Evaluation of career exploration project in college success course through students’ change in attitudes and knowledge

VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE NGUYỄN THỊ CHI EVALUATION OF CAREER EXPLORATION PROJECT IN COLLEGE SUCCESS COURSE THROUGH STUDENTS’ CHANGE IN ATTITUDES AND KNOWLEDGE: A CASE STUDY (Đánh giá dự án Khám phá nghề nghiệp chương trình Thành cơng học đường qua thay đổi thái độ kiến thức sinh viên: Nghiên cứu cá thể) M.A THESIS Field: English Teaching Methodology Code: 601410 Hanoi - 2012 VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE NGUYỄN THỊ CHI EVALUATION OF CAREER EXPLORATION PROJECT IN COLLEGE SUCCESS COURSE THROUGH STUDENTS’ CHANGE IN ATTITUDES AND KNOWLEDGE: A CASE STUDY (Đánh giá dự án Khám phá nghề nghiệp chương trình Thành cơng học đường qua thay đổi thái độ kiến thức sinh viên: Nghiên cứu cá thể) M.A THESIS Field: English Teaching Methodology Code: 601410 Supervisor: Dinh Hai Yen, M.A Hanoi - 2012 TABLE OF CONTENTS CANDIDATE‟S STATEMENT …………………………………………… ii ACKNOWLEDGEMENTS …………………………………………………iii ABSTRACT …………………………………………………………………iv TABLE OF CONTENTS …………………………………………………….v LIST OF TABLES & FIGURES ………………………………………… viii PART A: INTRODUCTION……………………………………………… I Statement of the problem and rationale for the evaluation… ……… II Scope of the study ………………………………… ……………….4 III Aims of the revaluation and research questions …………………….5 IV Significance of the study………………………………………………6 V Methods of the study ………………………………………………….6 PART B: DEVELOPMENT ……………………………………………… CHAPTER 1: LITERATURE REVIEW ………………………………….8 1.1 Career exploration and related terms … ……………………………8 1.2 Importance of career exploration …………………………… … 10 1.3 Research on career exploration …………………… …………… 11 1.3.1 Correlation studies ……………………………………………11 1.3.2 Evaluation …………………………………………………….15 1.3.2.1 Significance and framework of career program evaluation …………………………………………………… 15 1.3.2.2 Types of career exploration and findings of specific evaluation …………………………………………………… 19 CHAPTER 2: RESEARCH METHODOLOGY……………….……… 32 2.1 The context………… …………………………………………… 32 2.2 Participants …………………………………… …………………33 2.3 Data collection methods and procedures… ……………………… 36 2.3.1 Questionnaire ………………………………………………….36 2.3.2 Test ………………………………………………………… 37 2.3.3 Interview ………………………………………………………38 2.4 Data analysis ……………………………………………………… 39 CHAPTER 3: DATA ANALYSIS AND DISCUSSION ……………… 41 3.1 Single-case analysis and discussion ……………………………… 41 3.1.1 Case (A) ………………… …………………………….41 3.1.1.1 Background of the case …………………… .41 3.1.1.2 Changes in attitudes ………………………… 44 3.1.1.3 Changes in knowledge …………………………… 48 3.1.2 Case (L) ……………… ………………………………… 51 3.2.1.1 Background of the case ……………………………….51 3.2.1.2 Changes in attitudes ………………………………… 54 3.2.1.3 Changes in knowledge ……………………………… 59 3.1.3 Case (H) …………………………………………………… 61 3.3.1.1 Background of the case ……………………………… 61 3.3.1.2 Changes in attitudes ………………………………… 64 3.3.1.3 Changes in knowledge ……………………………… 69 3.2 Cross-case analysis and discussion …………………………… …71 PART C: CONCLUSION ……… …………………………………… 78 Summary of the study …………… …………….……………………78 Contributions of the evaluation ……………….…………………… 79 Limitations of the study ………………………………………………80 Suggestions for further study…………………………………………80 REFERENCES ……………………………………………………… 81 APPENDICES………………………………………………………………I Appendix 1A: Questionnaire for choosing cases (English version)……….I Appendix 1B: Questionnaire for choosing cases (Vietnamese version)… II Appendix 2A: Pre-Questionnaire (English version) …… ………………III Appendix 2B: Pre-Questionnaire (Vietnamese version) ……………… VII Appendix 3A: Post-Questionnaire (English version) ……………………XII Appendix 3B: Post-Questionnaire (Vietnamese version) … ………… XVII Appendix 4A: Pre-Interview scheme (English & Vietnamese version) XXII Appendix 4B: Post-Interview (English & Vietnamese version) …… XXIII Appendix 5A: Pre-Test (English version) …… …………………… XXVI Appendix 5B: Pre-Test (Vietnamese version) ……………………… XXVI Appendix 6A: Post-Test (English version) …… ………………… XXVIII