Professional Standards
for College & University Career Services
III. PROGRAM MANAGEMENT
An institution assigns a leader or leadership team to manage career services and align career services with the mission of the institution and the needs of the constituencies served. If career services are offered by several units, the institution designates a leader or leadership team that will be responsible for coordinating the institution’s programs and services for students. That leadership is necessary to ensure adherence to institutional and unit missions and to enhance program effectiveness and efficiency.
Career services leaders develop a mission statement, program goals and objectives, and strategic and operational plans for fulfilling the mission and goals of the program. Goals are reviewed and updated annually and communicated, as appropriate, to administrators, faculty, staff, and other appropriate institutional constituencies. Career services staff conduct regular program evaluations to improve operations and to adjust to changing client needs and environmental threats and opportunities.
Programs and services are structured purposefully and managed effectively to achieve stated goals.
Evidence of appropriate structure could include current and accessible policies and procedures; written job descriptions and regular performance reviews for all employees; functional workflow or organizational charts; facilities appropriate for career services functions; and defined service standards. Evidence of effective management includes strategic and operational planning processes; clearly defined areas of responsibility; effective communication practices; decision-making and conflict resolution procedures; accountability systems; sound fiscal management practices; and proof of continuous improvement. Reviews of policies, procedures, and budgetary issues should occur on a regular basis.
Career services leaders coordinate efforts with other career services providers in the institution to integrate career services into the broader educational mission. Key constituencies of career services are identified and their needs reflected in the mission and goals of the unit. Priorities for services are defined. Career services leaders are advocates for the advancement of career services within the institution.
IV. ORGANIZATION
The external and internal organization of career services, including its place within the institution, supports its mission. Career services is structured to ensure effective functioning of student services. The career services function is organized to develop positive relationships with students; academic, administrative, and student affairs colleagues; employers; and alumni.
The external organizations e.g., reporting lines of career services within the college/university, provide optimal visibility and institutional support. The unit to which career services reports allows for efficient and effective delivery of career services within the institution.
The internal organization of career services is clearly defined through an organizational chart. Staff titles, roles, and reporting lines support the efficient and effective delivery of career services and programs.
V. HUMAN RESOURCES
Career services has an adequate number of qualified professional and support staff to fulfill its mission and functions. Career services embraces fair employment practices and is proactive in attracting and retaining a diverse staff. Career services has instituted hiring and promotion practices that are fair, inclusive, and nondiscriminatory. Programs and services employ a diverse staff to provide readily identifiable role models for students and to enrich the campus community.
Career services is staffed by persons who, in combination, provide the core competencies to perform primary program functions effectively. Primary program functions and their related core competencies and knowledge domains are defined below.
| Functions | Core Compentencies | Knowledge |
|---|---|---|
| Management and administration | Needs assessment and satisfaction measures; program design, implementation, and evaluation; strategic and operational planning; program integration and integrity; staffing; staff development and supervision; budget planning and administration; political sensitivity and negotiation skills; synthesize, interpret, and report current and longitudinal information. | Systems theory; organizational development; research design; statistics; accounting and budgeting procedures; revenue generation; principles; purchasing; staff selection; supervision; performance appraisals; management of information systems; customer service; marketing. |
| Program and event administration | Needs assessment; goal setting; program planning, implementation, and evaluation; budget allocation; time management; problem solving; attention to detail. | Systems, logistics, and procedures; project management; customer service. |
| Research and student learning/ development outcomes | Identification of relevant and desirable student learning and development outcomes; outcome-oriented programming; research-based evidence of program impact on student learning and development outcomes. | Student and adult development theory; research/assessment procedures; evidence-based decision making; statistical procedures. |
| Career advising/counseling and consultation | Needs assessment and diagnosis; intervention design and implementation; test administration and interpretation; counseling; feedback; evaluation; advising; empathy and interpersonal sensitivity; work with individuals and groups; use of career, occupational, and employment information. | Career development theories; adult development theory and unique issues for special populations; statistics; counseling processes; evaluation of person-job fit; job analysis; career decision making; behavior management; job search, interviews, and resumes. |
| Teaching/ training/educating | Needs assessment; program/workshop design and delivery; researching, evaluating, and integrating information; effective teaching strategies; career coaching; career mentoring; work with individuals and groups; work with diverse populations; use of technology for delivery of content. | Setting learning objectives; designing curricula and learning resources for specific content areas; experiential learning; career development and job-search process; learning styles. |
| Marketing/ promoting/ outreach | Needs assessment and goal setting; written and interpersonal communication; public speaking; domestic and international job and experiential learning opportunity development; relationship development and management; effective use of print, web, personal presentation methods; sales and closing techniques; development/fundraising strategies; marketing principles/strategies. | Customer service; knowledge of institution and its academic programs; career services; employer, alumni, and faculty needs and expectations; recruiting and staffing methods; trends. |
| Brokering/ connecting/linking | Organizing information, logistics, people, and processes toward a desired outcome; consulting; building and managing advisory boards; interpersonal skills. | Systems and procedures; candidate/resume referral; recruiting and experiential learning operations; human resource selection practices. |
| Information management | Organization and dissemination; storage and retrieval; computing systems and applications; data entry and analysis; acquisition of appropriate career resources; web design and management. | Library/resources center organization; computer systems and applications; specific electronic management information systems. |
