Category: Career Education

In 1920, a little-known author Arnold Munk wrote a book titled The Little Engine That Could which then began being sold door to door through the My Book House series. The book’s story line centered on a little railroad steam engine who attempted to pull a long train over a high mountain. The little engine agrees to attempt this challenging feat using the mantra “I think I can, I think I can”. It eventually succeeds due to the faith in its abilities to achieve this goal.

Fast-forward to 1971 when a then obscure researcher named Albert Bandura began to study the role that a person’s belief in their ability to achieve any goal, known as self-efficacy. The question is how do we build this belief in our abilities? Bandura identified four significant sources of these efficacy expectations: performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. These are valuable lessons to use as students transition from college to career and beyond.

Vicarious experience is the idea that if you see someone else completing a job-related challenge, you gain the confidence that you can also accomplish such a challenge. It is the monkey see, monkey can do idea in its most basic form. Verbal persuasion often comes in the way of encouraging words or actions. This is the easiest to implement and as such is often thought to have the least value, but used correctly with sincerity is can play a key role in developing efficacy. Emotional arousal is often associated with anxiety which can debilitate performance. Developing coping skills to deal with stressful situations helps limit this performance detractor.

Bandura found that performance accomplishments were the most impactful in building an individual’s personal efficacy. In my doctoral research with freshmen college students I found this most often manifests itself in earning grades on tests or projects. Students also gained this sense of accomplishment in performing community service or in service learning programs where they aid others while achieving a personal or academic goal.

A student’s participation in internships and co-ops has been shown to have a significant impact on their self-efficacy. This career self-efficacy has been aided by structured company support during these employment opportunities. Companies use of mentors, self-produced seminars that help develop 21^st century career skills, weekly performance review sessions, and assigned projects with a series of specific timely outcomes are just a few programs whose product is increased self-efficacy of those involved.

Arnold Monks story of this little engine that could symbolizes the importance that efficacy plays in creating an environment of possibility and a can do attitude in each current and future employee. The belief that a goal can be achieved is the most vital component necessary for achieving success in ones endeavors. As colleges and universities look to retool their curriculums to produce a prepared and engaged intellectual product that can succeed in industry, they should ensure that this process focuses on increasing the level of self-efficacy of each future graduate. Each student must believe they can!

The end of the year brings with it many “Best Of” and “Top 10” lists of the accomplishments of the past twelve months.  Additionally, there are a whole host of “Predictions” for the next year.  These articles and programs seem to fill a void in all of the magazines and media outlets that want to distribute content when everyone would rather be on vacation.

Finding time to reflect upon lessons learned helps our minds and bodies take the various disconnected facts that we have learned and synthesize them to create new memories and patterns in our brain.  There is an on-going conversion back and forth between tacit and explicit knowledge.  

Taking time to unplug or relax or meditate is even harder than ever in today’s connected society.  It is only through reflection and setting objectives that new habits can be created.  If we set an objective to “Climb Mount Everest”, it automatically establishes a theme for all of the smaller steps that must be accomplished to support the primary goal.

As part of our efforts to help build a “Career Culture”, students need to use this same process.  Maybe you did just have “the worst class ever” or “impossible group project”.  What was it about the class that made it so challenging?  Was it hard to stay motivated in a part-time job that you only did to earn some cash?  Throughout your internship or co-op, what did you learn about corporate culture?  What teams were you a part of that made the work go better?  Worse?  Have you been exposed to project management systems that made you more confident about your work?

Since there is a never a good time to reflect, relax, and rejuvenate, let’s make this part of our year-end tradition!

Gallup conducted a workplace poll 2014 and found less than a third of employees were engaged in their jobs. Gallup defined an engaged employee as one who is enthusiastic about performing their job and committed to being successful at it.

Imperative inc. sought to identify those in the workforces that approached their job as a source of personal fulfillment and a way for them to help others. The Imperative survey found 28 percent of the workforce qualified as these purpose-oriented workers, and these individuals produced a highly positive impact on their organizations.