Appendix 6B: Post-Test (Vietnamese version) ………………………XXIX LIST OF TABLES & FIGURES Figure 1: The general scope of educational evaluation …………………….16 Figure 2: Process of career decision-making ……………………………….20 Table 1: Framework of holistic program evaluation ……………………….16 Table 2: Results of reason survey ………………………………………… 35 Table 3: A‟s changes in attitudes ………………………………………… 44 Table 4: Development of A‟s attitudes from her perception ……………… 47 Table 5: A‟s changes in knowledge………………………… ………… 49 Table 6: Development of A‟s knowledge from her perception …………… 51 Table 7: L‟s changes in attitudes ……………………………………………54 Table 8: Development of L‟s attitudes from her perception ……………… 59 Table 9: L‟s changes in knowledge …………………………………………59 Table 10: H‟s changes in attitudes ………………………………………….65 Table 11: Summary of changes of three cases …………………………… 72 PART A: INTRODUCTION Statement of the problem and rationale for the study Evaluation is a tool which helps systematically identify the „merit‟ or „worth‟ of a program so as to reduce „uncertainty in decision‟ and „facilitate positive change‟ for advantages (Mertens, 1999, as cited in Mertens, 2005, p.48) In other words, program evaluation is really critical; however, according to several scholars (Poel, 2009; Royse, Thyer, and Padgett, 2010) it has rarely been undertaken The reasons for avoiding it have not been officially revealed by researchers, but they may include the concern that conducting evaluations take time and attention away from the course content The situation may be the same with University of International Languages and Studies (ULIS), where a large number of courses are internally designed by its staff, but just a few evaluations of their programs and projects have been undertaken As such, it is considerably beneficial to take evaluative research into consideration for the case of ULIS „College Success: Taking Charge of Your Personal and Academic Growth‟ is a new compulsory course specifically designed for first-year students at ULIS So far the course has run for three years During the course, students are expected to participate in a variety of practical tasks that promote a number of necessary academic and soft skills (Study skills, 2009; Phung et al., 2011) The content of the course was revised once in 2010 when the taskforce recognized that the fundamental objectives of version 2009 were to provide students with opportunities to practise some vital skills such as notetaking, citing, and presentation skills while most of the tasks were like reading exercises Specifically, students were required to read some texts and then answer some questions as a follow-up activity, which does not reflect the principle of learning by doing stated in the course description More importantly, the original course just focused on the academic skills which are integrated in other courses For example, the Reading course does involve practising note-taking skills; the Writing course does involve practice on referencing and avoiding plagiarism The „tasks‟ designed for the original version of College Success are somehow the same as the exercises in the two courses mentioned above Version 2010 is similar to version 2009 in that it is for first-year students to develop a number of essential skills so that they can better understand themselves and their environment, but it bears remarkable differences The first difference lies in the objectives Besides training in academic skills; the new version creates opportunities for students‟ personal growth and provides them with career orientation The second difference lies in the task process Students are not required to the exercises but take action in making some specific products such as posters, talk shows, and jobrelated reports The practice of the needed academic skills is integrated into the process of making these products For instance, the note-taking skills are integrated into the task of creating a poster of a role model In so doing, students can practise and/ or revise one of the academic skills – note-taking (select what information to be displayed on their poster) At the same time, they have an opportunity to share their own stories about what they truly love and value in their life Whereby, they can be aware of various values in human life and the needs of putting efforts into studying and working for great achievements Actually, it is impossible for students to acquire and master all the skills expected in this course; students need time to absorb and put them in practice for further improvement Thus, the fundamental aim of the course is to raise students‟ awareness of some necessary skills that they need for both academic purposes and personal growth As such, the new version is hoped to work better with the given aim Until 2011, the original 10 course title, Study Skills, has been changed into „College Success: Taking Charge of Your Personal and Academic Growth,‟ which better reflects the nature of the new version of the course Within the framework of the course, there are two projects which take place at the same time during the second half of the course – Career exploration and Dream jobs Students are divided into groups and asked to choose one of the two projects for their process While Dream jobs creates an opportunity for students to better understand the job they have wished to in the future by expressing their dream to the others, Career exploration is a tool to enrich students‟ knowledge of the various career options available to them and suitable to their major Further, the projects both help students be self-aware of their personality traits, work-related strengths and weaknesses, have a sense of cooperative work, and practise a number of academic skills, including information searching, processing, presentation, and teamwork (Phung, et al., 2011a) It is assumed that the students who choose Dream jobs are clear about the career path they want to follow in the future, whereas there is a fact that many students, when applying for ULIS, still are not sure about their expected jobs These students just study as scheduled and not seem to know where to start with their career In this regard, Career exploration is a true opportunity for them to kick off their start; therefore, the evaluator would like to investigate into its impacts on the students who choose this project Moreover, Career exploration was implemented for the first time in 2010 and has informally received conflicting oral comments from students Some claimed that the project was interesting, but others complained that they were burdened with the task and had to spend such a good deal of time for a mark As one of the project designers as well as a teacher involving in its process, 11 the evaluator is encouraged to conduct a formal in-depth evaluation of the project Scope of the study According to Scriven (1991), the evaluation is implemented on the basis of „relevant standards of merit, worth, or value‟ (p.47, as cited in Mertens, 2005) In other words, the evaluation process normally involves the comparison between the outcomes with the intended objectives Royse et al (2010) share the same opinion when they categorize evaluation as one type of research that helps define whether the needs are met or the participants‟ goals are attained In the case of Career exploration project, students‟ achievement is compared to the planned goals in respect of attitudes, knowledge, and skills The first two goals are those expected to be acquired by students during their involvement without any lectures, while the third involves the teaching and practice in class By the nature of the project, its primary aim is to promote students‟ changes in attitudes and knowledge in relation to their possible career path As such, this study is just to evaluate students‟ changes in attitudes and knowledge while the evaluation of skills attainment and/ or enhancement is excluded As regards attitudes, students are expected to develop: self-awareness of personality traits, work-related strengths and weaknesses, activeness and