Evaluating a Workshop for Non-Traditional College Students Experiencing Career Transitions

Abstract

The world of work has changed dramatically in the past few decades (Arnold & Jackson, 1997; Borgen, 1999; Maglio, Butterfield, & Borgen, 2005). Gone are the days when one would find a satisfying job and keep that same job until retirement. Now, it is far more common to expect that one will be faced with several, if not many, job and career transitions over the course of one’s work life (Arnold & Jackson, 1997). Furthermore, successfully completing a career transition may often require additional training and skills, with the implication for some to attend college to seek degrees. In fact, it is likely that with the current global economic issues, and with larger percentages of unemployed Americans, that some individuals will be looking to change career paths to pursue existing employment opportunities that may be perceived to lead to steadier paychecks. Given these employment trends, it is not a stretch to imagine more individuals seeking out collegiate experiences in order to make these occupational shifts possible. It appears that we have entered into what could be called the age of the “career transitioner.” Career transitioners can be defined as those working adults who are makinga change in their choice of work (Fouad & Bynner, 2008). These transitioners may have experienced either voluntary or involuntary job loss, and may be retraining in preparation to enter another career. Given the trends of our changing world of work, it seems likely that there will be an increasing number of career transitioners in need of counseling interventions tailored to their unique needs. To date, few studies have focused on evaluating career interventions with mature adult workers (Bobek & Robbins, 2005). This study seeks to expand on what is known about effective career interventions for mature adult workers who are experiencing career transitions.