Running head: RECRUITMENT & ORIENTATION PACKET 1

Recruitment and Orientation Packet: Career Advisor

Jess L. Baran

Danielle E. Jennings

MicahMarie E. McCann

Kathy L.Thoen

University of Wisconsin-La Crosse

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Position Description

Title: Career Advisor

Department Information: The Academic and Career Advising Center at Jesskathmicadan
University is a student-centered, single location support office. This office provides students with
both academic and career guidance with access to specialized Academic Advisors and Career
Advisors. For more information regarding the Academic and Career Advising Center and
Jesskathmicadan University in general, please refer to the following campus resource pages:
www.jesskathmicadan.edu/about www.jesskathmicadan.edu/ACAC
Overview: As a full-time, professional academic staff member, a Career Advisor in the
Academic and Career Advising Center provides quality, student-centered career development at
Jesskathmicadan University. This position works collaboratively with fellow staff members to
offer support structures that encourage exploration, learning, and growth.
Responsibilities:
● Work with undergraduate and graduate students to provide one-on-one career counseling
appointments and group workshops
● Advise students in areas of career exploration, resume and cover letter writing, professional
networking, interviewing, and the overall job and internship search process
● Create and facilitate outreach programming to high needs student populations to promote
career exploration and development
● Build and maintain relationships with employers to encourage the construction and renewal
of internship and job opportunities
● Serve as a member of the Academic and Career Advising Center Assessment Team,
examining office learning outcomes
● Assist in the preparation for and execution of career fairs and other office-sponsored events

Minimum Qualifications:
● Master’s Degree in Student Affairs Administration or other related fields
● Experience working with students in a higher education setting
● Committed to diversity, equity, and inclusiveness
● Demonstrated effective written and verbal communication skills, including strong
interpersonal skills
● Demonstrated ability to set and accomplish goals and remain on task

Preferred Qualifications:
● Knowledge of career services resources such as resume writing, interview coaching, job
search techniques, and networking strategies
● Familiarity with career assessments (Strong, FOCUS 2) as well as knowledge of student
development theory
● Experience using LinkedIn and other professional social networking sites
● Ability to build appropriate work relationships throughout the university and with other
external partners
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Explanation for Position Description

For the overall structure of the position description, we decided to include multiple,
detailed, sections in order to communicate what we desire in a candidate clearly and accurately.
The department information and overview sections give the candidate a sense of what type of
position is available and exposes them to our office values, particularly emphasizing our student-
centered approach. We then provided links to our website so they could be more proactive in
learning about what type of institution we are and other details of the campus. It is vital for
candidates to understand if this campus is a good fit for them, as the goal of the search process is
to find the best match (McClellan, Stringer, & Associates, 2016). To provide a more in-depth
picture of what the job entails, we also broke down the position’s key work duties. Next, we
wanted to separate minimum qualifications and preferred qualifications to make sure we are
receiving the accurately qualified candidates, cutting down on the time it takes our office to sift
through applications. This breakdown also allows candidates to know exactly what we are
looking for and prioritizes what our office wants in a candidate.
As far as content, we needed to make sure that the key aspects of a Career Advisor were
highlighted in the duties, particularly working both one-on-one with students and in a
presentation format, along with utilizing a strong knowledge base of career development
principles. Beyond the content of the job, we wanted to include the duties that go along with
being a part of an office. Student affairs is in frequent interoffice and intraoffice collaboration
and it is an expectation that these individuals will be able to be a part of a team (McClellan et al.,
2016). Also, assessment is another expectation in the office that we felt important to
communicate. Student affairs offices must have a culture of assessment to continue those
assessment efforts, and including it directly into the position description is the first step to
establishing that culture (McClellan et al., 2016).
For the qualifications, we made sure that our candidates have a solid academic foundation
with a Master’s degree and some relevant experience. We value knowledge, and even if the
candidate does not have direct experience to career services, they have the foundation of thinking
critically and can relate that skill to their experience working in higher education. Our campus
and our office is committed to diversity and we feel that it is absolutely vital that the individual
filling this position values it as well. The student population is becoming increasingly diverse, so
student affairs practitioners must be equipped to provide the best services to all students
(McClellan et al., 2016). Communication is also a key qualification, as this position must
communicate ideas to students while also being in constant communication with colleagues. The
Academic and Career Advising Center can be a fast-paced environment, with rapid changes
occurring, so employees must remain organized and on task to complete the necessary day-to-
day activities of the job. As for the preferred qualifications, direct knowledge of the content that
is a part of career advising is highly beneficial. This previous knowledge cuts down on training
and allows for a faster transition into their role. Finally, it is definitely an asset for candidates to
easily make connections across campus. We want to bring awareness to our office and be able to
communicate our worth as a valuable part of the institution. A candidate that can make these
connections may also be able to obtain more resources, whether they are physical or even human
capital, ultimately contributing to the mission of our office (McClellan et al., 2016).
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In-Person Interview Questions

1. Tell us about your professional background and how that has prepared you for a career
advisor position at a comprehensive public university?

