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Client Insight Project
Presented on December 2, 2015
BUS 418
Professor Simon
Client: Cal Poly Career Services
Brenda Darley
Savannah Granger
Michelle Renolayan
Tyler Shill
Lindsay Zengler

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Table of Contents
Executive
Summary​…......………………………...…………………………….…………………………..……………...........​.....​.………....…3
Research Brief
Research Purpose………………………….………………………...……………………….…..…….……....​…...​.…….….4
Methodology…………………………...………………………………………...……...……………….…….​…..​.​...............5
Conclusions……………………...……………...……………………………………...…….…………….…….…..…….......7
Recommendations…………………...………...…..…………………..…………………………………....…………........9
Appendix
Appendix A: Secondary Research…………………………………………...………………………………………...….11
Appendix A-1: SWOT Analysis………………………………………..…...…….……..​...​.…………..…..…11
Appendix B: Focus Group Research…………………………………………………………….…….....…​…​….....….15
Appendix B-1: Group 4……………………………………………..………………….…​……​……………....…15
Appendix B-2: Brenda Darley…………...…….…………………………..…​……​…………………........…23
Appendix B-3: Savannah Granger…………………………………….…..………..…....……​…….​…...…27
Appendix B-4: Michelle Renolayan………………………..……………………..……...……...…...……35
Appendix B-5: Tyler Shill………...…….………………………..………...…...…………​…​………....…....42
Appendix B-6: Lindsay Zengler.…………………………………......……………​….​……​…​….........…...51
Appendix C: Observation Research………………………………………………….……….….....……...…..........60
Appendix C-1: Brenda Darley……………………………………………...……...…....………......……...60
Appendix C-2: Savannah Granger……………………....……………………………​…...​….…..……...…61
Appendix C-3: Michelle Renolayan………………...…….….………………………….……​…​…….......62
Appendix C-4: Tyler Shill……………………………………....……………………….…......………........62
Appendix C-5: Lindsay Zengler……………........………..…………………………..…………....​.…​.....63
Appendix D: Questionnaire Research………………………….………..………...…….....………………….....…64
Appendix D-1: Questionnaire…………………………………………………………………………....…...64
Appendix D-2: Questionnaire Coding………………………………………………………………........69
Appendix E: Supporting Materials…………………….......………...………….………………………....……......85
Appendix E-1:Visual Aids (presentation slides, handouts, etc.)………….............…....…..…85
Appendix E-2: Works Cited……………………….…..…………..….………….........….…....……..…..92

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Executive Summary
This Client Insight Project research purpose is to assist Career Services in connecting with students
effectively. The main focus was on Career Services reaching out to students rather than students seeking
out its services.
Secondary research was used to create a SWOT (Strengths, Weaknesses, Opportunities, and Threats)
analysis. With this data, primary research was then conducted using two focus groups segmented by
lowerclassmen (freshmen and sophomores) and upperclassmen (juniors and seniors) as well as a
campus-wide survey open to all majors and grade levels.
The objective for the focus groups was to determine the reasons why students were not participating and
attending services and events held by Career Services. The data shows that the two focus groups have
different reasons for not attending certain events. The lowerclassmen group felt unprepared to attend
events and was intimidated by a “career” because they did not feel that it applied to them as freshmen and
sophomores. The upperclassmen group felt pressured in finding a career and was unaware of the events
and services that Career Services offers.
The objective for the survey was to experiment ideas with Cal Poly students such as re-branding,
promoting a new buddy system, and establishing a new ambassador program, as well as finding the main
reason on why students are not attending events, such as not wanting to attend events on their own,
unaware an event was happening, and unprepared for an event, and then addressing those concerns.
Some recommendations for these concerns include re-branding and advertising. Using primary research,
students have polled that Career Services should re-brand its name to either “Career Development Center”
or “Career Success Center.” Taken into account that Mustang Success Center already exists, the Career
Development Center is highly recommended as the new brand of Career Services because the new name
effectively connects with students that are unprepared and need to develop their career skills. Addressing
the “unaware an event was happening” concern, Career Services has the opportunity to establish a new
ambassadors program to connect with students by using their peers to advertise events and services.
From the primary research, emails were the most preferred means of communication but they were “too
wordy” and “overlooked” by students. From the focus groups, students prefer less text and hyperlinks to
the upcoming events and services for further information regarding these events. By focusing on the
subject line students can get the information they need in a glance. These emails can also promote a new
buddy system that can increase student participation at events by encouraging students to go to events in
pairs as well as advertising through word of mouth.

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Research Brief
Current Situation
Cal Poly Career Services currently faces the challenge of increasing awareness of its various
resources and getting students to attend the events they host. Career Services offers workshops and
services that empowers students to develop their professional skills and discover career opportunities
through Cal Poly’s network. Career services has found it hard to communicate its valuable offerings to
students, and they believe that many of the resources are underutilized. Danielle Epstein and Dale Stoker,
Career Services’ Employer Development Specialists, asked the teams to conduct research to understand
how to better communicate with Cal Poly students. The client’s ultimate goal is to not only identify the
most effective communication methods, but also understand how different segments of students respond
to these various forms of communication.
Research Purpose
The research purpose for the project is to identify what methods of communication will better
connect students to career services. The research conducted to accomplish this was focused on
understanding the needs and values of Cal Poly students and how Career Services can effectively reach
these students. In order to address these concerns, the following ideas were included in the research:
● how students hear about on-campus events
● how Career Services currently communicates with students
● which Career Services offered resources students are familiar with
● what factors motivate students to attend on-campus events
● overall brand communicated from Career Services to students
● how Career Services can be more approachable
● what would compel a student to seek out Career Services
● which social media outlets do students want to receive information from
After analyzing results from the primary and secondary research, it was apparent that students
did not view Career Services as approachable. Further secondary research showed that the overall brand
that Career Services projected was not one that most students were easily connecting with. By conducting
research to understand what factors motivate students and their preferred methods of communication,
recommendations can be made to Career Services to increase awareness and attendance of events.
One of the forms of research that was used was conducting focus groups. Two focus groups were
conducted with the participants being segmented by year at Cal Poly, so that any correlation between the
student’s year and relationship with Career Services could be examined. The main goal of the focus group

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was to identify which resources students value the most, as well as which Career Services offerings were
the most well-known by students.
Another part of the primary research conducted was direct observation. Members observed
various customer interactions with Career Services offerings and resources to analyze existing
relationships. The observations help identify both how Career Services effectively connects with students
as well as areas that Career Services can improve their communication with its consumers.
The final aspect of the conducted research was developing a survey for Career Services’ consumers
to complete. The questionnaire research allowed respondents to directly answer questions about what
outside factors motivates student behavior and interaction with Career Services. The overall purpose of
the survey was to understand students’ opinions of Career Services and to identify which aspects of
Career Services could be modified to create a more approachable brand.
Methodology
In order to effectively answer the research question addressed above, it was critical to obtain a wide
variety of accurate information through primary and secondary research. Several different research
methods were employed to distinguish common themes and gain fundamental insights.
Secondary Research
The secondary research section of the Client Insight Proposal was the first step in order to create a
significant knowledge base. The data demonstrated during this phase would allow for more focused and
in-depth data gathering later on.
SWOT Analysis
The secondary research was completed through creating a ​S​trength, ​W​eakness, ​O​pportunity,
T​hreat (SWOT) Analysis. This method was used in order to clarify the knowns and the known
unknowns for Career Services. By doing this, the next steps for developing cohesive future
research and finally proposal became much clearer.
[Appendix A]
Primary Research
After finalizing the SWOT Analysis, enough of a knowledge base had been developed in order to
commence primary research. In order to get the most out of this phase, three modes of research were
employed: observations, focus group, and questionnaires. The specifics gained from these channels were

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used to support the information presented in the secondary research, as well as to highlight new themes
and develop conclusions.
Observation
The first step in obtaining primary research was for each team member to observe a student
interacting with Career Services in some way, for example at an event or workshop. Each team
member then had to record, analyze, and present the findings in a concise paragraph. There are
specific observations of a guest speaker event (Appendix C-1), interaction with Career Services’
website (Appendix C-2, Appendix C-4), and Career Fair preparation and attendance (Appendix
C-3, Appendix C-5). These instances were deliberately chosen to aid in the analysis of the
findings.
[Appendix C]
Focus Groups
The next stage in collecting primary research was to conduct two focus groups, the first was made
up of six underclassmen and the second of seven upperclassmen from diverse majors. Two
moderators led the focus groups in discussion, asking several questions and leading an activity in
an effort to acquire insightful feedback from students about their relationship and thoughts on
Career Services. Additionally, there were two assistants to write down notes and take photos of
the activity to aid the debriefing process later on.
[Appendix B]
Questionnaire
The final stage for primary data collection required drafting a survey to disperse to as many Cal
Poly students as possible. The goal of each question was to get the team one step closer to
answering the research question: How can Career Services effectively connect to students? The
survey consisted of various demographic and psychographic questions that aided in the
understanding of students relationship with, exposure to, and ideas on Career Services. In order
to be especially thorough and present quality data, the team sent out two additional surveys in
order to clarify information and be as in-depth as possible
[Appendix D]

