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IDAK’s career assessment systems have found their highest educational popularity with campuses which are training students for occupational or professional applications. Most schools which have selected IDAK as a preferred service provider are ministry focused. In the last ten years Student Leadership-Career development has become more of a priority in the overall education of future ministry leaders. More and more students are seeking more specific ministry service options than just the traditional church, parish or overseas missions applications. The issue of learned ministry "skills" versus innate talent has become a focal point for decision making. Progressive campuses are meeting this challenge with increased emphasis on guided field education, leadership classes and instruction on career decision making. The IDAK Group seeks to assist in this process by providing program development, training and assessment systems. In order to meet the expectations of your school regarding Student Leadership-Career Development, this information attempts to meet two priorities. First, it offers three levels of service for three budgets. Second, it provides a range of demonstrated leadership and career development competencies which IDAK President, John Bradley, has established for over 26 years working with seminaries, colleges, universities, ministry organizations, and corporations. Within each level there exists considerable flexibility to fit the unique character of your campus and administration. In the process of considering this important issue which deals with your student's selection of a career direction or ministry leadership position, many questions can come to mind. Rather than attempt to detail all theological principles of aptitude assessment, the "call" to ministry service, selection of leadership performance standards and integration with curriculum and campus policy, it is suggested that these essentials be determined by a Faculty/Staff Task Force, facilitated by one of our IDAK counselors. This task force would provide the basis for successful integration of a career development program with current educational performance expectations. Said task force would be formed at the appointment of your President, Dean or Executive Cabinet. Although IDAK has a leadership and career development model developed over a 15-year period which is used by many ministry organizations, it is suggested that this model be reviewed and adapted to fit the goals of your campus. References are available of campuses using IDAK’s systems. In addition to setting standards, the task force would plan the integration of this new program into Your school’s existing academic and guided field education programs. Fall orientation of faculty and staff, new policies for student fees, graduation requirements, etc., would need to be reviewed and recommended to the President, Dean or Executive Cabinet for approval. Also important would be the attention to the variety of student leadership preferences: church, missions counseling women’’s leadership options, minority concerns and other specialty areas. Consideration of student motivation to complete program assignments would be addressed. Also critical would be any services offered for alumni, special degree students, advanced degrees, and how this will correlate with the "regular" student body program. The appointment of task force members, their performance expectations and the project deadlines would be established at an initial meeting between your President, Dean or Executive Cabinet, and IDAK President John Bradley, following the selection of the IDAK Group as service provider. In the first three to six months, this task force would complete its orientation and implementation plan. The task force would continue to meet monthly until all details, including policies, program scheduling, fees, etc., would be completed. The selection and training of counselors which will provide the IDAK service for individual students is explained in detail upon the preparation of a final proposal with all the detailed services requested. SERVICE OPTION "A" Service Option "A" Objective To provide a self-directed student leadership-career development program at a budget cost to student and school. Service Option "A" Overview Service Option "A" provides a cost effective leadership-career development service for a budget price. The service is provided in a "pre-packaged" workshop/seminar which can be quickly arranged at minimum expense. Each student receives a full IDAK Career Match assessment with up to six hours of classroom instruction and group interpretation. The instruction is provided as a stand-alone workshop/seminar or it can be integrated into an existing course. Your campus faculty/staff can be trained to teach curriculum for longer term use. Workshop/Seminary Content Student is evaluated in primarily three categories: Interest, Values and Natural Talents, to determine suggested ministry, leadership or career options. The primary assessment instrument used is the IDAK Career Match. Ministry Leadership models as well as other career options are computer sorted for all types of service including a total of 60,000 career options. (Over 20,000 ministry options are included: church, missions, parachurch, community service, professional service, etc.). As a result of the assessment each student is expected to identify aptitude strengths and select realistic ministry career targets to research further. Spouse is encouraged to participate in class session. Student Notebook A significant part of the workshop/seminar is the student notebook (textbook) which is completed during the instruction process. This notebook is licensed to your campus for your duplication and distribution. The instructor is normally an IDAK certified counselor in your local community. A current faculty/staff person on your campus can also be trained as the instructor. This more "budget" priced service does not include IDAK staff time for adjusting course content so as to be compatible with school doctrine, field education or other school concerns. Continuity The ongoing quality and continuity of IDAK’s service can be short-lived due to the limited amount of IDAK’s involvement in the beginning "set-up" phase. The success of the service is dependent upon the training and commitment of your faculty/staff as instructors. Supplements to Option "A" 1. One-hour individual student counseling sessions as a follow-up to workshop/seminar. 2. A "safety net" of back-up counseling for troubled students who are confused or appear to be dropping out of school. This counseling would be more in-depth than the course content. 