SHORT TERM SPECIALIST REPORT #40
WESTERN UNIVERSITIES AGRICULTURAL EDUCATION PROJECT
DEPARTMENT OF EDUCATION AND CULTURE, U.S. AGENCY FOR INTERNATIONAL DEVELOPMENT AND THE UNIVERSITY OF KENTUCKY
"ESTABLISHING A CENTRALIZED CAREER PLANNING AND JOB PLACEMENT PROGRAM: A SHORT COURSE REPORT"
BY
DR. JOHN ROBERTSON
ASSOCIATE DEAN, COLLEGE OF AGRICULTURE
UNIVERSITY OF KENTUCKY
AND
DR. LAWRENCE R. CROUCH
DIRECTOR OF STUDENT SERVICES
UNIVERSITY OF KENTUCKY
INTRODUCTION - PURPOSE
This report outlines the objectives and course content for a short course in establishing a model career planning and placement/student advising service at the University of Sriwijaya (UNSRI). This course and subsequent follow up activities should result in the development of a pilot career planning and placement program at UNSRI which can serve as a common structure or guidelines for the establishment of similar programs at the other ten universities that are members of the Western University Agricultural Education Project.
Once established, the services provided by this office should offer considerable assistance in reducing the high level of unemployment and underemployment that has concerned both university and government officials. The staff of the office will assist students with individual skills assessments, career exploration, resume writing. Interviewing techniques, job hunting strategies, and identifying job vacancies. The office should also serve as a credential repository and mailing service for students and alumni. The office will be a centralized career planning and placement program offering career-related services to students in all majors and academic disciplines.
THE OBJECTIVES OF THE COURSE ARE AS FOLLOWS:
OBJECTIVE 1
Assisting the universities in determining manpower needs and employment opportunities for graduates in the various majors and academic programs offered by the WUAE project universities.
OBJECTIVE 2
Developing an analysis of job placement and career advancement for graduates.
OBJECTIVE 3
Assisting in designing a curriculum to meet human capital needs and enhancing job placement.
OBJECTIVE 4
Assisting graduates in identifying appropriate career options through career planning using skill identification exercises, interest inventories, and value clarification activities.
OBJECTIVE 5
Aiding students in gaining practical experience in career related areas and translating academic experiences into meaningful career choices.
OBJECTIVE 6
Helping students in developing the skills needed to gain professional employment upon graduation and providing career assistance for alumni.
OUTLINE OF COURSE
DAY 1
Determining Manpower Needs and Employment Opportunities for Graduates in
the Various Majors and Academic Programs Offered by WUAE Project Universities - 1 Hour
Dr. Robertson
Identifying Appropriate Career Options Through Career Planning Using Skill Identification Exercises, Interest Inventories and Values Clarification Activities, etc. 1 Hour
Dr. Crouch
DAY 2
Analysis of Job Placement and Career Advancement of Graduates
A College Survey of Graduates - 1 Hour
Dr. Robertson
Gaining Practical Experience in Career Related Areas and Translating Academic
Experience into Meaningful Career Choices - 1 Hour
Dr. Crouch
DAY 3
Designing Curriculum to Meet Human Capital Needs and Enhancing Job
Placement 2 Hours
Dr. Robertson
Developing the Skills Needed to Gain Professional Employment Upon Graduation
and Providing Alumni Assistance - 2 Hours
Dr. Crouch
DAY 1
DAY 1 - DR. CROUCH
PHASE 1. CAREER PLANNING
This intent of this short course is to explain the objectives and purpose of a centralized career planning and placement program and to propose a four phase model which could be utilized to help resolve the present high levels of unemployment among graduates. Throughout this three day period the adaptation of several aspects of this model were suggested. In addition, a restructuring of the curriculum in response to industry demands and a needs analysis survey was proposed.
This "Four Stop Career Development and Placement Program" is based upon a student developmental model which views the activity of identifying an appropriate career direction and satisfactory work as an on-going longitudinal process. This process may begin as early as the freshman year of college and extend well into the student's working life.