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Conclusions
Students are unfamiliar with what Career Services has to offer
Students don’t utilize Career Services because they are unfamiliar with what Career Services has to offer.
Because students don’t know what services are offered, they don’t know what events to go to. The only
event that they are familiar with is the Career Fair since it is highly encouraged and heavily talked about
on campus. As freshman, students get introduced to Career Services during Week of Welcome but after
that first week, students rarely hear about Career Services and have to go out of their way in order to seek
out Career Services. In focus group session, students said:
“If I knew what resources there are there that I could use then I’d probably be more inclined to go.
But I don’t know, like, what they offer.” (Appendix B-5)
“I’m a transfer student and this is my sixth week here so I don’t know what they really have to
offer because I haven’t been exposed to it that much so I guess I would say like more exposure to
what they offer.” (Appendix B-5)
“I think if I just knew more about it and what specifically could help me there cause all i really
know about is the Career Fair.” (Appendix B-2)
“I feel like I heard a lot during WOW, but then after that, I never really heard of any other events
except for the Career Fair.” (Appendix B-4)
These comments from students at Cal Poly demonstrate that students don’t know what Career Services
offer and there is a lack of communication between the students and Career Services.
Students prefer receiving information through emails
Students still prefer to receive emails as their main medium of communication over other mediums such
as Twitter, Facebook and LinkedIn. In the focus group sessions, students had mentioned that when they
received emails, they ignore them because they contained too much text or they were just overwhelming.
Other quotes from students included:
“[Emails] are kind of spammy.” (Appendix B-4)
“If there’s a lot of text, no one’s going to read it. Maybe say what it is and then a link so if you’re
interested, then you go a get more information.” (Appendix B-4)
“If [the email] is not of my interest at that time, I probably wouldn’t look into it.” (Appendix B-4)

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“ If they’re talking about, like, 20 events in one email and the only one that you care about is at
the very bottom...it’s a little off-putting.” (Appendix B-5)
However, according to the surveys, students thought the best way to receive information about Career
Services would still be through emails. Students were asked “Where would you like to hear about Career
Services’ events?”
In conclusion, it has been established that emails are the most effective way to reach students, but Career
Services needs to redesign their emails in order to get students’ attention.
Students believe that Career Services should have approachable name
The name “Career Services” can be intimidating to some students and can deter students from utilizing
Career Services. One student from the focus group said:
“I feel like when they say Career Services, it’s like job oriented and will help you get a job and as a
first or second year, I don’t feel like I’m qualified to do that. Why am I going to Career Services to
help me get a job when I don’t have the skills.” (Appendix B-4)
Students feel as if Career Services is only for third and fourth years who are more focused on looking
Careers specifically. They don’t feel like they have enough experience in order to go to Career Services or
use them as a resource.
When students took a survey about Career Services, they were asked which name would be more
approachable if Career Services changed their name. The top choices (Career Development Center and
Career Success Center) were tied for first. Both top names were re-polled after taking out the outliers and
still lead to the conclusion that most students think that the name should be changed to something more
approachable.

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Recommendations
Advertising and Re-branding
The current marketing strategies used by Career Services are ineffective, and as a result students
are uninformed about the events a​nd resources currently being offered to them. ​Many students are
intimidated by Career Services because they feel unqualified for the events or feel that they do not pertain
to them because they are not actively seeking a career. A way to solve this problem is to have students
receive information about Career Services events directly from their peers. This would be done through
peer ambassadors from different groups on campus, like athletics, Greek life, major academic clubs and
resident advisors, going into meetings and giving quick announcements about upcoming events. As
shown in the follow up survey, 76.12% percent of students would be more likely to attend events if they
heard about them from a peer (Appendix D). This is because students trust and listen more to what is
being said by a fellow classmate or friend versus something they read out of an email from someone they
do not personally know. The student ambassadors would be directly reaching out to students and
promoting word of mouth, which can quickly spread to increase attendance at events.
As stated before, Career Services should change their name in order to rebrand themselves and
come across as more approachable to students. After conducting primary research, it was found that
around 75% of students feel that the name should be changed. Two separate surveys were conducted to
help determine the exact name that it should be changed to and there was a tie between “Career
Development Center” and “Career Success Center.” While these are both excellent names and convey a
more positive message to students, it would be more beneficial to change the name to “Career
Development Center”. Group 4 believes this, because Career Success Center sounds too similar to
Mustang Success Center and could easily confuse students, which could potentially decrease attendance to
events and it is imperative that Career Services have its own unique brand. The idea behind Career
Development Center is that it will create an image in students’ minds that they are developing them to get

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a career in the future and can use their services immediately upon coming to Cal Poly instead of waiting
until they begin their job search during junior year.
Communicating Through Emails
From the focus group research, it was concluded that many students prefer to learn about
upcoming events through email, but many times they feel overwhelmed by the number of them that they
receive a day and do not have time to read through all of them. This concept was supported again by the
survey data where 60% of students said they prefer or strongly prefer to hear of information through
emails (Appendix D). Currently, Career Services sends out emails throughout the week but they are too
cluttered with information and take a long time to read in order to get the single piece of information a
student may be looking for. Career Services needs to reformat their email in order to make them
aesthetically pleasing and easier to understand. The emails should only provide the essential details of the
event and provide a link that students can go to in order to get more information about the event they are
interested in. This can be accomplished by listing the events with the link for more information in a
calendar view so that students can easily identify the essential details. This will eliminate the lengthy
paragraphs that are currently used in the emails, which appear daunting and make students not want to
read them.
Another new way that Career Services can communicate with students is via text message.
Students would be able to sign up for a text service that would send them short reminders a few days
before an important event occurs. Ideally, students would be able to choose the events they would like to
hear about, instead of having to opt-in to hear about all events. One student may want to only hear about
the Career Fair, while another may want to get messages regarding the networking events and workshops
coming up. By allowing the option of choosing the events to receive texts about, students can quickly
learn or be reminded of the events and not be bombarded with messages they do not want or care about.
The text message feature would be something the revolutionizes the way students hear about Career
Services information and would keep students better informed of the upcoming events and resources that
are being offered.
Buddy System
According to the survey data, 74% of students are likely or very likely to go to a Career Services
event with a friend compared to 16% who said they would go alone (Appendix D). These statistics need to
be used to Career Services’ advantage and is the reason why the should promote the use of the buddy
system at their events. Many students feel intimidated going to Career Services events, whether it be the
large Career Fair or the small workshops. By promoting the buddy system and encouraging students to
bring their friends, Career Services could not only increase their attendance by 400% but they will also be

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promoting positive word of mouth that will spread around campus. After students go to Career Services
and see how helpful the resources and events are, they will quickly spread the word around campus which
will bring other students into future events. The more students that attend events, the larger percentage
of campus that is reaping the benefits of all the Career Services has to offer.
Appendix
Appendix A: SWOT Analysis
Strengths
● Career fairs
● Workshops
● Students learn about events mostly
through email
● Alumni connections
● Employed graduate data
Weaknesses
● Overwhelming website
● Emails are too long
● Location on campus
● Inefficient social media (Facebook,
Twitter and LinkedIn)
Opportunities
● Connect with clubs that offer speaker
series
● Utilize CP Twitter about Career Services
events
● Campus-wide faculty to refer students to
Career Services
● On-campus housing
● Freshmen orientation (Soar, WOW)
● Poly Portal tab
Threats
● Advising centers
● Clubs
○ other channels to get career
advice
● Personal referrals
● Faculty referrals
● Job board websites
Strengths:
● Career Services offers opportunities for career exploration and career readiness through career
fairs, interview preparation, and resume workshops.
● Events hosted by Career Services are advertised through university emails to reach the majority of
students.
● Students are able to connect with prospective employers through the alumni network.
● Ninety-eight percent of students are employed within 9 months of graduation (Graduate Status
Report, 2015).
Weaknesses:
● The Career Services website is overwhelming and displays too many navigation options at one
time.
● Although utilizing emails to communicate is a strength, the content is extensive and
unapproachable.
● The Career Services office is in an inconvenient location and may be difficult to locate for students
visiting the office for their first time.

