems Work too hard Procrastination Sleep disturbance Crying Impulsive reactions Phobic avoidance Outbursts of temper Loss of control Aggressive behavior Concentration difficulties
Feelings – Please circle any of the following feelings that apply to you: Angry Guilty Unhappy Annoyed Happy Bored Sad Conflicted Restless Depressed Regretful Lonely Anxious Hopeless Contented Fearful Hopeful Excited Panicky Helpless Optimistic Energetic Relaxed Tense Envious Jealous Others:
Physical – Please circle any of the following symptoms that apply to you: Headaches Stomach trouble Skin problems Dizziness Tics Dry mouth Palpitations Fatigue Burning or itchy skin Muscle spasms Twitches Chest pains Tension Back pain Rapid heart beat Sexual disturbances Tremors Unable to relax Fainting spells Blackouts Bowel disturbances Hear things Excessive sweating Tingling Watery eyes Visual disturbances Numbness Flushes Hearing problems Don’t like being touched
Please describe any incidents or problems that may have been associated with the job loss:
Please list medicines you are currently taking, or have taken during the past 6 months and reason for taking them (include any medicines that were prescribed or taken over the counter):
109
! 6!
Do you have any disabilities? If so, please explain:
Have you recently or are you presently receiving counseling or other mental health services from a counselor/therapist? If so, please explain:
Have you ever been treated by a psychiatrist, psychologist, clinical social worker or counselor? If so, please explain:
Substance Abuse History Have you ever experienced a problem with alcohol, drugs, or prescription medications? If so, please explain:
!
Have you ever been treated for problems with alcohol, drugs, or prescription medications? If so, please explain:
110
! 7!
Social Support System
Please describe your social support network (check all that apply): � Family � Neighbors � Friends � Co-Workers � Support/Self-help group � Community Group � Religious/spiritual center � Other
Military Service:
Have you been/currently in the military? � Never in Military � Served in Military-No combat � Served in Military-With combat
Please state why you decided to come for counseling: !
What do you hope to accomplish from this program?
What are your current career goals? (Even if you are uncertain, just fill in any thoughts you might have):
!
How do you like to spend your leisure time?
CAREER INFORMATION
111
! 8!
If you could do anything you wanted, what would it be? !
What kind of barriers could get in the way of meeting your career goals (e.g., fear, self-esteem/confidence, pressure from others, mental health, motivation, no interests, lack of career information, indecisiveness)?
Which of the following career-transition workshops would be most helpful to you? (check all that apply): � Job Search Strategies � Resume & Cover Letter Building � Networking � Interviewing � Stress-Management � Financial Planning � Health & Wellness � Transferable Skills � Intro to Computers (email, Internet, Microsoft Word)
Is there any additional information about yourself that you would like to share with us that could assist us in this process?
X
Signature of Client Date
112
Appendix D: Consent Form
Program: The career development program for MLM is designed to help improve participants’ overall well-being during their involuntary career transition process. Additionally, the program offers resources to help participants gain information on how they can gain re-employment and develop new skills through their career development process. The program is structured into multiple sessions and requires each participant to attend the following sessions:
1) Intake Session 2) Personal Counseling (3 sessions) (must choose between #2 or #3) 3) Psychoeducational Group Sessions (5 sessions) (must choose between #2 or #3) 4) Career Counseling session (Minimum of 2 sessions) 5) Workshop (Minimum of 2 workshops) 6) Action Plan/Closing session
Confidentiality: All participants have the right to confidentiality on disclosing information in counseling sessions. There are however some limitations to confidentiality. As mandated reporters, career counselors and therapists are required to report to any instances of suspected child/elder abuse and report if the participant is at danger to themselves or others. Fees, Length and Program Usage: Participants may utilize services up to 6 months, which include attending workshops and meeting with a career counselor/therapist. First day of program usage begins on the day of the intake session and continues through 6 months, excluding weekends. There are no fees required to participate in the program. Right to Termination: Each participant has the right to end or take a break from the career development program. We highly recommend for each participant to discuss their request with the career counselor prior to terminating so they can provide participants with alternative resources and conclude the counseling relationship. Participants are always welcome to come back and continue using the services for the remainder of time they had left. I have read and discussed the above information with my Career Counselor. I understand the program requirements, the nature and limits of confidentiality, and what is expected of me as a client of the Counseling Services. _____ _____ Name of Client Name of Career Counselor _____ _____ Signature of Client Signature of Career Counselor _____ _____ Date Date
113
Appendix E: Structure of the Program
Must choose one or both
!