The purpose of this program is to assist students in translating their values, attitudes and academic interest into meaningful career options, and in developing the skills needed to seek and obtain satisfying employment throughout their working lives.
Utilizing a step-by-step approach, student development specialists aid students in handling increasingly complex career related developmental tasks and stages. This approach intends to meet students where they are, developmentally, and help them move through the process of making logical career decisions. It is a progression which
DAY 1
OBJECTIVES AND PURPOSES OF CAREER PLANNING AND PLACEMENT
1. To support the academic endeavors of the university by integrating the career program into the total program of the institution.
2. To support and encourage each student who is attempting to make career/life plans and choices.
3. To help each student recognize his/her unique abilities, interests, and skills and to combine these creatively into a desirable career alternative.
4. To stimulate an awareness of the benefits of early career exploration by students; to provide knowledge of the types of jobs available; to provide experience in the procedures of applying for and accepting employment, as a part of the student's total education.
5. To provide an opportunity for prospective employers and graduating students to complete an interviewing process.
6. To enhance faculty support of and interest in the "career planning process."
7. To provide such a degree of service as to enhance the image of the university and our colleges.
4 PHASES OF CAREER PLANING AND PLACEMENT
DAY 1
4 PHASES OF CAREER
PLANNING & PLACEMENT
1. CAREER PLANNING
1. Career Library.
2. Career Planning Workshops.
3. Campus-wide Career Day...
4. Computerized Career Information System.
1. Provides students with insights into their strengths, weaknesses, and values.
2. Assists students in Career Exploration through personal advising, utilizing Career Library.
3. Offers students career assessment and Life-Planning seminars.
4. Offers students a computerized Career Advising System containing descriptions of 3,000 career fields.
DAY 1 - DR. ROBERTSON
AGRICULTURAL EMPLOYERS SURVEY
College of Agriculture
University of Kentucky
Introduction
Although thousands of pages have been written as to the purposes of higher education, it must be admitted that for students, a primary concern is how their education will contribute to finding a job and establishing a career. In addition, while there is a strong tendency to evaluate the quality of our undergraduate curricula in terms of the success of our students in graduate programs, we must also assess quality in terms of the career placement of those who choose not to attend graduate school. This suggests that our undergraduate curricula should be evaluated not only from the perspective of preprofessional curricula, but also from the perspective of vocational success.
As a part of a general review of the University of Kentucky College of Agriculture (CA) curriculum, a survey of those employers who have hired our graduates was conducted. The survey had three purposes:
· To assess the kinds of activities and employment settings CA graduates typically confront.
· To determine employers' assessments of essential skills for new employees.
· To obtain employers' evaluations of U.K. CA graduates vis-a-vis graduates from other institutions.
Characteristics of Ag Employees
The sample of thirty-five firms represents those participating in two on-site career days, interviewing graduating seniors under the auspices of the Placement Service, or having a reputation as major agribusiness firms. The firms represent a wide variety of industrial activities and reflect the full range of agribusiness firms and services including agricultural services (11.4%) such as commodities brokers and breeders associations; agricultural cooperatives (20.6%); chemical manufacturing (28.6%); other manufacturing (14.3%); financial services firms (14.3%) such as banks or loan associations; and public agencies (11.4%) at both the federal and state level. All but one of the firms have branch operations, and the firms range in size from less than 100 employees to more than 10,000. The median size of the firms is 1238. Each year, the firms hire as few as 10 or less new employees or as many as 500. The median number of new employees hired each year is 50 (Table 1).