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● Although Career Services uses multiple outlets to communicate its offerings to students, some of
these methods are used ineffectively. Career Services' pages on Facebook and Twitter are used
sparingly and do not have many student connections.
Opportunities:
● Career Services has the opportunity to connect and collaborate with other clubs on campus that
offer speaker series, workshops, et cetera in order to broaden potential attendees.
● Utilizing Twitter effectively to post events, workshops, and speakers would give Career Services
another outlet to communicate to students on a platform many college students are already apart
of.
● Encouraging campus faculty to refer/encourage students to use Career Services is also an
occasion to potentially broaden the amount of students who utilize their services.
● Career Services can work closely with on campus housing to host workshops in the study rooms or
give students information on how to utilize Career Services as a freshman. Effectively utilizing
WOW and Soar could also open the doors for early student connection.
● Adding a tab on Poly Portal for easy access to Career Services’ resources gets their information on
a resource students already often use.
Threats:
● Other colleges’ advising centers (ex: OCOB advising) may be very similar in the services that they
offer and may seem more relatable.
● Clubs can offer other opportunities for students to get career advice.
● Personal referrals from parents, friends, et cetera may also seem more relatable.
● Campus faculty can refer their students to a specific internship or career.
● Job board websites, such as Monster, allow for students to easily search for jobs without needing
assistance from Career Services (Get Found, 2015).
I. Career Services
A. Cal Poly Career
Services offers an
array of resources
to students.
● resume resources and guidelines
● virtual interview practice
● networking sessions
● interview videos and guides
● career planning links
● career and professional development certificate program
● job and internship listing links
● MustangJOBS: Job listings for students
● career fair and events
● alumni career profiles
● choosing and changing majors
● graduate school application assistance

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B. Career Services
communicates and
delivers these
resources through
various channels.
● website
● posters
● flyers
● MyCalPoly portal ads
● social media (Twitter and Facebook)
● email
(Cal Poly Career Services, 2015)
II. Customers:
Students seek out Career Services for guidance to become career-ready by growing connections
and networks with prospective employers. The Cal Poly student population is roughly 20,186 students
between the ages of 17 to 24 (Cal Poly Quick Facts, 2015).
The​Journal of Career Assessment ​provides a table measuring students’ need for career services
for personal reasons including behavioral control (of their career), depression, or anxiety towards their
career. According to Perry’s Theory of Cognitive Development in College Students, students behavioral
patterns can be characterized as “experiencing stress when uncertainty is encountered, having difficulty in
resolving interpretative tasks such as essays, perceiving instructors as knowing the truth,” and, “attaching
disproportionate importance to evaluations” (Blimling, 2010).
Customer Archetypes:
“Career Ready”:
These students are very prepared and eager to join
the workforce. They use Career Services
frequently and find their services useful to help
advance them into more opportunities
post-graduation. They most likely have a close
relationship with the Career Services staff and feel
comfortable asking them for help. They have a
great resume and feel confident when talking to
potential employers. This group will contain
mostly seniors, since they are closest to
graduating and finding a career.
Jessica​is a fourth year business student eager to
find a job before graduation. She is confident in
her ability to complete this goal due to her
extensive resume filled with internships,
successful projects, and skills. She first attended a
Career Services event as a sophomore and made
sure to make the most of all the offerings ever
since. Because of all of her preparation, she has
three big upcoming interviews in finance, which is
her concentration.
“Almost Career Ready”:
These students have a good grip on preparing for
their future career. They have used Career
Services multiple times and feel prepared to talk
to future employers about job opportunities. They
have a decent resume but still have room for
improvement. These are most likely sophomores
and juniors who will be using their skills to secure
an internship to gain more experience, instead of
a full time job.
Brett ​is a second year civil engineering student.
He plays club soccer and is looking forward to the
Career Fair next week. He worked in high school,
but has yet to have an internship. His goal at the
Career Fair is to solve that problem, so he may
round out his resume and start making
connections that could aid his search for
opportunities in his field of study later on.
“Career Behind”:
These students are very unprepared to find a job
“Career Unprepared”:
These students are extremely behind on becoming

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and join the workforce. They have heard of Career
Services and may have used it once or twice, but
have a lot of work to do before they can be ready
for a career post-graduation. They may be
intimidated by Career Services so they do not feel
comfortable asking for help. They have a poor
resume and networking skills and may feel lost
when looking for future careers. Students in this
category are most likely sophomores and juniors
who feel they have time before they graduate and
are putting off getting help.
Jake ​is a third year economics student that
spends most of his time surfing and hanging out
with friends. Many of his peers have completed
internships or are looking for one, but he feels he
still has plenty of time before he needs to worry
about that kind of thing. He attended a resume
workshop and a guest speaker event as an
underclassmen when his classes required him to
go.
career ready. They have no resume or networking
skills and have never used, or maybe never heard
of Career Services. Students in this category are
most likely freshman because they have the most
time left to become ready and find a job, but it can
also include students as old as seniors.
(Reshwan, 2015)
Larissa ​is a first year liberal studies major who is
pretty sure she wants to be a teacher after
graduation. She has heard of Career Services, but
figures it isn’t necessary for her, since she knows
what she wants to do. She has never worked and
doesn’t think internships are something a future
teacher needs to worry about.
III. Competitors:
A. Clubs​: Cal Poly Academic Clubs offer resume building workshops, as well as networking
opportunities and alumni connections through their speaker series, advertised with
signage and on-campus booths. For example, Cal Poly American Marketing Association
(AMA) hosts a Marketing Career Conference, where “companies on both a local and
national level provide job and internship opportunities for students in the field of
marketing” (MCC, 2015).
B. Professional Fraternities: ​Cal Poly Professional Fraternities offer resume building
workshops, as well as networking opportunities and alumni connections through their
speaker series, advertised with signage and on-campus booths (Delta Sig, 2015).
C. Mustang Success Center: ​The Mustang Success Center provides advising services to
first and second year students, first year transfer students, and student-athletes to
support academic success (Mustang Success Center, 2015).
D. College Specific Advising Centers: ​Each college at Cal Poly provides its own
Academic Advising Center comprised of professional academic advisors, peer advisors
and faculty advisors.
IV. Environmental Forces
A. Economic: ​The economic trends from Cal Poly graduates show that the starting median
salary is $56,000 (Cal Poly Career Services, 2015). According to Drew DeSilver’s 2014
article, a bachelor’s degree had median annual earnings of $45,500 nationally, well over
the medians for people with only some college ($30,000) or a high-school diploma
($28,000). Additionally, there has been a 92% increase in the number of student loan
borrowers and a 74% increase in average student loan balances (Davis, Wimball, & Gould,
2015).
B. Political​: The political trends of Cal Poly follow programs offered by the U.S.
Department of Education. America's Career Resource Network (ACRN) is an example
that work to improve career decision-making of students and their parents (America’s
Career Resource Network, 2014). States also have their own initiatives to promote career

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resource networks such as the California Career Readiness Initiative 2015. This initiative
has a program, California Career Pathways Trust (CCPT), that has integrated academic
and career-based education and is designed to lead students to a postsecondary degree or
certification in high-skill, high-wage, and high-growth fields (Career Readiness Initiative
2015, 2015).
C. Technological: ​The technological trends throughout Cal Poly show that 98% of
recruiters and 85% of hiring managers use LinkedIn to find potential candidates (Shin,
2014). Recruiters also use various social media outlets to evaluate the personalities and
values of potential employees (Matta, 2015).
D. Social: ​The social trends throughout Cal Poly show that 98% of students are employed
within 9 months of graduation. It also stated that 94% of graduates found jobs related to
their major. (Graduate Status Report, 2015). There has also been a growing social trend
of colleges expanding their alumni network through the college itself and LinkedIn. This
leads to an increasing amount of job referrals for students.
E. Environmental:​The environmental trends throughout Cal Poly show that 92% of Cal
Poly grads decide to stay and work in California (Cal Poly Career Services, 2015). The
number of college-educated people age 25 to 34 living within three miles of city centers
has surged, up 37 percent since 2000 (Miller, 2014).
V. Knowledge Gaps: ​After reviewing D&D’s presentation and conducting and analyzing research,
knowledge gaps were recognized to include the following questions:
● What types of advertising do students find most engaging when they research careers?
● How do students perceive Career Services? (Professional or Approachable)
● What are the most effective ways students utilize social media to get career advice? (LinkedIn or
Facebook)
● How is your Relationship with the Mustang Success Center?
● What do students want to hear from Career Services? (types of information)
● How do students want to hear from Career Services? (frequency, methods)
● What triggers a student to seek out Career Services? (effectiveness of communications)
Appendix B: Focus Group Debriefs
Appendix B-1: Group 4 Debrief
Group 4 Focus Group Debrief
[Date]
Monday, October 26th, 2015
[Time]
Focus Group 1:​2:10-3:00pm
Focus Group 2:​3:10-4:00pm
[Research Questions]

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Class Research Questions:​What is the best way Career Services can get its information to students?
What do students want from Career Services?
Group 4 Research Question: ​How can Career Services connect with students?
Questioning Route
Welcome and Introductions:
The moderators (Joe and Lucas) opened with thanking the participants for taking part in the focus group.
They then introduced themselves and explained that the research is being done for BUS 418. The purpose
of the focus group is to identify the best way for Career Services to communicate with students at Cal Poly.
The moderators also mentioned that the discussions would be recorded for the BUS 418 students to view.
They also encouraged the participants to share their true thoughts and ideas, regardless if there is
disagreement within the group. The two main research questions for the focus groups were: What is the
best way Career Services can get its information to students? and What do students want from Career
Services?
Ground Rules:
● This session is designed to be a discussion mostly among yourselves. The moderators will keep
their comments to a minimum, but mostly offering initial questions or ideas and possibly a
follow-up here and there. Please just be careful not to interrupt another person’s thought.
● There may be times during the discussion when people have different opinions on a particular
issue. But also recognize that there are no wrong answers here--all participants have valid
ideas to contribute. The moderators will help the group strike a balance between free-flow of
ideas and opportunities for critical feedback on comments made.
● The discussion is scheduled to last about 50 minutes.
● Finally, thank the participants for agreeing to share their thoughts and experiences.
Opening Question:
To start off, the moderators asked a simple, ice-breaker question to make participants more comfortable
with the discussion. ​Please state your name and favorite late-night food.​As the purpose of the focus
group was to gain insight from different individual perspectives, we wanted to make all of the participants
feel comfortable sharing their thoughts and experiences. In order to establish this precedent successfully,
we decided that it would be appropriate to begin with everyone stating their name and favorite late-night
snack food. The second part of the statement was included as a light-hearted prompt to help the
participants share their thoughts within the group. To reinforce this comfortable atmosphere, the one of
the moderators went first to set an example of a response.

