Planning for the Career Center
In the first two chapters we have described the historical evolution of the modern university career center and reviewed the literature describing student needs that have led to the establishment of comprehensive career development and placement centers. In this chapter we attempt to show how this evolution, changing student needs, and other factors have affected and continue to affect planning for the career center. The emphasis here is on identifying those factors that determine and shape the goals of the university career center and, perhaps most important, on the process that leads to a practical plan that can realistically be implemented.
In their chapter entitled "Systematic Planning for Career Guidance and Counseling", Herr and Cramer ( 1988) review the process of systematic planning for career services and advocate a five-stage planning model as follows:
Stage 1 - Developing a Program Rationale and Philosophy
Stage 2 - Stating Program Goals and Behavioral Objectives
Stage 3 - Selecting Alternative Program Processes
Stage 4 - Developing an Evaluation Design
Stage 5 - Milestones (specifying critical times when major events must take place)
While the planning process we advocate in this chapter is based principally on practical experience in the management of university career centers, the similarities between the process we advocate here and the five-stage model described by Herr and Cramer will be obvious.
In nearly any enterprise, planning must take place on at least two levels. First, one must plan strategically for the long run based on factors that are universal and relatively unchanging, yet be responsive to those factors that change from year