2. Careful listening and effective communications go together. Tell us about a specific time
when your skill in listening helped you communicate better.

3. Provide an example/experience where you felt you were most successful as a leader.

4. Describe a specific instance where you faced an ethical dilemma, were asked to do
something unethical, or advised to lie about something. Describe how you handled the
situation and why you handled it the way you did.

5. Tell us about a specific time when you had to deal with a difficult situation with a parent
and/or student and how you handled it.

6. Give an example of a time when your timing, political awareness, and knowledge of how
groups work enhanced your ability to generate a change.

7. Describe an instance in your professional life in which you believe you made a critical
mistake. What caused this, how did you resolve it, and how does it continue to influence
your actions?

8. What is your experience working with students from diverse backgrounds, especially
multicultural students or students from economically distressed families?

9. Describe a situation when you chose to set development goals for yourself. What goals
did you set and how did you set them?

10. What questions do you have for us?

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Explanation for Interview Questions

Our group felt that there were areas in which we definitely wanted questions representing certain
categories:
● Communication - Candidate is able to clearly present information through verbal and
written communication; read and interpret complex information; talk with colleagues and
students; listen well (question 2).
● Leadership - Candidate is able to exhibit an approach that will inspire others to excel; able
to advocate new ideas, even when risk is involved, set an example for coworkers, delegate
responsibility and empower associates to make decisions provide constructive feedback to
others (question 3).
● Ethics - Candidate is able to conduct one’s behavior or actions through one’s moral
principles (question 4). “Sooner or later, every student affairs professional comes to grips
with compelling ethical situations that can become a defining moment in his or her
professional and personal life” (McClellan et al., 2016, p. 200).
● Conflict Resolution - Candidate is able to use a win-win approach to resolve controversy;
stay objective and fair when dealing with sensitive situations; maintain constructive
working relationships despite disagreement (question 5).
● Campus Culture - Candidate is able to identify key people to bring about change and
understand underlying political dynamics of work, develop a network of contacts to reach
goals, be aware of significant contributing factors to manage change (question 6).
“Environmental perspectives invite student affairs educators to imagine how the
environment can be enhanced so more students do well, to help students from under-
represented groups feel welcome and affirmed, and to create more exciting learning
environments that stimulate students to engage in high levels with the experiences that
matter for learning and success” (McClellan et al., 2016, p. 67)
● Respecting Diversity - Candidate is able to adapt behavior to others’ styles; able to
interact with people who are difficult, or have different values, cultures, or backgrounds;
able to optimize the benefits of having a diverse workforce (question 8). “Students are
diverse in more ways than ever before, called student affairs professionals, especially those
trained in our graduate preparation programs, to consider the multitude of ways in which
our students will change” (McClellan et al., 2016, p. 268).
● Lifelong Learning - Candidate is able to stay informed of current trends, learn and apply
new concepts, identify opportunities for professional development and set and monitor
goals. Demonstrated commitment to lifelong learning skills, staying current with skills,
knowledge and trends in higher education (question 9).
Through these questions and “being consciously aware of what a person is communicating
through body language and other nonverbal cues” (McClellan et al., 2016, p. 399), we believe
that we would find solid information about the interviewee at hand. While for this project we
were asked to develop a list of in-person questions to be asked of all finalists, we feel that we
would want to give those interviewed an opportunity to provide feedback following the interview
as McClellan et al. (2016) mentioned that it is a crucial step in the interview process.
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Candidate Evaluation Form

Candidate Name: Interviewer:

Interview evaluation forms are to be completed by the interviewer to rank the candidate’s overall qualifications
for the position for which they have applied. Under each heading, the interviewer should give the candidate a
numerical rating and write specific job-related comments in the space provided. The numerical rating system is
based on the scale below.
0 – Not 4 – Above
Scale: 1 – Unsatisfactory 2 – Satisfactory 3 – Average 5 – Exceptional
assessed Average
Rating
1. Degree and educational background necessary to do the job. Master’s required; demonstrated
experience working with students in higher education. Click here to enter text.

2. Sufficient specific experience and knowledge to do the job. Consider length of experience in
career advising and knowledge about career advising.

3. Team-building/interpersonal skills. Did the candidate demonstrate that they could work
effectively as part of a team and collaborate well with peers, university partners, and external
partners?
4. Interpersonal skills, personality, and attitude compatible with students. Is the candidate a good
listener? Do they appear eager to assist others? Will they provide a friendly and welcoming space for
students?

5. Diversity. Does the candidate have experience working with diverse populations? Have they
demonstrated the ability and willingness to work with diverse populations?

6. Communication Skills. Consider both verbal communication skills (from interview) and written
skills (from application materials).

7. Organizational skills, attention to accuracy and detail

8. Willingness, energy level, initiative, and sense of professionalism to do the job well. Has the
candidate demonstrated the ability to set and accomplish goals and remain on task?

9. Interests, career objectives and income requirements consistent with the job. Is it clear that the
applicant is interested in this position? If making a lateral move, are reasons compelling? Does this
position fit in with the candidate's long-term goals?