18.
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Introductory Question:
Next, the moderators asked the focus group what their dream job was when they were little and what their
dream job is now. In order to connect the questions to Career Services, they then asked who has heard of
Career Services and then followed up by asking how can Career Services help them obtain their dream job.
This is an open-ended question that allows participants to think back to when they were little, while
providing respondents to reflect on past experiences and their connection to the topic. The moderator
asked: ​What was your dream job when you were little? What is your dream job now? ​and​How can
Career Services help you get your dream job?​The first portion of the question offered some insight into
the background of each individual, and was also more light-hearted like the opening question. The second
part of the introductory question shifted the focus of the participants to their current plan. Then, the last
part of this question tied in the subject of the focus group, Career Services, and helped the participants
begin to think of the value that this entity creates for its consumers.
Transition Question:
This question moves the conversation toward the topic of focus. In order to find out the ways Career
Services can communicate with students and what students want from Career Services, the BUS 418 class
decided to present the respondents with an activity. In this activity, the moderators asked the participants
to work together to group cards with different resources that Career Services has to offer or rank them.
The moderators allowed time for the respondents to work together.
Activity: Card Sorting
The participants were asked to:
1. Group the cards that you see best fit.
2. Sort cards by most important to least important.
3. Sort cards by most knowledgeable/exposure to least knowledgeable/exposure.
4. Fill in the blank cards with a Career Services event you would add. *
On cards: Career Fairs, MustangJobs, counselors, workshops, guest speakers, major specific events,
co-sponsored club events, online resources, networking events, mock interviews, Career and
Professionalism Development Certificate Program
*Once finished, the participants shared their responses with the group and elaborated on those topics.
The purpose of the card sorting activity was to gain more insight on the focus groups’ thoughts and ideas
about the services that Career Services offers. First, the focus groups were asked to sort the cards in a way
they thought fit best. (ex: putting cards into categories for cards that were similar). This first card sorting
activity was unaided by the moderators. The second part of the card sorting was aided when the
moderators asked each group to sort the cards by most important to least important. In the third part of

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the card sorting activity, each group was asked to sort the cards by how much knowledge or most
exposure they have about each card to the last amount of knowledge or exposure. In between each card
sorting activity, the moderators asked some follow up questions about why some cards were placed in
certain areas. When the card sorting activity was finished, the moderators handed each member of the
focus group a blank card. The participants were asked to write down any other services they felt Career
Services should offer. This activity provided valuable insight into the desires and overall familiarity with
some of Career Services’ main offerings.
Key Questions:
Key Question #1
How do you hear about events on campus?
The key questions of the focus group are designed to address the specific components of the research
question. This first key question helps address the team’s research question, which focuses on the overall
value communicated from Career Services to its consumers (the students). This question evaluates how
students perceive the effectiveness of different communication methods for any general school-related
event.
Key Question #2
What do you think is the best way to be informed about Career Services?
Similar to the first key question, this key question focuses on how the participants of the focus group
would rather be contacted regarding an upcoming Career Services event.
Key Question #3
What would make you more inclined to use Career Services as a resource in general?
While the first two key questions focus more on the communication methods preferred by students, this
question attempts to identify what would serve as a motivation for students to utilize Career Services
more often.
Closing Question:
This question brings closure as well as enables participants to reflect on previous comments. The
participants were asked:​​Can someone please summarize the main points of today’s discussion? Are there
any questions you would like to ask regarding Career Services? What questions or thoughts do you still
have about Career Services that we have not already touched on?
Focus Group Strategy

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Moderators:
For the focus groups, two individuals volunteered to co-moderate both of the focus groups and two
individuals volunteered as assistants to help the moderators with various duties including the preparation
and dispersing of materials. The two moderators for the focus groups, Joe and Lucas, are students from
the BUS 418 class who felt comfortable enough with the qualitative research process to lead the focus
groups. As this was both of their first times directing a focus group, having two individuals take on the
task helped the efficient running of the focus groups. Because of lack of experience in moderating focus
groups, it was decided that each group would be lead by two moderators instead of one. The two
moderators would help each other in leading the discussion and asking the appropriate questions. They
would also ensure that the sessions went smoothly and plenty of relevant information was discovered
from the participants. In addition, they had two assistants helping clarify what was said for the people
viewing the recording later and posting pictures of the cards that the camera could not catch on screen.
The two volunteers and assistants were approved by Professor Lisa Simon for the activity. Having two
moderators created a better environment for each focus group session and both moderators were able to
help each other in leading discussions and asking the right questions. They made sure that each focus
group session went smoothly and made sure ask follow up questions to clarify thought and ideas.
Sampling Strategy:
As a class, the BUS 418 students decided that the two groups would be broken up by grade level
(underclassmen and upperclassmen). The participants that were gathered for the two focus groups were
all Cal Poly students who were contacted by a member from the BUS 418 class to volunteer their time.
Each team had to recruit two individuals, one underclassman and one upperclassmen. Underclassman
would include Freshmen and Sophomores, and upperclassmen would include Juniors and Seniors. Career
Services provides resources for all Cal Poly students, but we expected the younger students to have
different experiences and interactions with Career Services than the older students, as both groups are in
different stages of their college careers. Other factors such as major, gender, attendance at a Career
Services Event, where they are from (in-state or out-of-state), age, and involvement with Greek life and/or
extracurricular activities. By doing this, the 418 class wanted to uncover the differences in experiences,
attitudes, and methods of students that seek out Career Services.
Incentives:
Students were persuaded to participate in each focus group by incentives such as pizza, snacks, and
refreshments. They also were persuaded to participate with the knowledge that they were helping their
friends that had asked them to participate in the focus group. This would not only be helping their friends
for class but in the long run, it would also help the participants themselves and other Cal Poly students
build stronger relationships with Career Services.

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Focus Group Members
Focus Group 1
Name Year Major Been to Career Services Gender
Ruby 1st Political Science No F
Patrick 2nd Computer Engineering No M
Erin 1st Nutrition No F
Edna 2nd Political Science *no response* F
Eli 2nd Business No M
Zack - - - M
Focus Group 2
Name Year Major Been to Career Services Gender
Laura 3rd (Transfer) Communications No F
Ericka 4th Communications Yes F
Casey 3rd Engineer No M
Ian 4th Biology No M
Chloe 3rd Journalism No F
Anne 3rd Business Yes F
Dylan 3rd Materials Engineer - M
Analysis of Participants:
All individuals who participated in the focus groups all had fairly different backgrounds. Both groups were
split by grade level, underclassmen and upperclassmen and participants came from a variety of colleges at

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Cal Poly with different majors and were split almost evenly in gender. Also, there were participants who
had already attended a Career Services event and others who hadn’t which contributed to different
perspectives on Career Services as a whole.
Moderator Analysis
Moderators:
There was a slight difference between the two focus groups. There was more energy in the first group
perhaps because it was the first group or because they were more involved with the conversation. In both
of the focus groups the moderators followed the questioning route as well as engaging and allowing
conversations to continue when the participants were bouncing off each other's ideas. Joe and Lucas
followed the questioning route well and seemed to balance the questions among each other. None of them
overpowered each other which created a good dynamic. Overall, Joe and Lucas were successful in
obtaining a lot of information from each group.
Focus Group 1 & 2 Moderators:
Joe and Lucas did a good job setting a comfortable atmosphere for both groups. They were very
conversational with the focus groups adding small side comments every now and then. Joe and Lucas led
both the focus groups of underclassmen and upperclassmen. With their high energy, they greeted
everyone in the focus groups making it a friendly and interactive environment. Joe and Lucas did a great
job of getting everyone involved and contributing to the conversation. They questioned and clarified
opinions to reiterate what a participant had said but still kept the conversation open-ended. Also, Joe and
Lucas were able to clarify participants’ thoughts and ideas by asking follow up questions. By encouraging
discussion amongst themselves, the moderators allowed the participants to bounce ideas off each other
and voice their opinions in a safe and respectable environment. They kept their high energy during the
whole focus group for Focus Group 1, but for Focus Group 2 they kept the same amount of energy but not
as high as the first. Perhaps this was because they were tired from Focus Group 1. There were different
levels of energy between the two groups, but within the groups, the energy levels were consistent. Focus
Group 1 had more energy so the participants were contributing to the conversation more, whereas for
Focus Group 2 started off slower and everyone voiced their opinion for every question in a roundabout
way. Focus Group 2 was more structured causing the participants to contribute to the conversation in
more of a methodical way than Focus Group 1. Some individuals were more talkative and willing to share
their opinions more than others but the moderators did a good job directing some questions to others that
were not as talkative. In one focus group, Joe asked, “Does anyone on this side of the table have anything
to add?” This gave other people the opportunity to share their ideas so the discussion wouldn’t be
overpowered by one or two overly active participants.
Findings