Purpose oriented workers in comparison to their peers are:

• 50 percent more likely to be in leadership positions
• 47 percent more likely to be promoted by their employers
• Expected to stick with their jobs 20 percent longer
• 64 percent more likely to have higher levels of fulfillment from their work

The value of purpose-oriented workers are they are self-motivated role models who see their work as making a difference in the world. They want to grow both personally and professionally to support this goal. These workers are often described as dynamic and curious, embracing changing dynamics in the workplace as an opportunity for improvement.

I have had the honor to work with purpose-oriented workers on Michigan Tech’s campus, which include: Mike Meyer, Ed Laitila, Glen Archer, and Susan Liebau, just to name a few. Mike heads up the William G. Jackson Center for Teaching and Learning. A successful high school teacher and Physics lab supervisor and instructor, he now leads a team whose mission is to work with faculty to develop transformational learning experiences in the classrooms and labs across campus. Ed brings his contagious passion for learning to each materials science lab he enters. Glen develops and executes lessons in electrical engineering that bring clarity and understanding to complex engineering concepts. Susan leads a team at the Waino Wahtera Center for Student Success that helps students discover their talents and interests, in the midst of personal and academic challenges. Each of these purpose-oriented workers also share another trait, modesty and gratitude for the support of their teams and peers.

The Imperative study found the workforce of each industry contains at least 16 percent purpose-oriented workers. These workers tend to be educated beyond high school and increase in numbers with age. Researchers have also found that these unique workers had parents that spoke favorably about their careers.

The millennial generation is filling the workforce. Known for being confident, self-expressive, liberal, open to change and upbeat, they also have the nickname of Generation Me! As the begin having children of their own, a recent study found their top priorities are: being a good parent and having a successful marriage. This is an opportunity for them to develop themselves as purpose-oriented workers through their actions as a parent. Generation Z is the next to enter college and the workforce. Known for being conscientious, hard-working and concerned about the future, this digital generation has the foundation to become the first purpose-oriented generation.

Corporate America and American society at large will benefit from developing more purpose-oriented workers. The cited role models illustrate that passion and purpose can help students build their careers around the three sources of fulfillment: developing meaningful relationships, impacting the lives of others, and personal and professional growth. The opportunity lies in the other 72 percent!

This Fall, Career Services, in collaboration with Student Disability Services, launched a new pilot program, College to Career, which provides specialized career development programming to students with unique needs. Those needs are students on the spectrum who may need specialized instruction in their career development.

Now half-way into the semester, this program is already making great strides, with plans to continue into the spring, and then provide an even more extensive program starting Fall 2016. The agenda for this past fall’s career fair season has been similar to what all students have been focusing on (personal introductions, resumes, career fair prep, and interviews), but each with a twist. After just four weeks together, the College to Career group attended the career fair, handed out their resumes and introduced themselves to the company representatives. For students who may have difficulty with social situations, the Michigan Tech Career Fair can be one of the most challenging situations ever encountered, but they did it. And we could not be prouder.

When we plan for this group, there are no assumptions about what a student should know or should do, rather each topic is approached and presented with a keen sense of the individual needs that are represented in the group. To be on the spectrum may mean there is a need for a different focus, but the needs represented even in a small group can be vastly different. Some students need the opportunity to talk through all of their thinking while others remain silent. There are students who require additional coaching in their mannerisms and gestures while for others it is something they just instinctively know to do. All of this has caused us to rethink our plans, every week. You cannot generalize the teaching methods for this type of group., because what is natural for one may be very unnatural for another.

As we navigate with our group and work to strengthen this new program, we pride ourselves on our awareness, and it is only through this awareness and the goal to learn more about our students that we can offer career preparation that accounts for all students’ needs. Career prep is not a one size fits all, and we are thrilled to be able to offer other sizes.

Want to learn more?
Contacts:  JR Repp jrrepp@mtu.edu or Kirsti Arko karko@mtu.edu