!Pre-program Screening
Session
!Intake Session
Personal Counseling
(Minimum of 3 sessions)
!Psychoeducational Group
(5 Sessions)
Workshops (Resume/cover letter, job
search, interviewing, networking, transferable
skills)
!Career Counseling
Session (Minimum of 2 sessions)
!Action Plan/Closing Session
114
Appendix F: Pre-Post Assessment
Name:&____________________________________________&&&&&&Date:&__________________________________&&
Please rate the following statements
Strongly Disagree
Disagree
Neither Agree of Disagree
Agree
Strongly
Agree Personal/Group Counseling I&am&aware&of&my&personal&
strengths.&
I&am&aware&of&my&challenges.& I&feel&that&I&have&effective&coping&
skills&after&my&job&loss.&
I&feel&that&I&have&a&sense&of&control&over&my&employment.&&
I&feel&that&I&have&a&supportive&network.&
I&am&aware&of&my&positive&thoughts.&
I&am&aware&of&my&negative&thoughts.&
I&am&aware&of&my&fears.& Career Counseling
I&am&aware&of&my&values.& I&am&aware&of&my&personality&and&how&it&relates&to&the&world&of&
work.&
I&can&identify&5&skills&that&I&do&well&and&enjoy&using.&
I&am&aware&of&my&interests.& I&am&aware&of&my&vocational&
identity.&
I&know&how&I&can&transfer&my&skills&into&a&different&occupation.&
I&know&how&to&research&many&different&occupations.
I&feel&confident&in&researching&employment&trends.&
I&know&how&to&search&different&occupations&and&find&the&skills&and&training&that&is&needed.&
I&am&able&to&make&a&decision&about&choosing&a&career&path.&
I&know&what&next&steps&to&take&to&achieve&my&career&goal.&
I&feel&confident&about&my&future&career&plan.&
115
Pre-Post Assessment
Transferable Skills: I am able to identify my
transferable skills.
I am able to identify 10 of my transferable skills.
I am able to communicate and relate my skills to a potential job.
Resume and Cover Letter: I know the purpose of a resume and
cover letter.
I am aware of the differences between a chronological resume,
functional resume, and combination resume.
I am aware of the components needed to construct a resume
I am able to tailor my resume to a specific job posting.
I understand the importance of using action verbs and avoiding mistakes in resumes and cover
letters.
Job Search Strategies: I am able to search and apply for
jobs.
I am aware of the “hidden job market.”
I am aware of how to effectively keep track of past applied jobs
throughout the job search process.
Networking: I am aware of the meaning of
networking.
I know how to network and where to go for networking.
I am aware of the benefits of networking.
I am aware of the different networking styles.
I am able to identify and maintain my own network system.
Interviewing: I am aware of the importance of
interviewing.
I am aware of how to prepare for an interview.
116
Pre-Post Assessment
I am able to identify different types of interviewing styles.
I am able to respond to difficult interviewing questions.
I am able to recognize illegal interview questions.
I am aware of the benefits in researching companies before the
interview.
I am aware on how to appropriately shake hands with the employer.
I am able to describe my strengths and skills to the employer.
I am aware of interviewing mistakes.
I am aware on how to properly follow-up with the employer.
What else do you know now that you didn't know before you came in?