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Theme 1: Students are unaware of what Career Services offers
When asked if they have heard of Career Services, all the students in both focus groups raised their
hands, but when asked about specific services that Career Services offers, students seems to be unfamiliar
with them. Participants mentioned that they don’t go to events because they don’t know how can Career
Services help them and when events are held. There is just a lack of basic knowledge of what Career
Services is as an entity and the inability to define its main purpose prevents students from seeking out
Career Services.
Time Participant Quote
5:53 F1, 2nd Yr “Um, I have no idea. I’ve honestly never been to Career Services.”
14:55 F1, 2nd “I don’t know, like, I’ve never heard of that”
25: 27 F1, Zack “I feel like I heard a lot during WOW, but then after that, I never really heard
of any other events except for the Career Fair”
27:32 F1, 2nd Yr “I don’t know what they offer but if I did, I would be more inclined to go”
7:08 F2, 3rd Yr “And we don’t know what this is”
Theme 2: Emails not effectively used
In the both focus groups, students seemed to have negative responses when we asked about emails from
Career Services. The participants mentioned that they receive many emails per day and Career Services’
emails don’t stand out to them or they can just be overwhelming because there can be multiple emails sent
per week. The emails are also word heavy and can be overlooked. Another reason why students seem to
not like emails is because they are unsure if the email applies to them and they question whether or not
they should even take the time to look at it.
Time Participant Quote
22:06 F1, 1st Yr “I get a lot of emails, but I don’t always look at them”
25:50 F1, 2nd “Email. I read all my email, I just don’t like all the notifications.”
26:52 F1, 2nd Yr “If there’s a lot of text, no one’s going to read it. Maybe say what it is and then
a link so if you’re interested, then you can go to get more information”

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27:07 F1, Zack “ Like if they are talking about 20 events in one email, and the only one you
care about is at the very bottom, I don’t know... it’s off putting”
25:25 F2, 3nd Yr “I get so many emails from Career Services that filtering through them all I’m
like ‘Is this even going to be worth it?’ or is it even going to apply to me as a
communications major?”
Theme 3: Prefer to go to events with friends
Although you can go to Career Services’ events by yourself, most students prefer to go with friends. It is a
little intimidating for students to go to events by themselves if they are unfamiliar with an event. They
may not know what to expect or feel uncomfortable, especially if it is their first time at an event. Also,
going with friends can spread word of mouth and hearing success stories from other friends can
encourage others to utilize Career Services. Going with a friend is not only beneficial for students but also
for Career Services because they are getting at least double the amount of attendance if someone brought
a friend. Many participants in each focus group had mentioned their friends playing a part in their success
with Career Services.
Time Participant Quote
14:18 F1, 2nd Yr “...all my friends are like ‘Hey, are you going?’”
23:13 F1, Zack “Most of the events that I have gone to, I have gone because it has to do with a
friend of mine”
23:22 F1, 2nd Yr “ It is hard to go on your own, it’s a little off putting for some people.”
24: 33 F1,2nd Yr “ The Career Fair sound nice but I don’t know anybody that is going or nothing
about it.”
12:36 F2, 4th Yr “ When [a Career Fair] is coming , everyone is talking about it. Everyone is
asking if you are going.”
Appendix B-2: Brenda Darley
Focus Group Debrief
Transcript:

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Focus Group 1:
The focus group came out a little quiet at the beginning but began to work together and collaborate once
they began the card sorting. For the majority of the card sorting activities, the group was able to complete
the task relatively quickly and agree on where most of the cards went. One of the problems that they had
was being able to decide which cards went in the middle for importance. They had cards that they
strongly liked and ones they strongly disliked but seemed impartial about the other ones. Once they were
done sorting the cards, they all brought up very interesting ideas for new events and ideas that Career
Services could add to their current ones. When the questions started, many students had varying
opinions on the way that they felt was the most effective way to hear about an event, Career Services
related or not. Something they kept reiterating was how they didn't know a lot about the events in general
and would maybe go if they had more information. When it was opened up at the end, only one student
out of six knew what the Career Development and Professionalism Program was, but said that they
thought it was important once they knew more about it.
Focus Group 2:
The second group started out like the first. They were kind of quiet until it came to the card sorting. They
were able to sort the cards pretty easily and there was not much debate on specific cards or positions.
They talked collaboratively on the importance of events and how they heard about them. They all came
up with great new ideas when they were given the blank cards, but I think the most interesting was the
idea of the internship fair. They were saying that they think Career Services is only for people looking for
jobs but want to know steps to take before that. When it came to more of the discussion and key
questions, they had diverse ways that they prefered to hear about upcoming events. One thing I thought
was interesting was how someone made a comment on how the looked at social media for events but not
when it came to academic events. In this group, many of them have obviously heard more about Career
Services events, because they are older, but they still are unsure about or don't use some of them.
Themes and Quotes:
Focus Group 1:
Theme #1: Ineffective emails
A few students commented on how they like using email to get information but they way they are set up is
not getting the information out in the correct manner. They said when they first open an email it is hard
when there is so much text because you can’t find the event you are looking for or you just delete it
because there is too much to read.
“I get a lot of emails but I don't always look at them...if it's not in my interests at that time I don't look into
it”- FG1P6
“I usually do emails, I never look at flyers”-FG1P3

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“I won't read it if there is a lot of text, there should be what it is and a link to it to find out more”-FG1P3
Theme #2: Lack of knowledge about events
A lot of students mentioned at different times that they do not know a lot about the events that are being
put on, and in one instance had not heard of one at all. Students would be interested in these events if
they were given the proper information about them in advance so they could plan to get to them and get
the benefits that are being offered. This shows a large gap between the advertisements by Career Services
and the students. Career Services needs to figure out the most effective way to get information out to the
student population so they can get even greater attendance at their events.
“i think if i just knew more about it and what specifically could help me there cause all i really know about
is the Career Fair”- FG1P2
“I feel like if my professor maybe mentioned something about an event I would be more inclined to go
because you can trust them”-FG1P5
“i hear a lot though word of mouth, like my friends”- FG1P5
Focus group 2:
Theme 1: Ineffectively reaching students
I think Career Services tries to use email to reach a lot of its students and while it can be effective for some
other students just delete them or they get lost in the large amounts of other emails they receive daily.
Students feel like they have to put in a lot of effort into going to events by researching them themselves
and that can make them less motivated to go. Something that one student mentioned that he thought was
effective for other events was advertising in the Recreation Center. It seemed that students would like
more advertisements in high traffic areas because it is convenient for them to look at a poster or flyer on
their way to class.
“not emails, I get like 300 a day and stop checking them”-FG2P7
“when I go to the gym they have events posted on the tvs there”-FG2P5
“I feel like unless you go out of your way, there's a lot of things you won't know about”-FG2P3
Theme 2: Clarifying success of events
Students were saying that they don't hear enough stories about the successes of Career Services events so
they don't know the full benefit of going. Students are curious to know the opinions of others who have
gone. Also students aren't aware of the full capacity of events. Many students believe that the Career Fair
is only for full time positions and don't know that they can go to look for internships as well. If students
were aware of the full potential of the events they may be more inclined to go.