Table 1
Types and Characteristics of Employing Firms in the Sample
|
Agricultural Services |
11.4% |
Does Your Firm Have |
|
|
Agricultural Cooperatives |
20.6% |
Branch Operations? |
|
|
Chemical Manufacturing |
28.6% |
Yes |
97.1% |
|
Other Manufacturing |
14.3% |
No |
2.9% |
|
Financial services |
14.3% |
|
|
|
Public Administration |
11.4% |
|
|
|
TOTAL |
100.0% |
|
|
What types of activities are characteristic of these firms? Sales oriented activities predominate in both wholesale and retail trade. Financial Services, including arranging loans and credit, or financial advising, is the second most common activity. Manufacturing is third, followed by advertising and marketing services. Client oriented services, especially the delivery of client-specific advice and counsel is the fifth most common activity. Basic and applied research and product development represent the smallest proportions of firm activities (Table 2).
Table 2
Distribution of Firm Activities and Jobs Classifications of Employees
Firm Activities Job Classification in Firm
|
Trade |
27% |
Management/Administration |
100.0% |
|
Retail Trade |
16% |
Clerical Workers |
100.0% |
|
Wholesale Trade |
11% |
Data Processing/Management |
93.3% |
|
Financial Services |
22% |
Sales |
85.7% |
|
Manufacturing |
14% |
Professional Workers-Scientists |
84.8% |
|
Advertising/Marketing |
12% |
Laborers |
81.5% |
|
Client Oriented Services |
7% |
Operatives |
67.9% |
|
Basic Research |
2% |
|
|
|
Applied Research |
2% |
|
|
|
Product Development |
1% |
|
|
What kinds of jobs do employees perform? Two-thirds of all employees are white collar workers, and one-third are blue collar workers. More specifically: all firms employ persons in management, administration, and clerical positions; nearly all employ persons in data processing or management; eight out of ten employ persons as salesmen representatives, laborers, or professional workers such as scientists, and seven out of ten hire operatives.
The kinds of firm activities noted, as well as the job classifications, offer insight into the kinds of occupations our students find when they graduate. By and large, the number of firms engaged in basic scientific developmental activities requiring large numbers of trained technicians is fairly small. Alternatively, the majority of firms require large numbers of persons who can organize, manage data, demonstrate leadership, and succeed in sales. This review of employer activities provides a basis for interpreting their evaluation of the skills employers seek in new employees.
Preferred Characteristics of New Ag Employees
Table 3 represents the responses to "As an employer, how important is it to you that the new employees have these skills?" The first four skills most frequently identified as "very important" represent competencies that are essential for the most frequently cited job classifications. These four specific skills fall under two general categories: interpersonal communications (speaking and writing effectively) and problem-solving (identify, define and assign priorities to problems or goals; and ability to utilize relevant data to solve problems). These skills are fostered more by the form of higher education than by the content of particular disciplines or majors. Proficiency in these skills would also contribute to success in management, sales, marketing, and most of the other non-technical activities. Each of these skills can be fostered in any academic major through the process by which we train our students.
degree don't require as much training as other new employees." The strong preference expressed for agricultural graduates, and the assessment of the knowledge and aptitudes that agricultural graduates bring to their employers vis-a-vis other graduates confirms that the demand for graduates with agricultural degrees will remain strong.
One-quarter of the firms indicated "previous experience in the business or field through work, internships, or apprenticeships" is an important attribute for new employees. In another section of the questionnaire which addressed the firms' involvement in internship programs, nearly two-thirds report they participate in internship programs, and three-quarters of these firms also provide financial support for interns. Moreover, four in ten of the employers who participate in internship programs report that they are "very satisfied with the quality of the students in their program" and nearly one-quarter are very satisfied with the "contributions" of the interns to their firms. This latter point is significant in two ways. First, firms which do not participate in internship programs often indicate they anticipate no direct benefits for their efforts. Yet, interns can make positive contributions to a firm's activities. Secondly, many faculty disparage internship programs suggesting they offer "easy" credit for their students who are not academically successful. Rather, these comments suggest that students who participate in internship programs are perceived as highly qualified and capable of contributing to the employers' activities.
The importance of these skills to employers is underscored in two other ways.