criticality in utilizing sources, and cooperative sense in teamwork In terms of knowledge, students are expected to have a grasp of the important features of relevant jobs and their possible career paths (Phung et al 2011, p.23) Any other emerging attitude and knowledge discovered during the course of the study will also be included As a matter of fact, it is difficult for students to become different in their behaviors right after the project, so achievement or „change‟ in this study refers to the students‟ awareness of the expected attitudes and 12 Limitation of the study As stated above, one limitation of the study was the control of selecting cases because the researcher did not consider many other factors that could influence students‟ responses and/ or reaction This limitation could be repaired by conducting a pilot evaluation which was nearly similar to the official one; whereby more issues could be detected at the very beginning Moreover, the procedure of selecting cases could be divided into different steps, basing on different affecting factors Another limitation may lie in the pre-post test design According to Athanasou (2007), comparisons of pre-test with post-test results are not always straightforward because there is the issue of the unreliability of differences (p.88) Moreover, along with the project there may be many other interventions that contribute to the change in the participants‟ attitudes and development Possibly, pre-post test design in combination with experimental-control group design is likely to solve this limitation Recommendation for further studies First, evaluation of the same issue with different designs can be conducted to guarantee the effects of Career Exploration project at ULIS Second, correlation studies can be useful in terms of investigating the relationship between the reasons for joining this project instead of the other and students‟ changes The relationship between the degree of the teacher‟s feedback and students‟ changes is also a worth-doing topic Finally, evaluation of the project implemented in the first semester and that implemented in the second semester could be carried out to see whether it brings the same effects and which effects should be chosen to be the focus 85 REFERENCES Athanasou, J (2007) Evaluating career education and guidance ACER Press Career exploration summer course: Booklet (2012) Johnson and Wales University Career orientation program – I‟m possible: Project-based on exchange – AIESEC Hanoi Fan, W., Cheung F.M., Leong., F.T.L., & Cheung, S.F (2012) Personality traits, vocational interests, and career exploration: A cross-cultural comparison between American and Hong Kong students Journal of Career Assessment, 20 (1), 105-119 Retrieved from http://www.sagepublications.com on 30th October 2012 Folsom, B & Reardon, R (2003) College career courses: Design and accountability Journal of Career Assessment, 11 (4), 421-450 Retrieved from http://www.sagepublications.com on 30th October 2012 Finch, A (n.d.) Program evaluation through attitude change (Paper based on the author‟s unpublished Ph.D thesis, Kyungpook National University, S Korea) Retrieved from http://www.finchpark.com/arts/program_evaluation_through_attitude_cha nge.pdf Gati, I & Asulin-Peretz, L (2011) Internet-based self-help career assessments and interventions: Challenges and implications for evidence-based career counseling Journal of Career Assessment, 19 (3), 259-273 Retrieved from http://www.sagepublications.com on 30th October 2012 Gore Jr, P.A., Bobek, B.L., Robbins, S.B., & Shayne, L (2006) Computerbased career exploration: Usage patterns and a typology of users 86 Journal of Career Assessment, 14 (4), 421-436 Retrieved from http://www.sagepublications.com on 30th October 2012 Hughes, K.L & Karp, M.M (2004) School-based career development: a synthesis of the literature National Training Support Center Hunt, D P (2003) The concept of knowledge Journal of Intellectual Capital, (1), 100-113 MCB UP Limited Retrieved from http://andrewvs.blogs.com/usu/files/p100.pdf