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“my interpretation of the Career Fair is more for people that want an actual job not just a summer
internship”-FG2P1
“hearing more success stories would help”-FG2P6
Questioning Route:
As a class, we came up with two main research questions: What is the best way Career Services can get its
information to students? What do students want from Career Services? First, each team created their own
interview guide and set it up how they thought would be the most effective way to organize it. We then
arrived at the final questions by taking the individual team questions and combining them. We then made
the interview guide for the focus groups by collaborating as a class and deciding on which questions would
be important to ask at what times.
Focus Group Design:
The focus groups took place in the business building on October 26th. We had two time slots that
corresponded to which class level the participants were in. We did this because as a class we believed that
we would be able to get better quality information from people who are around the same age and college
experience level. The focus groups were at 2:10-3:00 for underclassmen and 3:10-4:00 for
upperclassmen, but they did not run for the full amount of time. Our moderators and assistants
volunteered by emailing Professor Simon. The two moderators for the focus groups were Joe and Lucas,
and the two assistants were Abby and Molly. As far as recruiting for participants, each team was
responsible for finding one candidate per focus group time and recorded the information about them on a
Excel spreadsheet on PolyLearn. We tried to make sure that we had diverse samples, so we picked people
for different majors, gender and extracurriculars.
Background Info on Participants:
Focus Group 1:
Name Grade Major Gender Been to
CS event
In or Out
of State
Age Extracurricular
Patrick 2nd Computer
Engineerin
g
M No In 19 No
Edna 2nd Political
Science
F
Eli 2nd Business M No In 19 Yes
Ruby 1st Political F No In 18 Yes

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Science
Zack Nutrition M No In 19 Orientation
Team
Erin 1st Nutrition F No In 18 No
*We did not have complete info on Zack or Edna
Focus Group 2:
Name Grade Major Gender Been to
CS event
In or Out
of State
Age Extracurricular
Laura 3rd Communicati
ons
F No In 19 Yes
Chloe 3rd Journalism F No In 20 Track
Ericka 4th Communicati
ons
F Yes In 21 No
Ian 4th Biology M No In 21 No
Dylan M
Anne 3rd Business F Yes Out 20 KKG, ISA
Casey 3rd Engineering M No In 20 Yes
Moderator Analysis:
I think both Joe and Lucas did an excellent job moderating. They created a safe environment which
allowed for the participants to open up and share their honest opinions of Career Services. They helped
the students open up and made sure that every participant contributed. One instance, I thought they did
a great job was during the card sorting. They did not interfere with the participants or try to sway them a
certain way but instead asked them objectively why they put cards certain places. I liked how during the
first focus group, when they were sorting by importance, they told them they could put services on the
same level of importance because that revealed valuable information for the research. I also thought they
were very good at bouncing ideas off each other and helping to clarify ideas for the students. It didn't
seem forced between them; it was more like two friends having a conversation with other people. I think
the part that they did best was digging deeper and asking the participants “why?” and asking them to
explain their answer further. I think that this allowed us to gain a lot more knowledge instead of just
accepting their first, surface level answer.
Appendix B-3: Savannah Granger

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Qualitative Research: Focus Group
[Date]
Monday, October 26, 2015
[Times]
2:10-3:00 (First and Second Years)
3:10-4:00 (Third and Fourth Years)
[Moderators]
Joe D’Addabbo
Lucas Lawson
Research Question:
The teams decided to seek the answers to two pertinent research questions:
1) What is the best way Career Services can get its information to students?
2) What do students want from Career Services?
Questioning Route:
The questioning route begins with simple questions advancing to more in-depth questions. This is
done in an effort to make the groups comfortable with each other and the process, so that the best
answers can be extracted from them later on during the key questions. The discussion guide outline
for both groups is as follows:
Welcome:
Welcome, thank you guys for much for volunteering to be here and help us out. My name is
___________ and I’m ________.
Ground Rules:
● This session is designed to be a discussion mostly among yourselves. We will keep our own
comments to a minimum, mostly offering initial questions or ideas and possibly a follow-up here
and there. Please just be careful not to interrupt another person’s thought.

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● There may be times during the discussion when people have different opinions on a particular
issue. This is a good thing--we are interested in hearing as many diverse thoughts as possible. But
also recognize that there are no wrong answers here--all of you have valid ideas to contribute. AS
moderators, we will help the group strike a balance between free-flow of ideas and opportunities
for critical feedback on comments made.
● The discussion is scheduled to last about 50 minutes.
● Finally, we want to thank you for agreeing to share your thoughts and experiences.
Opening Question:
What’s your name and what is your favorite late-night food?
Introductory Questions:
What was your dream job when you were little? What is your dream job now? How can Career
Services help you get your dream job?
Transition (Activity):
*Activity: Card Sorting*
We have some cards right here that each have resources that Career Services offers. We’d like you to
sort or group them however you find fit. --Discuss.probe how they came to their conclusions.
--Move a card from one group to another and ask them how they feel about that.
Next we’d like you to order each card from most important to least important. --Discuss/probe how
they came to their conclusions.
Now we’d like you to sort the cards from what you’ve had the most exposure to to least exposure to.
--Discuss/probe how they came to their conclusions.
Finally, we have a blank card for each of you and if you could write down a resource you would like to
see added in the future. --Once finished, have them share their response with the group and have
them elaborate.
*On cards: Career fairs, major specific events, networking events, co-sponsored club events,
counselors, guest speakers, online resources, MustangJOBS, workshops, Career & Professional
Development Certificate Program, and mock interviews.
Key Questions:

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1) How do you hear about events on campus? --Probe and have them expand.
2) What do you feel is the best way to be informed about Career Services’ events? --Probe and have
them expand.
3) What would make you more inclined to use Career Services as a resource in general? --Probe and
have them expand.
Closing:
If someone in the group could summarize, in general, what we’ve discussed today.
Does anyone have anything they’d like to add to that summary?
Does anyone still have any questions or thoughts about Career Services that we haven’t already
touched on?
Focus Group Strategy:
Moderators
Two students, Joe D’Addabbo and Lucas Lawson, volunteered (and were approved by Professor
Simon) from BUS 418-04 to be co-moderators for both Focus Group 1 and Focus Group 2. The class
found having two moderators to be a better fit, especially since neither of them had ever conducted a
focus group previously. This allows them to not only feel more comfortable with the process, but it
also brings two minds to the discussion to probe participants for different responses.
Sampling Strategy
The class decided that in order to obtain the best responses possible that we should break down our
two groups into first and second years in Group 1 and 3rd and 4th years in Group 2. Each of the seven
teams was required to find a participant for Group 1 and Group 2. The class also agreed that as many
different majors as possible should be included in order to keep the responses from a diverse
background.
Recruitment Effort
Incentives used to recruit participants included free pizza and pretzels provided by Career Services.
Focus Group Members:

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Focus Group 1
# First
Name
Grade
Level
Major Gend
er
Been to a
CS event?
In/Out-
of-
state
Age Greek/
Extracurricul
ar
1 Ruby 1st Political
Science
F No In-state 18 Yes
2 Patrick 2nd Comp.
Engineer
M No In-state 19 No
3 Erin 1st Nutrition F No In-state 18 No
4 Edna 2nd Political
Science
F * * * *
5 Eli 2nd Business M No In-state 19 Yes
6 Zach * * M * * * *
*Information not included in participant Google Doc
Focus Group 2
# First
Name
Grade
Level
Major Gend
er
Been to a
CS event?
In/Out-
of-
state
Age Greek/
Extracurricul
ar
1 Laura 3rd Communicati
ons
F No In-state 19 Yes
2 Ericka 4th Communicati
ons
F Yes In-state 21 No
3 Casey 3rd Civil Engineer M No In-state 20 Yes
4 Ian 4th Biology M No * 21 No
5 Chloe 3rd Journalism F No In-state 20 Track
6 Anne 3rd Business F Yes Out-of-
state
20 KKG/ISA
7 Dylan 3rd Materials
Engineer
M * * * *
*Information not included in participant Google Doc
The class recruited a diverse selection of majors within each focus group and across both focus
groups. Both groups have a great balance of males vs. females with Group 1 having three males and
three females and Group 2 having three males and four females. Furthermore, there is a nice balance

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of 1st and 2nd years in Group 1; however, in Group 2, there are many more 3rd years than there are
4th years. Also, due to one participant not showing up to Group 1, each participant’s responses within
that group are now worth more.
From this point forward, each participant will be referred to by their number and group.
Moderator Analysis:
During Focus Group 1, Joe clearly took the reins on the majority of the discussion, with Lucas
focusing more on aiding in participant probing in order to gain more in-depth answers. This group
didn’t feed off of each other’s responses in a way a normal discussion would. Because of this, Joe and
Lucas had to ask a lot of follow-up questions of each member in order to obtain something more than
service-level answers. They were effective as a team in many ways. They didn’t speak over each other
and if one of them had trouble answering or clarifying a question for the participants, the other would
swiftly jump in to help him out.
During Focus Group 2, first and foremost, both Joe and Lucas did a great job recovering by #4
tardiness. This time, Joe and Lucas each speak and initiate questions more equally. Unfortunately,
although there was plenty of times, Joe cut off discussion when moving on after Lucas had asked
another probing question. Consequently, that means that the teams likely missed out on further
customer insight.
Findings (Common Themes):
Theme 1: Networking is crucial
Analysis:
Across both focus groups, it was made abundantly clear that students believe networking is a huge
part of future success. Nonetheless, most students also seemed to agree that they don’t know enough
about them or hear enough about them. If this is something students across all years are agreeing is
extremely pertinent to a career, then it’s imperative students hear more about these types of events in
order to get involved.
Quotes:
[2:10-3:00 section, Group 1]
Joe​- “How do you think Career Services can help you get your dream job?”