117
Appendix G: Transferable Skills Checklist
Usi
ng W
ords
, Ide
as
Artic
ulat
e
Inno
vativ
e
Com
mun
icat
e ve
rbal
ly
Logi
cal
Rem
embe
r inf
orm
atio
n
Accu
rate
R
esea
rch
C
reat
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w id
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esig
n
Spea
k in
pub
lic
Edit
W
rite
clea
rly
Pref
er d
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ls
Und
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and
the
big
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ure
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with
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a An
alyz
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ta o
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ts
Inve
stig
ate
Au
dit r
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l rec
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Lo
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wer
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in
form
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n
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nce
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cula
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ompu
te
Man
age
mon
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Cla
ssify
dat
a
Com
pare
, ins
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, or r
ecor
d fa
cts
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ount
, obs
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pile
R
esea
rch
D
etai
l-orie
nted
Ta
ke in
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ory
Wor
king
with
Peo
ple
Patie
nt
Car
e fo
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rsua
sive
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onfro
nt o
ther
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Plea
sant
C
ouns
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itive
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ppor
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lom
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perv
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Sp
eak
in p
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elp
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sigh
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w o
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oth
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kills
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eet d
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Ab
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to d
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to p
lan
R
esul
ts o
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tom
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ervi
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Supe
rvis
e ot
hers
In
crea
se s
ales
or e
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ency
Ac
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Inst
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D
esire
to le
arn
& im
prov
e G
ood
time
man
agem
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Solv
e pr
oble
ms
Man
age
mon
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udge
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age
peop
le
Mee
t the
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lic
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aniz
e pe
ople
O
rgan
ize/
man
age
proj
ects
Te
am p
laye
r W
ritte
n co
mm
unic
atio
ns
Wor
k in
depe
nden
tly
Com
pute
r Ski
lls
Cre
dit:
Rog
ue C
omm
unity
Col
lege
118
Oth
er T
rans
fera
ble
Skill
s (D
ealin
g w
ith th
ings
) U
se m
y ha
nds
Asse
mbl
e or
mak
e th
ings
Sa
fety
con
scio
us
Build
, obs
erve
, ins
pect
thin
gs
Con
stru
ct o
r rep
air
Follo
w in
stru
ctio
ns
Ope
rate
tool
s an
d m
achi
nery
D
rive
or o
pera
te v
ehic
les
R
epai
r thi
ngs
G
ood
with
my
hand
s U
se c
ompl
ex e
quip
men
t U
se e
quip
men
t
Lead
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ip
Arra
nge
soci
al fu
nctio
ns
Mot
ivat
e pe
ople
N
egot
iate
agr
eem
ents
D
ecis
ive
Plan
D
eleg
ate
R
un m
eetin
gs
Dire
ct o
ther
s
Expl
ain
thin
gs to
oth
ers
Se
lf-m
otiv
ated
G
et re
sults
Sh
are
lead
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ip
Thin
k of
oth
ers
D
irect
pro
ject
s
Team
bui
lder
So
lve
prob
lem
s
Med
iate
pro
blem
s
Take
risk
s
Empo
wer
ing
othe
rs
Cre
ativ
e, A
rtis
tic
Artis
tic
Mus
ic a
ppre
ciat
ion
D
ance
, bod
y m
ovem
ent
Perfo
rm, a
ct
Dra
w, s
ketc
h, re
nder
Pr
esen
t arti
stic
idea
s
Play
inst
rum
ents
Ex
pres
sive
Oth
er S
kills
:
___
____
____
____
___
___
____
____
____
___
___
____
____
____
___
___
____
____
____
___
___
____
____
____
___
___
____
____
____
___
___
____
____
____
___
___
____
____
____
___
___
____
____
____
___
___
____
____
____
___
119
Appendix H: Matching the Job Description Handout
Matching)the)Job)Description))))
Job)Title:)__________________________________________________________________________)))
Job$Description$ Your$Skills$$
__________________________________________$$__________________________________________$$__________________________________________$
$__________________________________________$
$__________________________________________$$__________________________________________$$__________________________________________$
$__________________________________________$$__________________________________________$$
$
$___________________________________________$
$___________________________________________$$___________________________________________$$___________________________________________$
$___________________________________________$$___________________________________________$$___________________________________________$
$___________________________________________$$___________________________________________$
$
$__________________________________________$
$__________________________________________$$__________________________________________$$__________________________________________$
$__________________________________________$$__________________________________________$
$__________________________________________$$
$___________________________________________$
$___________________________________________$$___________________________________________$$___________________________________________$
$___________________________________________$$___________________________________________$$___________________________________________$
$$
$
120
Appendix I: Transferable Skills Workshop Facilitator Guide
Presentation
Part I: Introduction
• Introduce yourself and provide an agenda for the workshop:
o Agenda:
§ Learn the meaning and importance of transferable skills
§ Identify your own transferable skills
§ How to apply transferable skills in the job search process
o “How would you define transferable skills?” “Any ideas on what they
are?”
§ Transferable skills are skills that you have developed that can
transfer from one environment to another.
§ They can include skills that you have developed at home, during
education/training, work, volunteering or in participating in
hobbies.
o Why are transferable skills important?
§ “Learning about your own transferable skills can help you
articulate responses for job interviews and can help you develop a
skills summary section for your resume.”
§ “It can help you focus on skills that you have gained from recent
experiences and how you can market them.”