3. An expanded course to include resume and job search candidating. Some campuses have requested a full semester course. Option "A" Service Costs Costs for this service include the following: Option "A" Summary This option provides a "prepackaged" six-hour workshop/seminar that can be quickly provided on campus with minimal cost. For longer term use, campus faculty/staff can be trained to teach curriculum. SERVICE OPTION "B" Service Option "B" Objective To provide a classroom-led student leadership-career development program at a moderate cost to student and school. Service Option "B" provides an excellent Leadership-Career Development program for a moderate expense. This service begins with a faculty/staff task force to oversee curriculum. Each student receives a full IDAK Career Match assessment with a minimum of six classroom hours of instruction and group interpretation. Instruction would be provided by your campus faculty/staff (IDAK-trained) or IDAK certified counselor. The additional advantage over Option "A" is the faculty/staff task force, which provides a more solid foundation for quality and longevity. Service Option "B" Outline Student’s First Year Student is evaluated in primarily three categories: Interests, Values and Natural Talents, to determine suggested career and ministry leadership options. The primary assessment instrument used is the IDAK Career Match™. Career development options are computer sorted for all types of fields including 60,000 matches. (Over 20,000 ministry options are included: church, missions, parachurch, community service, professional service, etc.). As a result of the assessment each student is expected to identify aptitude strengths and select a realistic ministry career targets to research further. Spouse is encouraged to participate in class session. This is the same instruction and the same student course notebook as Option "A". Student’s Second Year (Optional) Student selects guided field education and internship opportunities based upon assessment and research finding completed in first year. Either classroom or individual (one-hour) meeting is needed to follow up progress of second year. Performance evaluation forms for field education and internship experiences are used to further validate original assessment findings identified in the first year. Results are coordinated with Guided Field Education Office and/or Student Development Office. Student evaluates field education and internship performance reports. Student and spouse bring closure to aptitude strengths and ministry target selection. Either classroom or individual (one-hour) meeting is needed to follow progress of third year. Results are coordinated with Guided Field Education Office and/or Student Development Office. Student is expected to be able to complete a resume and have an up-to-date list of contacts for employment or placement. Supplements to Option "B" 1. One-hour counseling session with each student in first, second and third year to evaluate ministry goals. 2. A "safety net" of back-up counseling for troubled students who are confused or appear to be dropping out of school. This counseling would include three hours of assessment per individual. 3. Psychological testing to supplement IDAK Career Match assessment. This would require at least a one-hour counseling session in first year. 4. To facilitate student’s progress through the first, second and third year, it is recommended that a career development journal or log be part of the student’s curriculum. This journal would include a self-help checklist to guide the student, faculty and staff in the timely completion of all program standards. 5. The Leadership-Career Development class (minimum six hours) can be expanded to include resume and job candidating. Some campuses have requested a full semester course. Costs for this service include the following: Service "B" Summary This service allows for a carefully tailored service which is designed by your campus faculty/staff coached by IDAK. This foundation ensures longevity and compatibility with your other campus courses and programs. SERVICE OPTION "C" Service Option "C" Objective A student leadership-career development program which provides objective feedback to student for in-depth evaluation and field experience validation. Service Option "C" provides an in-depth evaluation of a student’s strengths and future career options. This higher quality program includes four key factors: a) individual counselor-student sessions for each year, b) integrated field education evaluation, c) integration with faculty advisor and student development office, d) psychological testing to determine any personality characteristics which may be detrimental to ministry service requiring special attention. No classroom sessions are needed. This option is also beneficial for student retention beyond the first year. Service Option "C" Outline Student’s First Year Student is provided with assessment instruments, exercises and psychological tests including IDAK Career Match, 16PF, TJTA and others requested. Student meets with a counselor for three hours (two, one-hour sessions). Spouse attends second of two sessions. Counselor administers a clinical interview assessment (IDAK Autobiographical Interview) to establish an objective standard for evaluating attributes and competencies separate from instrument and test results. Clinical interview and testing assessment results are reviewed in the second one-hour session to establish an aptitude profile and suggested career targets. As a result of assessment, student is expected to name aptitudes and identify realistic career-leadership targets to research further. Counselor’s remarks as to validity of ministry target considerations may also be noted. Student is given assignments to research ministry career options. This first year’s sessions are critical as related to student retention. Studies have shown that students who have a clear career goal appear to stay with their academic studies. Student’s Second Year Student is coached on how to research career options by telephone, on-site visit, or correspondence. Coaching also provides training in locating names of individuals and organizations. These search skills would be integrated with current Field Education and Internship program. Student demonstrates integration of progress with faculty advisor and Student Development Office. Spouse participates as desired. Student participates in Field Education. Student’s Third year Student meets with counselor to evaluate progress. Feedback from field education/internships and/or practicums are evaluated. Counselor summarizes all information and provides an evaluation of how thorough student’s application has been. Counselor makes comments regarding student’s progress and any other evaluation as requested by your school. Student is expected to complete a resume and have access to contacts for job search. Spouse continues to participate as desired. Option "C" Service Cost Program proposal and set-up expenses approximately 15% of proposal, minimum $500. Proposed service cost also includes: Service "C" Summary Service Option "C" provides an objective in-depth evaluation of the student’s aptitudes apart from the assessment testing instruments. This provides a near exhaustive appraisal with the highest validity. It allows for better specific feedback in "difficult" student cases. The validation process in the second and third years, therefore, is more comprehensive with higher student performance expectations than Options A or B. Counseling which promotes student retention is also a key benefit of this service option. Studies have shown that students choose their career goal based upon their "vision" or aspiration without consideration regarding their natural talents. Option "C" provides objective feedback to help avoid a student’s misunderstanding of his/her aptitude strengths. Studies have also shown that students who have a clear career goal are more inclined to complete their academic study rather than lose interest in their classes.
