Introduction 

• Career Planning is the iterative process of learning, exploring, and reflecting that experts at the Career Connections Center (C3) facilitate. Through this process, students develop professional skills, build experience, learn about themselves, and get ready for life after graduation. This article offers background information for faculty about the Career Planning theories that inform how the C3 works with students, and the process that students will engage in to begin that process. 

Theories 

• The C3’s approach to career planning is comprised of three main theoretical models- Chaos Theory of Careers (Bright & Pryor, 2011), the Social Change Model (Astin & Astin, 2000) and Design Thinking (Adapted from Burnett & Evans, 2016).  

• The Chaos Theory of Careers recognizes that a career trajectory is not linear, is influenced by many unpredictable variables, and is often outside of individual control. In recognizing this, focus is directed on response to these variables, embracing change and reflection as a means of growth and learning. Rather than being frustrated by the many things outside of their control, students can learn to put energy into controlling the experiences they seek, the skills and traits they nurture, and how they are able to communicate those skills and traits in application materials. 

• The Social Change model encourages students to see the impact of their careers outside of themselves and consider how their choices benefit their greater community. This model pushes students to think about their job beyond the potential income and personal fulfillment, while recognizing the value of both, and asks them to see their career as a way to give back or benefit their community. 

• Design Thinking is a problem-solving and product development approach originally designed for use in industry spaces, now adapted in the field of career planning. This method is a creative and reflective process that often yields a volume of ideas that are then evaluated. Design Thinking is a useful strategy for decision-making and exploratory thinking. 

Taken together, these three guiding theories illustrate the dynamic and wide-ranging nature of career planning and career services. There are many layers and moving parts, all with varying impact on the process a student undertakes in planning for their future after graduation. As faculty, you are not responsible for every part. However, you and your instruction have a role to play.
 

Steps for Students 

• The Career Connections Center offers an Eight Semester Career Readiness Guide , a comprehensive document looking at every step a student might need to take to prepare themselves for life after graduation. This covers when to seek out experiences, update documents, begin searching for internships, and how to best use the services at UF.
  In addition, there are two University career expectations that students will encounter. In both their first and second years on campus, students are required to take short courses in career exploration and planning as well as complete their Gator Careerlink profile. These courses are fully online, and must be completed by March of the academic year. Students will not be able to register for classes if the courses are not complete

Questions for faculty to consider: 

• What year are your students? Where are they on their career readiness pathway? What can you do to support that journey? 

References 

• Pryor, R. G. L. (2011). The Chaos Theory of Careers: A new perspective on working in the twenty-first century. 

• Astin, A. W., & Astin, H. S. (2000). Leadership reconsidered: Engaging higher education in social change. 

• Burnett, B., & Evans, D. (2016). Designing your life: How to build a well-lived, joyful life. Knopf.