First, nearly nine, out of ten responding firms have training or orientation programs. While most address topics specific to their firm's activities (policies, meat grading procedures, dairy industry regulations, etc.), by and large these new employee training programs also address issues such as: effective public speaking, problem-solving skills, stress and situation management, basics of salesmanship, and management techniques. Second, in open-ended comments, the employer representatives stressed the need for students to have good communication skills, to understand the principles of sales and marketing, and to have "some cross-training within the agricultural disciplines as well as a good business orientation, particularly in the area of financial management." Careers in the future will demand skills or aptitudes which facilitate interpersonal relations and problem solving as structural changes in the economy expand employment opportunities in sales, consumer services, and information. processing and management.
The fifth most important characteristic of new employees identified by the firms' representatives is a "graduate with an agricultural related degree." In another part of the questionnaire, these employers expressed their opinions on a set of statements related to this issue. Two-thirds of the respondents noted their firms preferred to hire graduates with an agricultural degree. One-third strongly agreed that "graduates with an agricultural degree are more likely to have the specialized skills my firm wants in employees," and nearly a third strongly agreed that "graduates with an agricultural
Table 3
Employer’s Ranking of Desired Skills and Abilities on the part of New Employees
Skill OR Experience Very Important Somewhat Important
|
Communication effectively in speech |
74.3% |
22.9% |
|
Identify, define, and assign priorities to problems or goals |
60.0 |
28.6 |
|
Communicate effectively in writing |
45.7 |
48.6 |
|
Utilize research data to solve problems |
45.7 |
45.7 |
|
Graduate with an agriculture-related degree |
42.4 |
27.3 |
|
Can apply basic concepts of a particular field or profession |
31.4 |
48.6 |
|
Can apply the methods and skills of a particular field or profession |
29.4 |
61.8 |
|
Able to organize and lead groups |
29.4 |
52.9 |
|
Previous experience in business or field through work, internships, etc. |
26.5 |
29.4 |
|
Knowledge of the interrelations between agriculture and the larger society |
17.6 |
26.5 |
|
Farm background |
15.4 |
30.8 |
|
Specialized training in a discipline or subdiscipline in agriculture |
11.8 |
50.0 |
|
General training in a broad variety of disciplines of fields |
11.8 |
29.4 |
|
Able to deal with quantitative problems using math or statistics |
8.6 |
17.1 |
|
Able to use computers |
-------- |
45.5 |
Summary and Conclusions
The College of Agriculture, University of Kentucky, conducted a study of thirty. five firms who have hired graduates with an agricultural degree. The firms represent the broad-spectrum of agribusiness industries, and dominant firm activities are sales, financial services, manufacturing, and marketing. These agribusiness employers seek new employees with communication and problem solving skills, and the ability to apply the concepts, theories, and methodologies of their particular disciplines. These agribusiness employers also express a strong preference for new employees with an undergraduate degree in agriculture. This reflects their belief that agriculture students bring special skills and a better understanding of the role of agriculture in American life. Many of these agribusiness employers prefer new employees who have had the opportunity to gain work experiences through internships or work-study programs. Moreover, the majority of these agribusiness firms act upon this preference by sponsoring internship programs.
This study of agribusiness firms provides the College of Agriculture's Curriculum Revision Committee with a better understanding of the needs and concerns of our students' future employers. This information will help guide changes in graduation requirements to other faculty and students. An additional benefit of this study, while intangible, nevertheless is a significant one. This is the good-will engendered by the College of Agriculture's expressed interest in what employers perceive as the strengths and weaknesses of our curricula. This study has fostered a sense of "partnership" between the College and the business community, a partnership that is essential if we are to succeed in preparing our students for success in the marketplace of tomorrow.
PHASE 2. EXPLORATION/PHASE 3. PLACEMENT SERVICES
EXPLORATION
Internships and cooperative education are programs which integrate classroom study with practical work experience by allowing students to have specific periods of attendance at the university and specific periods of employment in a career-related position. This is accomplished through a three-way partnership among the employer, the student and the university.