121
Part II: Identify transferable skills
• “Take a moment and reflect on your previous work experience, hobbies, volunteer
work, and other activities you’ve been involved in.”
• Distribute “transferable skills checklist” worksheet and encourage participants to
check-off at least 10 skills they may have from the list.
• Next, encourage participants to share at least one of their skills and how they
obtained that skill to another participant in the room.
Part III: Connecting Skills to Jobs
• Now that you’ve identified some of your skills, let’s see how we can match them
to potential jobs.
o Provide an example of a job posting and highlight the requirements
section to identify what skills the employer is looking for.
o Distribute the “matching the job description” worksheet and show
participants how they can match their skills to the skills the company is
looking for.
Part IV: Conclusion/Debriefing
• Encourage participants to share their ideas and what they learned from the
workshop
• Questions?
122
Appendix J: Chronological Resume
Chronological Christopher
[email protected] • Northridge, CA • (818) 800-1234
SUMMARY OF QUALIFICATIONS
• Over three years of insurance industry experience • Consistently recognized for superior customer service and efficiency • Exceptional attention to detail, illustrated by consistently high review scores
EDUCATION Bachelor’s of Arts in Business Administration California State University, Northridge (CSUN) May 2002 Associate of Science in Business Administration Los Angeles Pierce College June 2000
EXPERIENCE Farmer’s Insurance August 2000 – 2014 Commercial Claims Representative, Woodland Hills, CA • Handled commercial insurance claims dealing with HOA’s and liabilities • Increased personal efficiency rating from 89% to 98% in three months • Assisted in Wind and Hail Catastrophe in Dallas, TX, in July 2010 Farmer’s Insurance August 1995 – 2000 Claims Representative, Orange County, CA • Specialized in determining coverage for insured’s • Generated high levels of claim process times and finalization • Led a team of insurance adjusters during several CAT’s • Managed high inventories and provided file audits and feedback Wells Fargo Financial August 1990 – 1995 Financial Credit Manager, Orange County, CA • Recognized as top performer in the Midwest region • Generated over 2.5 million in sales rom January- August 2007 • Earned maximum monthly bonus in record amount of time SKILLS • Bilingual in French language • Proficient in utilizing Microsoft Word, PowerPoint, and Macintosh systems
Credit: Pierce Community College
123
K: Functional Resume
Functional Freddy
[email protected] • Northridge, CA • (818) 800-1234 SUMMARY OF QUALIFICATIONS
• Over three years of insurance industry experience • Consistently recognized for superior customer service and efficiency • Exceptional attention to detail, illustrated by consistently high review scores
PROFESSIONAL EXPERIENCE & SKILLS Business Development
• Contributed to an increase of territory sales by 20% in two years through unique cold calling methods, dynamic presentations, and telemarketing
• Directed participated in landing 20 new client accounts using targeted prospecting and a proprietary follow-up process developed especially for the regional market
• Improved advertising campaign resulting in 15% increase in direct response inquiries
Administration
• Helped re-vamp back office processes including billing functions, sample distribution and tracking, staff training, media-relations, and advertising scheduling
• Assistant manager to sales team; personally accountable to 5 account mangers • Helped coordinate extensive advertising and direct mail production process, including
copywriting, proofreading, design, layout, photography, and video production Customer Service
• Aided management team in building solid client relationships by assisting customers with product selection, order fulfillment, logistics, and problem resolution
• Tag-teamed with company sales representatives in the negotiation of custom credit plans to assist customers in making better use of their quarterly budgets
WORK EXPERIENCE California Sales Group Inc. Youngstown, NY Sales Representative – Medical Equipment May 2002- June 2014 EDUCATION Bachelor’s of Arts in Business Management California State University, Northridge (CSUN) May 2000
Credit: Pierce Community College
124
L: Combination Résumé
Combination Cody
[email protected] • Northridge, CA • (818) 800-1234
ACCOMPLISHMENTS
• Over four years of computer programming and repair experience • Active participant in the computer community as demonstrated by involvement
with teaching and tutoring of students • Exceptional computer skills as outlined by experience in website creation and
computer repair
TECHNICAL SKILLS Computer Skills
• Advanced skills in XHTML, Perl, Java, Visual FoxPro, C++, Applet programming • Broad understanding of, and experience with Windows Vista, Windows XP, Linux,
Solaris, and HP-UX • Extensive experience with Photoshop, Dreamweaver, and Adobe Acrobat X pro
Programming Experience
• Designed websites for organizations including the Career Pathways Organization • Created Online Word Puzzle game using artificial intelligence program • Currently creating online store for Big Johns Fishing Outlet
Communication
• Tutored freshman Computer Technology students in C++ and HTML • Presented a lecture on emerging technologies for Systems Programming Class • Prepared written reports for research done by the Tech Club
RELEVANT EXPERIENCE Computer Technician, Best Buy, Valencia, CA May 2002- June 2014
• Completed computer repairs for 200+ customers in a timely manner
Computer Repair Technician, Circuit City, Van Nuys, CA July 1998- July 2001 • Recognized for superior customer service and computer repair abilities
EDUCATION Bachelor’s of Science in Computer Technology California State University, Los Angeles May 2000 Credit: Pierce Community College
125
Appendix M: Cover Letter Format Sample
Goals of a cover letter: • Attract a potential employer’s attention • Quickly and concisely point out relevant skills, knowledge of industry/position,
and knowledge of company. • Encourage the reader to move onto your resume with positive expectations.