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6:13 ​[#3] “Making connections, networking...”
10:53 ​[#1] “And then networking, because connections are truly how you make…”
10:57 ​[#2] “[how you] actually get the job, yeah.”
14:40 ​[#2] “I feel like networking events is kind of like career fairs, but like they’re not openly
[advertised].”
18:20 ​[#5] “I said networking and in parentheses emailing, LinkedIn, and phone calls to
professionals...for me, I’ve had connections, but I don’t really know how to start the
conversation...so like professional networking help.”
20:53 ​[#3] “I just said more networking, because I just think that’s like the best way, like if you
can have less experience than other people, is you have good networks, you can get a
better job. It’s all about networking.”
[3:20-4:00 section, Group 2]
10:32 ​[#5] “It’s all about who you know and that’s like really important, no matter what you’re
doing”
10:44 ​[Joe] “Has anyone been to a networking event, by the way, that CS has thrown?” (No one
raised their hand.)
14:46 ​[#6] “I guess it’s networking events, but more specific to alumni that will get you more
advanced in the field.”
15:57 ​[#2] “I also said alumni resources, uhm, but I was thinking something more a
MustangJOBS interface type of thing, where you can just contact people who, like, have
your same major and what fields they went into, not necessarily for an interview, but, like,
to talk about that field, suggestions.”
Theme 2: Emails give a lot of information to everyone, but they’re not used effectively
Analysis:
Both groups agreed that they receive tons of campus and Career Services specific emails, but that in
reality, they don’t read most of them. Whether it’s because they’re too overwhelming with text or
simply too broad and therefore unrelatable, they don’t read most of them. Especially considering how
many are sent so often, it’s becomes too much. Nonetheless, they agreed they do read them when the
title of the email is something that applies to their interests, major, etc.
Quotes:
[2:10-3:00 section, Group 1]
22:06 ​[#3] “I get a lot of emails and I don’t always look at them, because they’re like (swirls
finger in a circular motion in the air)
Joe​- “You said you get a lot of emails, but you don’t read them very much.”

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22:36 ​[#3] “Yeah, like, if it’s not of, like, my interest at that time, then I probably
wouldn’t look at it.”
25:50 ​[#4] “Email. I read all my email, I just don’t like all the notifications. So yeah, I hear
about it from email, I just don’t usually go, probably should, but…I am aware of it.”
27:07 ​[#6] “Like if they’re talking about like 20 events in one email, and the only one you care
about is at the very bottom, I don’t know like (makes scrolling motion in the air with his
hand) it’s off-putting.”
[3:20-4:00 section, Group 2]
12:10 ​[#3] (When asked what the best way to be contacted about events) “NOT emails. (Why?) I
don’t know, I just get like 300 emails a day and I just, like, half of them I just delete. I feel
like people are just tired of getting emails. Just a lot of clutter.”
18:51 ​[#5] “You get a lot of emails from your department.”
19:26 ​[#5] “Depending on what the subject is, like if it’s something that’s interesting [I’ll read
them], but usually based off the subject, you can tell you’re not all that interested.”
22:00 ​[#3] “You get so many emails about everything, you just don’t care about, like, I get
emails from KKB, but half of those are for environmental engineers or people who are
graduating, so I just delete those.”
25:27 ​[#2] “It’s just, like, I get so many emails from Career Services that filtering through them
sometimes is just, like, is this even going to be worth my time and apply to me as a
communications major, or is it gonna be like ‘networking event for the college of
business?’ So you know, things like that. So I agree they should be more personalized.”
Theme 3: No one knew about the Career & Professional Development Certificate
Program, but it’s important
Analysis:
Only one participant out of all of the participants had heard about this resource and yet when asked to
explain it to the group, still didn’t really know what to say or how to explain it. Yet, once the concept
of the course was explained, everyone agreed that this was a very useful and important resource that
one could take advantage of.
Quotes:
[2:10-3:00 section, Group 1]
11:08 ​[#1] “I don’t really know, like, what [the Career & Professional Development Certificate
Program is…”
14:53 ​[#6] (Points to the specific card) “I don’t know, I’ve never heard of this.” *Most everyone
agrees

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32:05 ​[Most everyone] (Points to card) “WHAT IS THIS?”
32:30 ​[#5] “So, it’s just like a program that teaches you to, like, be professional. I mean I haven’t
done it, but from what I’ve heard at the end you get a nice little pad-folio.”
34:06 ​[#1] “I feel like that is very helpful, like, if you haven’t been taught, or like, learned how to
dress professional in the past, then that’s very helpful.”
34:16 ​[#2] “Or just, like, interacting with, like, people above you, and just, like, how to speak to
them.”
[3:20-4:00 section, Group 2]
7:08 ​[#5] (Points to card) “And we don’t know what that is.”
8:23 ​[#3] (Asked to sort cards from most important to least important, #3 immediately flicks
this card straight to the bottom. No one argues.)
11:08 ​(Asked to sort cards from most exposure to least exposure and everyone again
immediately keeps this card at the very bottom.)
26:20 ​[#3] (Group asked if there were any looming questions or concerns left. #2 points to this
card.) “What IS that?” (Everyone laughs in agreement.)
27:25 ​(Asked that now that they understand the concept, where would they sort it from most to
least important. Everyone agrees it would be either second or third in the whole list of
importance.)
Appendix B-4: Michelle Renolayan
Qualitative Research: Career Services Focus Group
Date
October 26, 2015
Time
Focus Group 1 ( Freshman, Sophomores) 2:10 - 3:00pm
Focus Group 2 (Juniors, Seniors, Plus) 3:10 - 4:00pm
Research Questions
What is the best way career services can get its information to students? What do students want from
career services? (Class Research Question)
How can Career Services connect with student effectively? (Group 4 Research Question)
Questioning Route

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Welcome & Introductions
The moderators started by thanking everyone for participating in the focus group and explained that this
focus group was being done for our BUS 418 class. The purpose of the focus groups was to find out more
information on what students want to hear from Career Services, what is the best way Career Services can
get its information to students, and how students interact with Career Services overall. The moderators
also mentioned that the sessions were being recorded and that there are no wrong or right answers. They
encouraged the group to participate to gain more insight on their interactions with Career Services.
Opening Question
In order to make the group more comfortable, the moderators started off with a simple, ice-breaker
question. For the first question, the moderators asked everyone to introduce themselves and tell the group
what their favorite late night food was.
Introduction Question
Next, the moderators asked the focus group what their dream job was when they were little and what their
dream job is now. In order to connect the questions to Career Services, they then asked who has heard of
Career Services and then followed up by asking how can Career Services help them obtain their dream job.
Transition Question (Activity)
The purpose of the card sorting activity was to gain more insight on the focus groups’ thoughts and ideas
about the services that Career Services offers. First, the focus groups were asked to sort the cards in a way
they thought fit best. (ex: putting cards into categories for cards that were similar).This first card sorting
activity was unaided by the moderators. The second part of the card sorting was aided when the
moderators asked each group to sort the cards by most important to least important. In the third part of
the card sorting activity, each group was asked to sort the cards by how much knowledge or most
exposure they have about each card to the last amount of knowledge or exposure. In between each card
sorting activity, the moderators asked some follow up questions about why some cards were placed in
certain areas. When the card sorting activity was finished, the moderators handed each member of the
focus group a blank card. The participants were asked to write down any other services they felt Career
Services should offer.
Key Question #1
The purpose of this first question was to find out the what the main source of information was for
students about campus events.
“How do you hear about events on campus?”

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Key Question #2
This question specifically addresses the research process. Participants were asked:
“What is the best way to be informed of Career Services events?”
The question was a followed up by another to gain more specific information as to what students want in a
main form of communication.
“What do you look for in emails?
Key Question #3
This question digs deeper to find out why participants would use Career Services as a resource.
What would make you more inclined to use Career Services as a resource?”
Ending Question
To close the discussion, the moderators asked the group to summarize the key points of what they covered
during each focus group session and asked if anyone had any other questions about Career Services or the
services they offer.
Focus Group Strategy
Moderators
Professor Simon asked for two people to volunteer as moderators. Joe and Lucas volunteered to be the
moderators for both focus groups. Having two moderators created a better environment for each focus
group session and both moderators were able to help each other in leading discussions and asking the
right questions.They made sure that each focus group session went smoothly and made sure ask follow up
questions to clarify thought and ideas.
Sampling Strategy
As a class, we decided that we should split the two focus groups into underclassmen (Freshman,
Sophomores) and upperclassmen (Juniors, Seniors, Plus). We chose these two focus groups to compare
the differences of each group's interactions with Career Services. We got participants of different majors
to diversify our responses and to also find out if their experiences were different within different colleges
at Cal Poly.
Incentives
Students were persuaded to participate in each focus group by incentives such as pizza, snacks and
refreshments. They also were persuaded to participate with the knowledge that they were helping their
friends that had asked them to participate in the focus group. This would not only be helping their friends