Companies may employ students for salaried, full-time positions for semesters of approximately 14 weeks in duration. Starting dates are normally in January. May and August. In order to become acquainted with the company, it is recommended that students complete three/more semesters of work, each work semester to alternate with an academic semester. The program, however, is flexible in meeting the needs of both employers and students. Therefore, variations in the alternating semester schedule may sometimes be arranged at the request of the employer. Many employers choose to hire two students on alternating schedules in order to have continuous coverage of a single job slot.
Since a Co-op Program is normally voluntary for students, companies have the advantage of hiring only those students who have a genuine interest and desire to participate, as well as an understanding of the value of "real world" work experience. There commonly are variations among academic units at the University in terms of eligibility criteria for co-op students. Generally, students must have a G.P.A. of 2.7/above (on a scale of 4.0) and must have completed a specified amount of coursework in order to provide companies with productive employees.
Currently at the University of Kentucky, students majoring in the following areas are available for co-op: Agribusiness, Agricultural Economics; Engineering, including Agricultural, Chemical, Civil, Electrical, Mechanical, Metallurgical, Mining: Computer Science, Math Sciences, and Computer Cartography. Other academic units are in various stages of planning for participation in co-op. Internships are presently available to all students, including those in the community college system.
HOW TO HIRE A CO-OP STUDENT/INTERN
1. Employer makes a request for co-op student(s) to the appropriate academic unit (or the Career Planning and Placement Center). Request should include the following information:
· job description or typical work assignments
· types of majors needed
DAY 2
PHASE 3. PLACEMENT SERVICES
The following are some of the most common placement services:
ON-CAMPUS RECRUITMENT, including both pre-screening and open schedules.
RESUMES/DATA SHEETS of available students and alumni mailed directly to your
facility at your request.
POSTING OF YOUR JOB VACANCIES for review by current students and alumni.
ALUMNI VACANCY BULLETIN prepared bi-weekly for advertising your job vacancies on
both a state-wide and a national basis.
LIAISON WITH DEANS and Department Chairpersons.
LUNCHEON ARRANGEMENTS with faculty and staff members.
OPPORTUNITIES TO SPEAK to on-campus groups, clubs and honoraries.
CAREER DAYS AND FAIRS offered throughout the academic year.
SUMMER JOBS AND COOPERATIVE EDUCATION POSITIONS also listed in the Center.
COMPANY LITERATURE AND VIDEO MATERIALS displayed in our career library.
SALARY INFORMATION available, according to major.
These services are highlighted in the brochures which were given to representatives of each of the WUAE Universities.
DAY 2
QUESTIONS Prospective Employers Most Frequently Ask About:
COOPERATIVE EDUCATION (Co-op)
HOW IS THE PROGRAM ADMINISTERED?
We've done everything to simplify it for you and your personnel department. Basically, all we need is a clear agreement on the work expected of the co-op student, and a line of communication between the student's supervisor and school. We do the paperwork. Our main concerns are (1) that the student will be useful to you, and (2) that what the student learns on the job will fit in with his or her total educational program.
DO I INTERVIEW AND SELECT THE STUDENT?
Of course. We provide a selection of appropriate students. You interview them and pick the ones who will fit in best with your operation. At every step from hiring to project completion you have the final say on who stays and who goes.
WHAT FIELDS OR MAJORS ARE AVAILABLE?
Practically every business or professional area is covered by at least one of our six participating universities. Programs in business, technology, liberal arts, sciences, paraprofessional services and others are available. Contact us for the specific fields of concentration you need.
WHAT IS CO-OP EDUCATION?
It's practical experience, plain and simple. It's the student's chance to take what he or she has learned in the classroom and match it against the real world. And it's the employer's chance to use an educated student in an area directly related to the student's previous training. Each side benefits from the experience. The employer gets to try out the cream of the new crop. And the student gets to learn how the workaday world functions, before graduating.
DAY 2
2. EXPLORATION
1. Internship and Co-op Program.
2. Alumni Network "Footsteps."
3. Professional Summer Jobs.
1. Provides student with career-related work experience.
2. Allows students to test their interests "Alumni Network."
3. Offers students opportunities to gain valuable professional experience, plus in some cases earn income to defray educational costs.