An effective cover letter should:
• Include Information about why you want to work for the employer • Demonstrate clear and concise writing skills • Address any concerns about your application, such as a gap in job history or lack
of a specific skill • Demonstrate your knowledge of the position to which you are applying. Create a
different cover letter for each position you apply to. • Create connections between your experience and the qualifications the employer
is looking for.
You Information Date
Contact Person’s Information RE: Position Title Dear Mr./Mrs. ______________ Introduction: Refer to the job for which you are applying and how you heard about it. This is the appropriate place to mention a referral. Body Paragraph: Sell yourself! It should include the following:
• An emphasis on relevant skills, abilities, and experience. You want to answer the question: Why should I hire you?
• Also discuss why you want to work with this particular employer, what stands out about this particular organization? This is where you want to demonstrate your knowledge of the organization including its services, products, or operations.
• Explain why you want this particular position and why you are the right candidate for the job. Also demonstrate an understanding of the position to which you are applying.
Closing Paragraph: Be concise. Ask for an interview and thank them for their time. Signature and Name typed.
Credit: Pierce Community College
126
Appendix N: Cover Letter Sample
Roberto Walter Woodland Hills, CA 91364
[email protected] (818) 555-6735
April 8, 2015 Mr. James Garcia Human Resources Manager Imagtec Technologies 2345 Ventura Blvd. Encino, CA 91356 Re: Human Resources Associate Position Dear Mr. Garcia, I am applying for the Human Resources Generalist position advertised in the October issue of the Human Resources Career Bulletin. I will graduate in June with an Associate’s degree in Business Administration from Los Angeles Pierce College. The values of community involvement, creating safe, healthy environments and dedication to providing quality healthcare to everyone is something that is very important to me and I’m excited about the prospect of working for California Medical Group who advocate those same ideals. Through my internship in the Human Resources department at Saatchi, I acquired an excellent understanding of the responsibilities and expectations associated with working in this field. This knowledge, combined with my computer proficiency in Word, Excel, and Access, allows me to be extremely innovative and efficient. Additionally, I developed strong written and verbal communication skills through human resources activities such as drafting job postings, evaluations, conducting employee orientations, and speaking to audiences of over 100 people. I believe that I could be a valuable asset to the California Medical Group. I look forward to meeting with you to further discuss this opportunity. Please contact me at your earliest convenience. Thank you for your time and consideration. Sincerely, Roberto Walter Credit: Pierce Community College
127
Appendix O: Action Verbs List
Management Executed Approved Attained Improved
Strengthened Increased Directed Evaluated Organized Planned
Met
Communication Wrote
Informed Interpreted Contacted Addressed Convinced Formulated Critiqued
Spoke Inspired
Recommended
Helping Assisted Coached
Counseled Educated Expedited Motivated
Rehabilitated Served Solved
Initiated Arranged
Detail Oriented Arranged Allocated Scheduled Processed Prepared Enforced
Documented Compared
Planned Specified Evaluated
Manual Skills Assembled
Bound Built
Constructed Designed
Developed Handled Installed
Monitored Operated Prepared
Negotiation Cooperated Represented Coordinated
Publicized Strengthened Developed Prepared
Recommended Submitted
Investigated Compiled
Technical Assembled Calculated Computed Designed Operated Upgraded
Solved Repaired
Programmed Devised
Fabricated
Teaching Adapted Advised Inspired Informed Coached Clarified Verified Trained Provided
Persuaded Set Goals
Research Analyzed Clarified Collected Compared Conducted Critiqued Detected
Determined Diagnosed Evaluated Examined
Credit: Pierce Community College
128
Appendix P: Resume Building Workshop Facilitator Guide
Résumé Presentation
Part I: Introduction
• Begin by introducing your name and providing an agenda for participants:
o Agenda:
§ Importance of a resume and how it can be used
§ Types of resumes
§ Resume Components
§ How to create your own resume and tailor it to a specific
position
§ Resume formatting “do’s and don't’s”
§ Cover letter 101
§ Resume and cover letter building time
• “What is a résumé and why is it so important?”
