Students come to college with previous knowledge, personal experiences, and specific expectations. As they travel through their college journey, they continue to accumulate knowledge, experiences, and expectations. At the same time, employers of college graduates have particular ideas about what those former students should know, experience, and expect when the start a job.
The National Association of Colleges and Employers (NACE) worked with college career services staff and staffing professionals to define career readiness and associated competencies. They define career readiness as “the attainment and demonstration of requisite competencies that broadly prepare college graduates for a successful transition into the workplace.” In addition, they created eight competencies to support career readiness:
- Critical thinking/problem solving
- Oral/written communications
- Teamwork/collaboration
- Digital technology
- Leadership
- Professionalism/work ethic
- Career management
- Global/intercultural fluency
(For more detail about the competencies, how they were developed, and resources to enhance them, see https://www.naceweb.org/career-readiness/competencies/career-readiness-defined/)
Students learn both in and out of the classroom. Student affairs professionals–as supervisors, advisors, and mentors–can help students develop, reflect, and assess their skills. While not necessarily written in staff job descriptions, we have a responsibility to help prepare students to be productive, contributing citizens and successfully employed after graduation. At the very least, we can have conversations with students about the NACE competencies to let students know that future employers are looking for people with particular skills. We can also create experiences for students to practice those skills, getting feedback from others (supervisors, advisors, peers) to further develop. During this time, it is important for students to have an opportunity to reflect on their experiences and learning. As students near graduation, student affairs professionals can have conversations with students, perhaps using common interview questions, to prepare students to articulate their knowledge and skills.
As we begin a new year, let’s commit to making student learning a transparent and developmental process. Let’s engage students in their own learning. Let’s prepare students to be successful lifelong learners. If you need help with student learning, please reach out to Student Life Studies. We are here to help you.