DAY 2
3. PLACEMENT SERVICES
1. On-campus Interviews
2. Resume Preparation Assistance
3. Interviewing Skills
4. Professional Placement Counseling
5. Credential Files
6. Job Search Strategies
7. Vacancy Listings
8. Videotapes
9. Computerized Job Matching Assistance
1. Assists seniors in identifying professional employment.
2. Provides students with skills for accessing job market - (Workshops in Resume Writing, Interviewing Skills, Government Employment, Mock Interviews).
3. Provides students with on and off campus interviewing, vacancy bulletins and computerized job referrals assistance.
securing a job in the area in which they have been trained. However, we in the University community often lose track of the development and career patterns of our students after they receive their undergraduate degrees. We are often unaware of the contribution of our training to the student's acquisition of a job or career advancement. Moreover, we are not aware of the career changes which occur over subsequent years. As a result, our assessment of how our curricula contribute to the career success of our students is grounded in how we think the work world functions as opposed to how those involved experience it.
This article reports on a survey conducted by the University of Kentucky College of Agriculture's Curriculum Review Committee. The survey was a means of involving our former students in an evaluation of the undergraduate curriculum. The survey was a means of better understanding the nature of employment for which we prepare our students and eliciting their views on how successful we have been in preparing them for entry into and advancement in their career.
The Survey and the Sample
A mail survey was conducted of the graduates of the University of Kentucky College of Agriculture. The survey was sent to approximately 2000 members of the College of Agriculture's Alumni Association. The single round of mailings produced a sample of 514, for a response rate of 26 percent. The sample is composed primarily of males (85%), with the most recent group of graduates having the largest number of women respondents (28%). Three quarters of the total sample are employed full time, yet this ranges from a low of 21 percent among those who graduated prior to 1943, to a high of 97% among those who graduated between 1974 and 1978.
Results
Academic Majors and Occupations
The sample was analyzed as a group and by year of graduation in order to delineate any changes which have occurred over time. Table 1 presents the number of respondents by year of graduation and undergraduate major. The largest number of respondents graduated in the last ten years, but sufficient numbers of respondents appear in the other categories to allow analysis over time. The students' reported major indicates that the respondents to the survey followed very closely the enrollment trends in the various departments with the College. Agricultural Economics has experienced a rather steady growth over time while Agricultural Education has been declining. Agronomy and Animal Sciences have shown considerable variability in the number of majors over the time covered in this study.
Table 2 presents the classification of first and current jobs of the graduates. For the total sample, over half of the graduates from the College of Agriculture secured their first employment in the professional or technical fields. However, over time, this graduates who enter farming as a primary occupation is relatively small. This, however, does not address those who are part-time farmers and hold a primary job outside of agricultural production.
The American worker is usually characterized as one who is highly mobile, frequently changing jobs while moving up the career ladder. This survey found that 63 percent of the graduates had switched jobs since they graduated. However, almost one-third of the respondents were found to have the same job now that they had immediately after graduation which indicates a fairly high level of job stability. A similar result was found across the time intervals used in this analysis.
The above discussion indicates the types of jobs that the agricultural graduates have but does not indicate the type of industries in which these jobs are located. Table 3 provides a detailed industry classification for first and current jobs of the graduates. Nearly three out of ten (28%) work in agricultural production or other agricultural services such as forestry and fishing. One of the largest single industry groups was finance, insurance, and real estate (F, I, RE). It was also found that more than one in ten were manufacturing, primarily food or grain processing firms; and one in ten hold jobs in public administration. Analysis of changes in industry of employment between first job following graduation and current job indicated that the proportion employed in finance, insurance and real estate more than doubled, while the proportion in Extension and elementary/secondary education dropped precipitously. Examining the industry of employment across graduate groups revealed that retail trade and manufacturing have become an important industry of employment for the most recent graduates. Alternatively, education and the military have declined in importance as an industry of employment.