on 8th November 2011 Kiely, R & Rea-Dickins, P (2005) Program evaluation in language education New York: Palgrave Macmillan Krosnick, J A., Judd, C M., Wittenbrink, B (2005) The handbook of attitude, The measurement of attitude (pp.21-79) Retrieved from http://books.google.com.vn/books?id=EZ5lyoEQGtgC&pg=PA21&dq=At titude+measurement&hl=vi&ei=h24Trz6IuSciAf7yp2oBw&sa=X&oi=book_result&ct=result&resnum=7&v ed=0CEcQ6AEwBg#v=onepage&q=Attitude%20measurement&f=false on 8th November 2011 Le, T P A (2011a) Research methodology (Ed.), Survey and questionnaire Hanoi: ULIS Le, T P A (2011b) Research methodology (Ed.), Case study and interview Hanoi: ULIS Luzzo, D.A & Taylor, M (1995) Comparing the effectiveness of two selfadministered career exploration systems Journal of Career Assessment, (1), 35-43 Retrieved from http://www.sagepublications.com on 30th October 2012 Lynch, B K (1996) Language program evaluation: Theory and practice New York: Cambridge University Press Retrieved from http://books.google.com.vn/books?id=uhE0gJlvcoMC&printsec=frontcove 87 r&dq=language+program+evaluation:+theory+and+practice&hl=vi&ei=5I -_TtZM4WziQe21NCWBQ&sa=X&oi=book_result&ct=result&resnum=1&ve d=0CCoQ6AEwAA#v=onepage&q&f=false on 27th October 2011 Lynch, B K (2003) Language assessment and programme evaluation Edinburgh: Edinburgh University Press Ltd Mertens, D M (2005) Research and Evaluation in education and psychology (2nd ed.) California, Thousand Oaks: Sage Publications Nauta, M.M (2002) A career research project for undergraduate psychology students Teaching of Psychology, 29 (4), 288-291 Retrieved from http://www.sagepublications.com on 30th October 2012 Nauta, M M (2007) Career interests, self-efficacy, and personality as antecedents of career exploration Journal of Career Assessment, 15 (2), 162-180 Retrieved from http://www.sagepublications.com on 30th October 2012 Owens, T.R (1980) Evaluation of the warm spring career exploration project Northwest Regional Education Laboratory Peng, H & Herr, E.L (1999) The impact of career education course on career belief and career decision making among business college students in Taiwan Journal of Career Development, 25 (4), 275-291 Retrieved from http://www.sagepublications.com on 30th October 2012 Peng, H (2001) Comparing the effectiveness of two different career education courses on career decidedness for college freshmen: An exploratory study Journal of Career Development, 28 (1), 29-41 Retrieved from http://www.sagepublications.com on 30th October 2012 88 Phung, H.T, Thai H L T., Le T P A., Nguyen, P A., Nguyen, T C., Phan, N Q A., et al (2011) College success: Taking charge of your personal and academic growth Hanoi: ULIS Porfeli, E.J., & Skorikov, V.B (2009) Specific and diversive career exploration during late adolescence Journal of Career Assessment 2010, 18(1) 46-58 Retrieved from http://www.sagepublications.com on 30th October 2012 Reed, M.B., Bruch, M.A., Haase, R.F (2004) Five-factor model of personality and career exploration Journal of Career Assessment, 12 (3), 223-238 Retrieved from http://www.sagepublications.com on 30th October 2012 Resses, R.J & Miller, C.D (2010) Using outcome to improve a career development course: Closing the scientist-practitioner gap Journal of Career Assessment, 18 (2), 207-219 Retrieved from http://www.sagepublications.com on 30th October 2012 Robinson, N.K., Meyer, D., Prince, J.P., McLean, C., & Low, R (2000) Mining the internet for career information: A model approach for college students Journal of Career Assessment, (1), 37-54 Retrieved from http://www.sagepublications.com on 30th October 2012 Royse, D Thyer B A., Padgett, D K (2006) Program evaluation: An introduction (5th Ed.) Wadsworth: Cengage Learning Saffer, N (1999) Englis and your career Occupational Outlook Quarterly Study skills: Resource book (2009) Hanoi: ULIS Taveira, M.D.C & Moreno A.L.R (2003) Guidance theory and practice: the status and career exploration British Journal of Guidance & Counseling, 31 (2), 189-207 89 Ware, M.E (1981) Evaluating a career development course: A two year study Teaching of Psychology, (2), 67-71 Retrieved from http://www.sagepublications.com on 30th October 2012 90 APPENDIX 1A: QUESTIONNAIRE FOR CASE CHOOSING (ENGLISH VERSION) This survey questionnaire aims to assemble the project option you have chosen within the course of College success and the reason(s) for your choice This is not a test, so there is no “right” or “wrong” answers You please give the answers true to your choice and thoughts The assembled information will be used for the evaluation of the project within the course of College Success and will be completely confidential Thank you very much for your help Which of the following project option have you chosen? Please put a cross (x) in a box corresponding to your choice  Career exploration (Option 1)  What have you dreamed about doing? (Option 2) If you choose Career exploration, please continue with question No 2 What are the reasons for your choosing Career exploration? Please put a cross (x) next to the statement true to you (You can put a cross next to more than one statement)  I am more interested in this option than the other  I hope that I will be more active by doing this project  I want to learn experience from real persons  I think there is no difference in choosing this option or the other; in both cases I will have to a research and make a presentation  This creates an opportunity to a search on my ideal work place  I choose it because all of my group members choose it  Others (please specify)……………………………………………………… Thank you very much for your cooperation You please leave your email address and/ or phone number below so that it will be convenient to contact you back during the evaluation of the project within the course of College Success Email address: ………………………………………… Phone number: ……………… 91 APPENDIX 1B: QUESTIONNAIRE FOR CASE CHOOSING (VIETNAMESE VERSION) Phiếu khảo sát nhằm thu thập thông tin dự án em lựa chọn thực khóa học College success lý khiến em chọn dự án Đây khơng phải kiểm tra, nên khơng có câu trả lời hay câu trả lời sai Các em trả lời với thực tế em thảo luận lựa chọn nhóm Thơng tin thu từ phiếu khảo sát sử dụng trình đánh giá dự án khóa học College Success bảo mật tuyệt đối Cám ơn em Nhóm em chọn dự án hai dự án sau? Em đánh dấu x vào ô tương ứng với dự án nhóm em chọn:  Khám phá nghề nghiệp (Career exploration)  Nghề nghiệp mơ ước (Dream job) Nếu nhóm em chọn dự án khám phá nghề nghiệp, em trả lời câu hỏi số 2 Em cho biết lý nhóm em định chọn dự án khám phá nghề nghiệp Em đánh dấu x vào ô tương ứng với lý em chọn dự án (Em đánh dấu nhiều ơ):  Em thấy dự án thú vị dự án nghề nghiệp mơ ước  Em hi vọng dự án giúp em động  Em muốn học hỏi kinh nghiệm từ người thật việc thật  Em thấy chọn dự án giống nhau, tìm hiểu thơng tin thuyết trình  Đây hội để em tìm hiểu nơi làm việc lý tưởng em  Em chọn dự án em bạn nhóm em định  Khác (em ghi rõ lý mình)……………………………………………………… ……………………………………………………………………………………………………… Cám ơn em tham gia trả lời phiếu khảo sát Các em vui long ghi lại địa hòm thư điện tử và/ số điện thoại để tiện liên lạc phục vụ cho bước trình đánh giá dự án khóa học College Success Địa thư điện tử: ……………………………………… Số điện thoại: ……………… 92 APPENDIX 2A: PRE-QUESTIONNAIRE (ENGLISH VERSION) Full name (optional): …………………………………………… Project selected: ……………………………………… You are going to experience seven weeks of the mini-project Now I would really appreciate it if you reflect back on what you have learnt from the course Please read the instructions CAREFULLY Please fill in the bank the information that is true to you a I have (ever/never participated in)……………… team work I find team work (your own comments on group work in general) ……………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… b My group chose (job?) ……………………………… In my opinion, this is a job which (your knowledge of the chosen job) …………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… I have known that from (whom/ which sources?) ………………………………… I (did/ did not?) ………………… check