o The objective of a résumé is to provide you with the opportunity to interview for a job.
o Your résumé is used as an advertising tool
o Your résumé is meant to leave a lasting impression on a prospective employer
o It must be able to highlight your achievements in a compelling and concise manner
129
Part II: Types of Resumes
• Provide participants with examples of three different types of resumes
(chronological, functional, and combination). Participants should be
encouraged to have in mind which type would best fit their needs.
o Chronological resumes: Begins with current positions and follows
your work history in reverse chronological order.
o Functional resumes: Focuses on the skills and responsibilities an
individual has had and de-emphasizes where those skills come
from.
o Combination resumes: Combines components from both the
chronological and functional resume.
Part III: Resume components
• Due to the “chronological” resume being the most commonly used type,
use that as an example to go over the different components.
• Components will include:
o Contact Information
o Objective (optional) o Summary of qualifications (optional) o Education
o Certification/Licenses (optional) o Experience o Skills (soft skills & hard skills)
o Volunteer (optional)
o If applicable, additional headings can include: relevant coursework, research, publications, and leadership
Part IV: Accomplishment statements
130
• Refer to the “action verbs” sheet and show examples of different
statements and how the quality of writing accomplishment statements
makes a difference.
o “Trained new employees” vs. “Trained more than 15 new
employees over a six month period resulting in increased customer
satisfaction.”
Part V: How to tailor a resume to a job posting
• Show an example of an online job posting and highlight the “qualifications”
section. Then, demonstrate how to use keywords from the “qualifications”
section to match a resume.
• Probing statements:
o “Read the specific skills and qualifications: underline words/phrases
that match your background.”
o “Read the job responsibilities: underline words/phrases that match
your background.”
o “Every time you apply for a job, it is very important to tailor your
resume to that specific job.”
Part VI: Resume Format
• Describe each one of the components and commonly made mistakes:
o Length of the resume, font style, margin sizes, category headings,
bolding words, dates, use of bullets, spacing, and paper style.
131
• Commonly made mistakes
o Spelling and grammatical errors
o “I” statements
o Personal information
o References
Part VII: Cover Letter
• Facilitator will:
o Distribute the “cover letter format” sheet and “cover letter sample”
sheet
o Describe the importance and purpose of a cover letter
§ “It allows you to introduce yourself to the employer and
allows you to expand on the information you have already
included in your resume.”
o Go through each one of the sections (e.g., introduction, body
paragraph, and closing paragraph) and show an example on how to
write an appropriate cover letter.
Part VIII: Resume and Cover Letter Building Time
• Provide each one of the participants a laptop and reassure them that they
can always bring their resume and cover letter back to their career
counselor and have it critiqued.
• Questions?
132
Appendix Q: Job Search Record Sheet
Job$Search$Record$Sheet$$
$
$Date$of$Contact$
$Position$
Applied$for$
$Company/Employer$
Nam
e$
Nam
e$and$
Title$of$
Person$
Contacted$
$Method$of$
Contact$
$Contact$
Inform
ation$
$Result$of$Contact$
$ $ $ $
$$
$$
$$
$ $ $$
$$
$$
$$ $
$ $ $ $
$$
$$
$$
$ $ $ $
$$
$$
$$
$ $ $ $
$$
$$
$$
$ $ $$
$$
$$
$$
$ $ $ $
$$
$$
$$
$ $ $
$$
$$
$$
133
Appendix R: Job Search Strategies Workshop Facilitator Guide
Part I: Introduction
• Introduce yourself and give an overview of the workshop:
o Different ways to search jobs
o “Hidden Job Market”
o Create a Job Search Plan
• Before starting presentation, ask participants what their job search
experience has been like so far. Depending on their responses, try to keep
their concerns in mind and intertwine presentation with their
positive/negative job search experience.