At first glance it would seem that a relatively small proportion of agricultural graduates are actually employed in agriculture. But this is deceptive, since an examination of the detailed industries of employment indicates that the majority of graduates are involved in agribusiness firms. For example, a significant number of those in finance, insurance, and real estate are employed in agriculturally-related firms such as Production Credit Associations, Bank of Cooperatives, or Farm and Home Administration.
Factors Affecting Job Placement and Career Advancement
There are numerous factors which affect the type of job which a student will secure upon graduation, as well as how they perform in that job. Many of these factors are directly related to the University and the curriculum they studied, while others relate directly to the individual. An attempt was made in the survey to determine how graduates viewed the relative influence of these various factors.
Respondents were asked to rank a number of factors as to their importance in locating a first job upon graduation. A rank of one indicated the factors were very important, while a rank of five indicated the factor was not important at all. As reported in Table 4, almost half of the graduates considered their personal qualities (commitment, perseverance, self-confidence, etc.) to be very important in securing their first job. Previous work experience also ranked very high with four out of ten indicating that it was very important.
While a substantial proportion indicated that the College of Agriculture faculty were very important in securing their first job, only a few noted the assistance of the University Placement Service in finding that first job. This is not surprising since the agriculture faculty have a reputation for establishing closer relationships with their students as advisors and instructors. Moreover, agriculture faculty often have closer ties to the firms and industries that make up the agribusiness sector. However, a distressing trend appears when the sample is viewed as a series of discrete graduate groups. Assistance by College of Agriculture faculty as a factor in locating first job is the one factor to demonstrate a clear and persistent decline over time. Perhaps this should serve as a reminder that we need to re-evaluate the priority of student-faculty relationships vis-a-vis other demands. If nothing else, these results should prove that the time and effort we put into counseling and one-to-one interaction with students is remembered and valued by our graduates.
Student clubs were also cited as important factors in first job placement although only one in seven said they were very important. But since not all college clubs promote activities that would have direct effects on job placement, the proportion of students citing their contribution to job placement suggests that organized extra-
Table: Importance of Various Factors in Securing First Job
|
Factors |
Rank of Importancea |
||||
|
|
1 |
2 |
3 |
4 |
5 |
………….………….% of Respondents………………………
|
Previous Work Experience |
41.0 |
14.0 |
12.9 |
7.3 |
24.9 |
|
Assistance from University Placement |
10.3 |
5.4 |
6.0 |
9.6 |
68.8 |
|
Assistance from Faculty |
30.5 |
18.0 |
12.2 |
5.2 |
34.1 |
|
Club Activities |
12.7 |
19.6 |
20.7 |
12.3 |
34.8 |
|
Personal Qualities |
49.7 |
31.3 |
11.1 |
1.9 |
5.8 |
a Rank 1 was very important
Rank 5 was not important
Several points can be drawn from the ordering of these factors and their relative stability over time. First, the perception that personal qualities are very important in career advancement is consistent with research on occupational mobility. Given two individuals with comparable educational skills, the one who will achieve the most success is the one with the personal qualities which facilitate the achievement of organizational goals: the ability to manage time, self-organization and self-motivation, or dedication. The importance of interpersonal skills is also noteworthy, especially the primacy of being an effective listener. This is a skill which is usually not formally included in academic work, although it could be argued that success in academia does depend in part on being able to understand and integrate what we hear. The importance of speaking persuasively and with clarity is underscored by the spontaneous responses to the open-ended question: "What is the one thing you wish you could have added to or gained from your education at UK which would have helped you in your career?" Public speaking is the second most frequently cited item, preceded only by more business administration courses.