that information because ……………… ……………………………………………………………………………………… I find myself (suitable/ not suitable) ………………………… with this job because …………………………………………………………………………… …………………………………………………………………………………… Please self-evaluate your attitude/ knowledge by writing ONE number from to 10 in column SCORE Number represents the lowest level while number 10 represents the highest one; indicates that you have not had such attitude/ knowledge 93 E.g: If you have not had the awareness of being critical in utilizing sources of information, you write in column SCORE Note: There is no requirement/ criterion on which mark you would give It is all up to your own sense No NEWLY ACQUIRED ITEMS DEVELOPED BEFORE AFTER ATTITUDE 1.1 Awareness of the importance of group cooperation 1.2 Awareness of being considerate to other people and surrounding issues 1.3 Activeness in contributing to the success of a group 1.4 Activeness in seeking help from other people and utilizing human resources 1.5 Awareness of being critical in utilizing sources of information 1.6 Awareness of your personality traits, and work-related strengths and weaknesses KNOWLEDGE 2.1 Understanding of your values, strengths, weaknesses and your needs 2.2 Understanding of important features of relevant jobs 2.3 Understanding of key factors for a good presentation Please make judgments on what kind of person you are and on its influence on your chosen career Do not worry or puzzle over individual terms It is your first impressions, your immediate responses, that are wanted On the other hand, please not be careless, because we want your true impression Please complete the question by following TWO steps 94 FIRST, indicate your kind of person by placing the check mark in the right position between the two ends of the scale  If you feel your kind of person is very closely related one end of the scale, place your check mark next to that word: Hot: x : : : : : : :Cold  If you feel your kind of person is closely related to one end of the scale (but not extremely), place your check mark as follows: Hot: : x : : : : : :Cold  If you feel your kind of person is slightly related to one end of the scale (but not really neutral), place your check mark as follows: Hot: : : x : : : : :Cold  If you feel your kind of person is between the two ends of the scale, place your check mark as follows: Hot: : : : x : : : :Cold SECOND, self-evaluate whether a personal trait is the strength or weakness in relation to your chosen career by place a check mark in the right column E.g: Regarding friendliness,  If a check mark was put in column STRENGTH, it would be interpreted that your level of friendliness has positive influence on your career  If If a check mark was put in column WEAKNESS, it would be interpreted that your level of friendliness has negative influence on your career NO DESCRIPTIVE WORDS Friendly: : : : : : : :Unfriendly Powerless: : : : : : : :Powerful Hot-tempered: : : : : : : :Composed Confident: : : : : : : :Insecure Honest: : : : : : : :Dishonest Changing: : : : : : : :Settled Selfish: : : : : : : :Unselfish Smart: : : : : : : :Dumb Unfair: : : : : : : :Fair 95 STRENGTH WEAKNESS 10 Patient: : : : : : : :Impatient 11 Modest: : : : : : : :Boast 12 Careless: : : : : : : :Careful 13 Extroverted: : : : : : : :Introverted 14 Creative: : : : : : : :Uncreative 15 Flexible: : : : : : : :Inflexible 16 Inadaptable: : : : : : : :Adaptable 17 Considerate: : : : : : : :Inconsiderate 18 Well-organized: : : : : : : :Badly-organized Have you been figured out your possible career paths?  