Part II: Different ways to search jobs
• How many of you have been applying to only online-posted jobs?
• How is that going so far?
• Show participants how they can search for jobs and not rely solely on jobs
posted on the Internet. Suggested places to look for job openings:
o Newspapers, alumni associations, volunteering groups, networking,
social networking sites, staffing agencies, Chamber of Commerce,
community groups, job fairs, professional associations..etc.
Part III: “Hidden Job Market”
• Discuss about the importance of networking and how to obtain jobs that
are not advertised on websites.
o Most jobs (70-80%) are not advertised online.
134
Part IV: Create Job Search Plan
• “In order to be successful in the job search process, it is important to
create a plan.” Before applying to jobs,
o List your skills, strengths, and interests and types of jobs that match
o Create and update your resume
o Research and contact employers and companies you would like to
work for
• Distribute the “Job Search Record Sheet” to assist participants in keeping
track of work search activities.
• Explain how it can be difficult sometimes to keep track of applied jobs.
With this sheet, it can help them be more proactive and can help them
refer back to the companies they applied for.
• Briefly go through each one of the sections on the chart:
o Position they applied for and when they applied
o Employer/company they applied for
o Person they contacted for the position (if applicable)
o Method of contact they used (e.g., in person, phone, email)
o Contact information that was given to them
o Result of contact (if applicable)
Part V: Conclusion/Questions
• Make sure to conclude the presentation by reassuring participants that the
job search process is not easy and that it will take time. Remind them that
they can see a career counselor if they need additional help.
• Questions?
135
Appendix S: Networking Workshop Facilitator Guide
Part I: Introduction
• Introduce yourself and provide participants with the agenda:
o What is networking?
o Importance of networking
o How to network (activity time)
o Where to network
o How to maintain networking relationship
o Conclusion/Next step
• Begin by providing participants a definition of what networking means:
o Networking is an “individual’s attempt to develop and maintain
relationships with others who have the potential to assist them in
their work or career” (Dougherty, 2004).
Part II: Importance of networking
o Describe why networking is critical in the job search process and
how it can be beneficial:
§ It is an important business skill. It provides an opportunity to
meet new people and exchange information with others.
§ Referrals are one of the main ways people obtain jobs.
§ You will have a higher chance in getting your resume to the
manager than an external applicant.
o Provide statistics on how effective networking can lead to potential
job opportunities
§ It is the most effective job search strategy.
§ According to the Bureau of Labor Statistics, 70% of jobs are
found by networking.
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Part III: How to network
• Distribute a sheet of paper to participants
• Advise participants to make a list of everyone they know in in their life that
might be able to assist them (e.g., family, friends, past co-workers,
acquaintances, neighbors).
• Have participants circle individuals’ names that they are close to and who
are also employed. Once they have identified those individuals, they will
be ready to begin the networking process.
• Educate participants on how they can network throughout their day
regardless of their setting and how they can meet, greet, listen, and
engage in conversation with individuals whom they are not familiar with.
o “Talk to people wherever you go!” (e.g., weddings, airplane rides,
supermarket lines, bookstores, elevators, coffee shops).
o Encourage participants to approach individuals and ask what they
do.
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Part IV: Where to network
• Provide other ways someone can network
o Social Media
§ LinkedIn (Show a brief overview of LinkedIn)
o Professional Associations
§ Show example on cacareercafe.com
Part V: How to maintain networking relationship
• Describe how to continue the communication with the new contact after
the first meeting.
o Send a thank you card to the new contact. If someone referred the
participant, thanking him/her for their help would also be beneficial.
o Pass along a helpful resource to the new contact.
Part VI: Next step/conclusion/questions
• Ask participants what their next step can be to start the networking
process and how they can accomplish that goal.
• Questions?
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Appendix T: Interviewing Skills Workshop Handout
Top Tips on Successful Interviewing
1) Research the company: Know the organization’s values and mission.
Research their products and/or services. 2) Create a list of your accomplishments: What are you good at? What
experiences of yours stand out? 3) Prepare for commonly asked interview questions:
a. Why did you choose to apply to our company? b. How much do you know about our company, our product, our
service? c. Describe a time when you were faced with a challenging situation
and how did you handle it? d. Tell me about yourself. e. What are some of your strengths and weaknesses?