These comments and rankings challenge the traditional ways in which we go about the business of higher education. There is a tendency to view college education as a vehicle for transmitting the substantive content of particular disciplines. This, of course, presupposes that disciplinary concepts and theories are the tools of the specialist, and, once having acquired the tools, specialists can become practitioners. It appears that the factors most important in career advancement are those related to the form of education more than its content. This is not to slight, however, the role of specific courses or knowledge areas, because the open-ended questions did elicit numerous comments on the importance of business administration, agricultural economics, computers, agronomy, animal science, and many other courses in career mobility. But, overall, these more focused comments represented one-fifth of the open-ended responses, while the comments on interpersonal skills, personal contacts, and reasoning skills represented the bulk of the open-ended responses.
Summary and Conclusions
Utilizing the results of a mail survey of College of Agriculture graduates from the University of Kentucky, the art describes the employment characteristics and the factors that were important in securing employment upon graduation and facilitating career advancements.
Major changes have occurred in the types of jobs that graduates find upon leaving school and the types of jobs they currently hold. The increasing importance of sales, management and administration occupations has implications for changes in curricula that might be considered by Colleges of Agriculture. It would appear that additional raining in areas such as management principles and communication skills, and interpersonal relations would be valuable additions to our curricula. However, this will require hard decisions regarding the relative Importance of these areas vis-a-vis the more traditional technical training of our current curricula. Such changes would also require a reassessment of the total number of hours required for a college degree.
Graduates indicated that personal qualities, previous work experience, and assistance from college faculty were very important factors in securing their first job. These findings indicate that programs designed to give students hands-on experiences during their college careers should receive high priority. This could be accomplished through co-op education, Internships, or work-study programs. Realfirming the significance of faculty-student interactions in the classroom, in job placement and counseling is also necessary.
The survey indicated that communication skills were influential in career advancement, as well as the ability to organize and lead groups and to engage in prioritized problem solving. These skills can be fostered within our curricula through oral and written presentations, group-oriented activities, peer tutoring.
Finally, the pre-eminence of personal qualities in the graduates' assessments of Job placement and career advancement should not be ignored on the assumption that higher education cannot influence or affect these qualities. Less structured approaches to teaching, such as learning contracts, independent study, or individually paced learning modules can contribute to the fostering of those personal traits highlighted by the graduates self-motivation, self-organization, perseverance, time management, etc.
The results of this survey challenges us to evaluate the form and content of our curricula in terms of how they contribute to the career success of our graduates. The structural changes in the market place should be taken into account when revising our curricula. We must be aware that we no longer, if we ever did, train students only for positions in highly specialized or technical careers. Rather our students are encountering a work world that demands interpersonal and integrative skills for success.
SCHEDULE
February 27 Arrived karta
February 28 Visited USAID office for briefing and orientation. Visited Ministry of Eucation Yunara Sukra.
March 1 Visited the firm of Arthur Andersen. Mr. Tan Eng Ho briefed us on their survey of manpower needs.
March 2 Visited USAID. Visited Ministry of Manpower Department of Statistics, Mr. Panyaltan and staff,
March 2 Departed for Palembang.
March 3 Planning meeting with Dr. Amran Halim and his staff for short course.
March 4 Visited with all businesses in Palembang area.
March 6 Reviewed data collected in preparation for short course and prepared summaries for use in short course.
March 7 Visited local manpower ones.
March 8 Reviewed data and planning of workshop.
March 9 Met with President Amran Halim and his Planning Committee to finalize format of program.
March 10 Developed final schedule format and rehearsed presentations.
March 11 Special tour by number of Commerce in Palembang. Visited several small businesses as well as tourist sites.
Literature Cited
Boby, Bryant and Cheryal Russell, ________, “Trends: A Portrait of the American Worker,”
American Demographics, March, Vol. 6 No. 3.
Johnson, Glenn and Sylvan H. Wittwer Agricultural Technology Until 2030:
Prospects, Priorities, and Policies, Special Report 12, Michigan State University
Experiment Station, July.
Human Capital Shortages: A Threat to American Agriculture. National Association of State Universities and Land-Grant Colleges. Prepared by the Resident Instruction Committee on Organization and policy, Division of Agriculture, 1983, Washington, D.C.