APTITUDES ASSESSED FOR LEADERSHIP-CAREER DEVELOPMENT The aptitudes assessed are listed below. These aptitudes are primarily for the individual rather than the classroom or group interpretation process. For group interpretations, the student will receive less information. Our process is substantially more than an interpretation of test results. In addition to utilizing a thorough battery of testing instruments, the heart of our assessment process is an autobiographical interview with the candidate. This structured interview process provides the basis for interpreting the exercise and test results. The major benefit to the student is that he/she will receive a counselor’s opinion rather than just test results. This is a substantial advantage in that it allows the student to interact with the counselor rather than just receive information. GENERAL MINISTRY PERFORMANCE CAPABILITIES These aptitudes represent a range of performance capabilities which we assess in each candidate. Organizing one’s time/schedule, Observing details Ordering one’s work space, Assessing people’s character Creative original thinking, Appraising Patience for others, Remembering details Persuasiveness, Negotiating Problem solving, Body motor coordination Technical troubleshooting, Hand/arm/coordination Reasoning-analyzing, Hand/finger dexterity MANAGEMENT-SUPERVISORY CAPABILITIES We evaluate both style and capacity for different levels of management or supervisory responsibilities. Church planting Initiating new programs Directing significant change Maintaining-stabilizing team effort Coordinating efficient routine activity Long range planning Scheduling efficient productivity Coordinating multiple cell ministries
COMMUNICATION CAPABILITIES We screen for each candidate’s most effective communication strength to determine how that fits a preferred ministry direction. Writing, Conversing Speaking, Preaching, Broadcasting Teaching, Using the telephone Artistic expression, Designing Music expression, Group moderating RELATIONAL CAPABILITIES We analyze the natural style of how each candidate relates to people or if he/she prefers to work alone. Best with new acquaintances Best with prior established acquaintances Best working on a task undisturbed PERSONALITY-CHARACTER TRAITS We test for psychological-emotional traits which indicate emotional stability as well as abnormal traits. INTERPERSONAL CHARACTERISTICS Indifference Hostility/Anger Reserved/Aloof Dominance Open/Warm Compliance Forthright Empathy SELF-DISCIPLINE CHARACTERISTICS Goal-oriented Impulsive Distracted Self-demanding Forgiving Persevering DECISION-MAKING CHARACTERISTICS Subjective (feelings) Objective (facts) Impulsive Focused Fast learner (abstracts) Risk taker Conservative Unconventional EMOTIONAL STABILITY CHARACTERISTICS Confused Unstable Cautious Group dependent Independent Tense/On edge ETHICS, INTEGRITY CHARACTERISTICS Moral, conscientious Amoral Shrewd/Masked Naive Loyalty Dependability
IDAK SERVICE DISTINCTIVES SCHOOL TASK FORCE The core of IDAK’s services is facilitating a task force of four to six administrators, faculty and staff from your campus (meetings on campus). This task force establishes the student performance competencies (what the student should know and do). It also establishes the credit or non credit curriculum, schedules and administrative procedures. This task force ensures that the overall program fits your educational, theological and curriculum schedule requirements. This task force does not set budget or service standards. These are established at the time a contract is agreed to between your campus and the IDAK Group.
FACULTY-STAFF TRAINING Training sessions are provided by IDAK at two levels: a) Orientation - overview. Once a Leadership-Career Development Program is established, all faculty, administration, and staff are encouraged to participate in a 24-hour overview lead by an IDAK consultant. b) Training of instructors and counselors. Should on-campus faculty/staff be included as part of the IDAK program, these individuals will receive training either on campus or at other locations as desired. Training will include curriculum outlines to fulfill teaching/counseling responsibilities.
LEADERSHIP CAREER DEVELOPMENT JOURNAL Should your campus elect this option, a Leadership Career Development Journal is designed to meet the student’s performance competencies. This journal includes assessment results, guided field education results, pre-established faculty advisor’s notes and dean of student’s office recommendations. Once a notebook is designed for your campus, a one-time license fee is paid to IDAK for printing rights.
CAREER RESOURCE LIBRARY Information regarding ministry organizations as well as brochures, booklets, and newsletters can be organized in the campus library and/or Student Career Development Office. Our services help recommend and organize resource directories for student self-help use.
ALUMNI SERVICES Alumni Services include one or more of the following: a) Drop-in assistance b) Individual mid-career advancement counseling c) Seminars, workshops d) Week-long renewal conferences e) Job-ministry computer referral networking Our services help set up and train your campus faculty/staff to provide these services. SUMMARY IDAK provides a comprehensive and very flexible consulting service to assist your university, seminary/graduate school in establishing its own Leadership-Career Development program. All IDAK services are provided on a written, contracted basis with the level of service requested, budget and implementation schedule. |
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