4) Send a thank you letter after the interview: See example below
Roberto Walter Woodland Hills, CA 91364
[email protected] (818) 555-6735
April 8, 2015 Mr. James Garcia J. B. S. Paper Company. 2345 Ventura Blvd. Encino, CA 91356 Dear Mr. Garcia, I want to thank you for giving me the opportunity to meet with you and interview for the Sales position at J. B. S. Paper Company. My enthusiasm and interest has greatly increased as a result of your interview. I am especially interested in the opportunity to participate in the new sales initiative you mentioned and am confident that my education and experience make me an ideal candidate for the position. Please feel free to contact me at (888) 555-1234 if you require any further information from me. I look forward to speaking to you soon. Sincerely, Roberto Walter
Credit: Los Angeles – Pierce Community College
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Appendix U: Interviewing Skills Workshop Facilitator Guide
Presentation
Part I: Introduction
• Introduce yourself and provide an agenda for the workshop:
o Agenda:
§ Purpose of a job interview
§ How you can prepare for an interview
§ How to successfully answer interview questions
§ How to follow-up on the follow
§ Mock-Interview
• Next, ask the participants questions to gain a better understanding on their
needs and to familiarize him/herself with them.
• Probing Questions:
o How do you all feel about interviewing? Do you get nervous?
o Does anyone have any interviews coming up?
o Does anyone want to share their experience in their last interview?
• Purpose: What is the purpose of a job interview?
o The purpose of an interview is for the employer to determine:
§ Whether you can demonstrate the skill they are looking for
§ Whether you are you able to contribute
§ Whether you are the best fit for the company/organization
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Part II: Preparation
• Probe questions to have participants become more familiar with
themselves and how they can market themselves.
o “Think about some of your accomplishments.”
o “What are some of your skills? Where did you obtain those skills?”
o “What kind of knowledge have you gained throughout your life?
Was it in a specific field? Was it through attending college? Was it
through a work experience?”
• Discuss the importance of doing research before an interview and where
that research can be found
o Research the organization, industry, and position
o What are the company’s values and mission statements?
o What other divisions or affiliations are they a part of?
o What are some of their products or services?
o What does the position you are applying for entail? The better you
understand the position, the better you will be able to communicate
your interest in the job and relate your past experiences to the job
responsibilities.
§ Company website “About us” page or mission statement,
Google, LinkedIn, Press Releases, Twitter/Facebook,
Business Review Magazine, Press Releases
• Provide a picture of a male and female in their interview attires.
• Cover topics on the use of fragrances and cologne, hygiene and
grooming.
• How to prepare before the interview:
o Know the location of the interview and where to park
o Arrive 10-15 minutes prior to your scheduled time
o Be polite and friendly with everyone you meet and make sure to
check in with the receptionist.
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Part III: The Interview
• Discuss the importance of a handshake and demonstrate by handshaking
a participant’s hand.
o It is very important to greet the interviewer with a smile and a firm
handshake. Also, make sure to maintain good eye contact. These
components demonstrate your confidence level and enthusiasm.
• Next, have participants practice by shaking their neighbor’s hand, smiling
and maintaining good eye contact.
• Share some of the typical questions employers ask candidates:
o “Tell me about yourself”
o “Why do you want to work for this company?”
o “Why should we hire you?”
o “What are some of your strengths and weaknesses?”
o “How do you handle stressful situations? Give me an example”
• Address strategies to consider when answering typical questions such as
those above
• By using different techniques, the facilitator will demonstrate examples on
how to respond to interview questions
o Situation, task, action, result (STAR)
o 60 second commercial
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Part IV: Discuss the benefits of asking the employer some questions at the
end of the interview and provide examples of questions to ask.
• It will give you a better understanding of the duties and expectations of the job
• Help you prepare for your follow up interviews
• By showing a genuine interest in the company, it will show the employer that you have researched the company
o How does the company measure performance?
o What is the nature of the training program and supervision provided
to new employees?
Part V: Closing of the interview
• Demonstrate how to properly close an interview by giving a few examples:
o Ask what the next steps will be in the process
o Thank the interviewer(s) for their time
• Provide participants with a template of a “thank you” letter state the importance of sending a thank you letter to the employer
Part VI: Mock interview
• Divide participants into groups of 3 so they can have a mock interviewing session with a counselor. They will practice and demonstrate how to give a firm handshake, how to properly answer interview questions and how to practice as a group interview session.
• Ask participants afterwards what areas were easy or difficult, or how they might improve their response.
• Any additional questions participants might have may be asked in this stage.