10. Overall Impression and Comments. Would the candidate be a valuable addition to our team?
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Explanation for Candidate Evaluation Form

Evaluating each candidate is a key component to the search process since it provides an
opportunity for the hiring committee to review candidates’ qualifications to ensure the right
person is selected for the position (McClellan et al., 2016). Selecting the right person for a
position can be very complex and should be more than about finding the person who looks best
on paper (McClellan et al., 2016). The evaluation form found above was created for the hiring
committee to systematically compare the desired qualifications to the submitted materials
(McClellan et al., 2016). The form includes a rubric that matches required and desired
qualifications found in the position description and a rating scale to score each candidate. The
form was developed in this way for the hiring committee to evaluate each candidate through pre-
campus and/or on-campus interviews so that the right person is chosen for the position. The form
can then assist the committee with narrowing down the candidate pool to the most qualified
individuals (McClellan et al., 2016). The rubric also helps the committee maintain the ethical
treatment of each candidate by using the same evaluation form to equally review each candidate.
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Orientation Agenda
Once the selected candidate has accepted the job offer, the following Orientation Agenda will
begin:
1. The person in charge of supervising the new hire will compose an introduction email to
be sent to their department, and any related departments, to welcome the new hire.
a. The email will include information on the new hire, where they come from, and
what they will be doing at our institution.
2. The new hire will be cc’d on departmental emails moving forward after their
introduction email has been sent out.
3. The supervisor will connect the new hire to human resources to navigate the necessary
paperwork to get the new hire’s benefits selected and put into place.
4. The supervisor will arrange for new hire drug testing, and will ensure that the new hire
knows the necessary steps to complete the tasks prior to their scheduled start-date.
5. The Administrative Assistant for the department will set-up a schedule for the new
hire’s first two weeks to include:
a. One-one introduction appointments with each of the department’s team
members.
b. A campus tour, either with a campus tour-guide, or a colleague:
i. During the tour, the new hire will be able to get their ID created, and
ii. Go over the options for parking passes.
c. Shadow experience with each of the other Academic Advisors and Career
Advisors to get a feel for the differences in the positions, and the current
practices during student appointments.
i. As the new hire begins to see students on their own, their teammates
should take turns shadowing those appointments for the first week, to be
sure someone is on hand to answer questions as they come up during the
transition.
d. An hour long meeting with the supervisor at the end of each of the first two
weeks to check-in, and ask questions.
e. Include any scheduled departmental meetings, or training opportunities.
6. The supervisor will inspect the new hire’s workstation, and make sure everything is in
working order before they arrive.
a. Computer station: tower, two monitors, keyboard, mouse.
b. All light bulbs are in working order.
c. Fabrics do not have excessive stains or tears on furniture.
d. If file cabinets, drawers or other storage compartments have locks, the keys for
those locks are present and accounted for.
7. The Administrative Assistant will put together a welcome package from the campus
shop, charged to the department, to include: a notebook, two pens, a highlighter, an ID
lanyard, and a voucher for $10.00 from the campus Union Market cafeteria.
8. In the weeks to follow the new hire’s first day, once they have had introduction
meetings with the team, a request will go out for a volunteer mentor.
a. The team can decide together who should act as mentor for the new hire for
their first 90 days, based on their current workload, personality traits, or other
deciding factors.
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b. The volunteer mentor will be the “go-to” person for the new hire to ask
questions as they transition to their new role.
c. The new hire and the mentor will each have scheduled time to meet with the
supervisor to discuss how the transition is going at least every 30 days of the 90
day mentorship.

Explanation for Orientation Agenda:

Finding the right person is a great first step. Once they are found, however, it can be
difficult to retain them if the new place of employment does not feel welcoming and like a
good fit for the new hire. The steps indicated above include some of the best practices
indicated by McClellan et al. (2016) when discussing efforts to on-board. They stated that
these efforts, “must be intentional, appropriate, and should begin almost immediately after the
offer is made and accepted and should continue well beyond the start date of the new hire,” (p.
401). By including the new-hire in departmental emails, the person can start to adjust to
general information flow for their new position before they have even begun. For a smaller
team of people, having the supervisor take such a large role in the transition can make the new
hire feel important and can also help build an open communication piece between themselves
and the management. The scheduling, work space checking, tours, and new hire welcome
package preparations may seem like a lot of work, but when anyone is starting at a new job, it
is very hard to feel valued if your workspace is not functional and if you do not have any idea
what you are supposed to be doing your first few days. A welcome package and scheduled tour
can help the new hire feel appreciated and also can help prevent their having to ask a lot of
questions about where to find things on campus. Specific time set aside to meet everyone and
get to know them can help foster a sense of community. Shadowing new peers can not only
give a sense of the advising styles currently in practice, but can also help the new hire become
acclimated with the resources available to the students at their new institution. The continued
work noted via a volunteer peer mentor and monthly meetings with management provide
marked time for feedback and resources for a new hire to transition effectively.
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References
McClellan, G. S., Stringer, J., & Associates. (2016). The handbook of student affairs

administration (4th ed.). San Francisco, CA: Jossey-Bass.