YES  NO If YES, please answer the following questions: a Please specify - The job you intend to do: …………………………………………………… - The place of working: ………………………………………………………… - Time of working: ……………………………………………………………… - Conditions of working (in your imagination): - Working tasks (including main tasks and merging tasks): ……………………… ………………………………………………………………………………… - Salary/ bonus: ………………………………………………………………… - Development opportunities: …………………………………………………… b Who/ what has helped you to figure them out? ………………………… …………………………………………………………………………………… …………………………………………………………………………………… 96 APPENDIX 2B: PRE-QUESTIONNAIRE (VIETNAMESE VERSION) Họ tên: ……………………………………………………… Dự án chọn (bắt buộc): …………………………… Em chuẩn bị thực dự án Career Exploration môn College Success Trước thực dự án, em vui lịng cho biết số thơng tin liên quan đến thân định hướng cho nghề nghiệp tương lai Em ĐỌC KỸ hướng dẫn câu hỏi Em điền vào chỗ trống thông tin với thân em a Em (đã/ chưa từng) ………………………… tham gia hoạt động nhóm Em thấy hoạt động nhóm (nêu cảm nhận em thành viên nhóm) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… b Nhóm em chọn nghề ……………………………… Theo em, nghề (nêu hiểu biết em đặc điểm nghề) ………… …… …………………………………………………………………………………… ……………………………………………………………………………………… Em biết đặc điểm từ (ai/ nguồn tin nào?) …………………………… Em (có/ khơng?) ………………… kiểm tra nguồn tin …………………… c Em thấy thân (hợp/ khơng hợp) ………………………… với nghề (nêu đặc điểm tính cách thân mà em cho hợp/ không hợp với nghề) …………………………………………………………………………… …………………………………………………………………………………… Em đánh giá thái độ/ kiến thức cách cho điểm 0-10 vào cột ĐIỂM 97 Điểm tương đương với mức độ thấp nhất, điểm 10 tương đương với mức độ cao nhất; điểm thái độ/ kiến thức em chưa có Ví dụ, em chưa có ý thức chọn lọc sử dụng nguồn thông tin, em ghi em có ý thức chọn lọc sử dụng nguồn thông tin, em ghi 1-10 Lưu ý: Khơng có tiêu chí cho điểm Các em cho điểm theo cảm nhận thân STT MỤC THÁI ĐỘ 1.1 Ý thức tầm quan trọng hợp tác thành viên nhóm 1.2 Ý thức thái độ chu đáo với người vấn đề xung quanh 1.3 Tích cực đóng góp vào hoạt động nhóm 1.4 Chủ động tìm trợ giúp người xung quanh, tận dụng nhân lực 1.5 Ý thức chọn lọc sử dụng nguồn thơng tin 1.6 Ý thức tính cách, điểm mạnh điểm yếu thân làm việc KIẾN THỨC 2.1 Hiểu giá trị thân, điểm mạnh, điểm yếu nhu cầu thân 2.2 Hiểu đặc tính quan nghề nghiệp 2.3 Hiểu yếu tố cốt yếu để thuyết trình tốt Em tự nhận xét đặc điểm thân ảnh hưởng đặc điểm nghề nghiệp em lựa chọn Em đưa câu trả lời với suy nghĩ em Em thực theo HAI bước sau: BƯỚC 1, đưa nhận xét đặc điểm thân cách đánh dấu vào vị trí thích hợp hai tính từ miêu tả  Em nhận thấy có đặc tính giống tính từ miêu tả, em đánh dấu gần sát với tính từ đó: Nóng tính: x : : : : : : :Điềm đạm  Em nhận thấy có đặc tính giống tính từ miêu tả, em đánh dấu sau: Nóng tính: : x : : : : : :Điềm đạm 98 ĐIỂM  Em nhận thấy có đặc tính tương đối giống tính từ miêu tả (nhưng khơng phải trung tính), em đánh dấu sau: Nóng tính: : : x : : : : :Điềm đạm  Em nhận thấy có đặc tính trung tính tính từ miêu tả, em đánh dấu sau: Nóng tính: : : : x : : : :Điềm đạm BƯỚC 2, theo cảm nhận em đặc điểm điểm mạnh hay điểm yếu cho nghề nghiệp em chọn, em đánh dấu vào cột tương ứng Ví dụ, xét tính thân thiện, sau em đưa nhận xét cột TÍNH TỪ MIÊU TẢ sau: Thân thiện: : : : x : : : :Lạnh lùng  Nếu em đánh dấu vào cột THẾ MẠNH, điều có nghĩa đặc tính có ảnh hưởng tốt đến trình làm việc em  Nếu em đánh dấu vào cột ĐIỂM YẾU, điều có nghĩa đặc tính có ảnh hưởng khơng tốt đến q trình làm việc em STT TÍNH TỪ MIÊU TẢ Thân thiện: : : : : : : :Lạnh lùng Khơng có tác động mạnh (lới nói, hành động): : : : : : : :Có tác động mạnh Nóng tính: : : : : : : :Điềm đạm Tự tin: : : : : : : :Nhút nhát Thật thà: : : : : : : :Tính tốn Hay thay đổi: : : : : : : :Ổn định Ích kỉ: : : : : : : :Khơng ích kỉ Thông minh: : : : : : : :Không thông minh Thiên vị: : : : : : : :Công 10 Kiên nhẫn: : : : : : : :Nóng vội 99 THẾ ĐIỂM MẠNH YẾU ... UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE NGUYỄN THỊ CHI EVALUATION OF CAREER EXPLORATION PROJECT IN COLLEGE SUCCESS COURSE THROUGH STUDENTS’ CHANGE IN ATTITUDES AND KNOWLEDGE: ... impact of career education courses on career belief 35 and career decision making among business college students in Taiwan in 1999 and Effectiveness of two different career education courses on career. .. following part, a review of effectiveness of three most popular forms of career exploration, Internetbased career exploration and career courses, will be provided 1.3.2.2.1 Internet-based career exploration