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for class but in the long run, it would also help the participants themselves and other Cal Poly students
build stronger relationships with Career Services.
Focus Groups Members
Focus Group 1
Name Year Major Been to Career Services Greek/
Extracurricular
Ruby 1st Political Science No Yes
Patrick 2nd Computer
Engineering
No No
Erin 1st Nutrition No No
Edna 2nd Political Science *no response* *no response*
Eli 2nd Business No Yes
Zack *no
response*
*no response* *no response* *no response*
Focus Group 2
Name Year Major Been to Career Services Greek/ Extracurricular
Laura 3rd
(Transfer)
Communications No yes
Ericka 4th Communications Yes no
Casey 3rd Engineer No yes
Ian 4th Biology No no
Chloe 3rd Journalism No yes
Anne 3rd Business Yes yes

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Dylan 3rd Materials
Engineering
*no response* *no response*
Analysis of Participants
The individuals who participated in the focus groups were of all different majors. There was an even
number of both genders in each group which kept a good balance of female and male perspectives and
about half of the participants were involved on campus with extracurricular activities. Surprisingly, when
asked if they have heard of Career Services, everyone raised their hand but almost all the participants in
both focus groups have never been to Career Services, including most of the upperclassmen in focus group
#2. We only had two fourth years participate in our focus group and I don’t think it gave us much insight
to their experiences with Career Services and if they have utilize them in the search for a job.
Moderator Analysis
Moderators
The atmosphere of the two focus groups were the same since the moderators, Joe and Lucas, led the
discussion for both groups. Joe and Lucas followed the questioning route well and seemed to balance the
questions among each other. None of them overpowered each other which created a good dynamic.
Overall, Joe and Lucas were successful in obtaining a lot of information from each group.
Joe and Lucas did a good job setting a comfortable atmosphere for both groups. They were very
conversational with the focus groups adding small side comments every now and then. Also, Joe and
Lucas were able to clarify participants thoughts and ideas by asking follow up questions. They were
genuinely interested in what the participants were saying and actively nodded when someone was
responding to a question or said the occasional “yeah” to let the participant know that they understood
them and that they were listening. Some individuals were more talkative and willing to share their
opinions more than others but the moderators did a good job directing some questions to others that were
not as talkative. In one focus group, Joe said, “Does anyone on this side of the table have anything to
add?” This gave other people the opportunity to share their ideas so the discussion wouldn’t be
overpowered by one or two overly active participants.
Findings
Key
F1= Focus Group #1 (Freshman, Sophomores)

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F2= Focus Group #2 (Juniors, Senior, Plus)
Research Questions (Restated)
What is the best way career services can get its info to students? What do students want from career
services? (Class Research Question)
How can Career Services connect with student effectively? (Group 4 Research Question)
Theme 1: Better Public Relations and Advertising for Career Services
Individuals in both focused groups mentioned that they would utilize Career Services more if they knew
what they offered besides the Career Fair. Not many students are familiar with what Career Services does
or where and when their services or workshops are held. Career Services sends mass emails to student to
inform them about events that are happening on campus but there is too much text in the emails and
students become uninterested, don’t read them, or just ignore them. If Career Services changed the way
they inform their students through various PR and advertising strategies, students may be more inclined
to take advantage of what Career Services has to offer. This may include changing the name or just a
rebranding of how they would like to market themselves to students. If Career Services reached out to
students, instead of having students seek them out, students may utilize their services more.
Time Participant Quote
22:06 F1, 1st Yr “I get a lot of emails, but I don’t always look at them.”
22:09 F1, 2nd Yr “[Emails] are kind of spammy.”
22:38 F1, 1st Yr “If [the email] is not of my interest at that time, I probably wouldn’t look
into it.”
23:07 F1, Zack “I hear about a lot of events through word-of-mouth.”
25:27 F1, Zack “I feel like I heard a lot during WOW, but then after that, I never really
heard of any other events except for the Career Fair”
26:52 F1, 2nd Yr “If there’s a lot of text, no one’s going to read it. Maybe say what it is and
then a link so if you’re interested, then you go a get more information.”
27:32 F1, 2nd Yr “If just knew more about it, like what they do, because all I hear about is
the Career Fair. I don’t know what they offer but if I did, I would be more

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inclined to go.”
28:18 F1, 2nd Yr “ I feel like when they say Career Services, it’s like job oriented and will
help you get a job and as a first or second year, I don’t feel like I’m qualified
to do that. Why am I going to Career Services to help me get a job when I
don’t have the skills.”
12:21 F2, 3rd Yr “ People are just tired of getting emails.”
21:45 F2, 4th Yr “I first found out about Career Services from my advisor, so unless you go
out of your way and see your advisor, there’s a lot of things you won’t know
about.”
23:48 F2, 3rd Yr
(Transfer)
“ I don’t really know what they have to offer and I haven’t really been
exposed to it that much.”
Theme 2 : Referrals
In both focus groups, it was mentioned that the participants would be more inclined to use Career
Services if they heard of their friend’s success or if their professors encouraged their students to utilize
Career Services and go to their events. Referrals from friends with success stories shows other students
that using Career Services can be beneficial and referrals from professors shows students that professors
care and want their students to do well when on the path to finding a career and being prepared for
getting a career.
Time Participant Quote
22:15 F1, 1st Yr “ My RA’s keep my up to date on what’s going on.”
22:17 F1, Zack “ Most of the events I’ve gone to are because it has to do with a friend of
mine so that’s why I would go.”
24:24 F1, 2nd Yr “People speaking about how helpful it was. If my friend told me ‘Hey, they
really helped me out and helped me land this and this…’ I will be like ‘Okay,
I should look into this.’”
30:00 F1, Zack “If my professors were to mention something about Career Services...that
might make me more inclined just because after a certain amount of time,

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you learn to trust their judgement.”
20:35 F2, 3rd Yr “ I have department head teachers, so they always inform us about events
in our major, club meetings for our major and what not, so i feel like that
would be a good way to hear about Career Services”
20:52 F2, 3rd Yr “If teachers were more on board with all the events and teachers actually
told us how beneficial they would be for us, I would take it a lot more
seriously”
22:45 F2, 3rd Yr “Hearing more success stories”
Theme 3: Networking is Important in a Job Search
The concept of networking seemed to come up a lot in both focus groups. Participants talked about how
networking sessions are very useful and important in the path to getting a job. It was interesting how
focus group #2, unanimously put “networking events” as most important in the card sorting activity. They
felt that without networks, it might be harder for a student to find a job. Students want to see Career
Services offer or advertise more networking opportunities because that is something they would be able to
utilize in the future when searching for a job or internship.
Time Participant Quote
10:54 F1, 1st Yr “Networking connections are truly how you get job”
18:30 F1, 2nd Yr “I’ve had connections but don’t really know how to start the
conversation”
20:58 F1, 1st Yr “You can have less experience, but if you have good networks, you
can get a better job”
10:33 F2, 3rd Yr “It’s all about who you know. It’s really important. No matter what
you’re doing”
14:46 F2, 3rd Yr “[Career Services should have more] networking events more
specific to alumni, that will get you more advanced in the job
process”
Appendix B-5: Ty Shill
Focus Group Debriefing
Date

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Monday, October 26, 2015
Times
Focus Group 1: 2:10-3:00 pm (First and Second years)
Focus Group 2: 3:10-4:00 pm (Third and Fourth years)
Research Question​:
Our team has developed the following research question for this project:
​How can Career Services connect with students effectively?
The research question agreed upon by the entire class:
​What is the best way Career Services can get its information to students? What do students
want from Career Services?
Questioning Route
For our questioning route, our class collaborated to create a set of questions that allowed the focus group
participants to provide valuable insight for us. We began each focus group session with short,
light-hearted questions to help the participants feel comfortable sharing before asking more specific and
detail-oriented questions later on.
Welcome and Overview
We started off the focus group session by welcoming and thanking the participants for volunteering to
take part in this activity. The moderators, Joe and Lucas, then established the ground rules for the session
so that the participants has a better understanding of how the focus group would be conducted. Joe and
Lucas requested that the participants not interrupt one another when sharing a thought, and to try to
respect every individual’s personal opinion as each response was important. Also, they stated that the
purpose of the focus group was to receive input from the volunteering participants, so they would be
leading the direction of the discussion without giving their own personal opinions. Finally, the
participants were informed that the discussion would be recorded.
Opening Question
Please state your name and favorite late-night food.
As the purpose of the focus group was to gain insight from different individual perspectives, we wanted to
make all of the participants feel comfortable sharing their thoughts and experiences. In order to establish
this precedent successfully, we decided that it would be appropriate to begin with everyone stating their
name and favorite late-night snack food. The second part of the statement was included as a light-hearted

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prompt to help the participants share their thoughts within the group. To reinforce this comfortable
atmosphere, the one of the moderators went first to set an example of a response.
Introductory Question
What was your dream job as a kid? What is your dream job now? How can Career Services help you get
your dream job?
The introductory question serves an open-ended question to ease the participants into discussion. The
first portion of the question offered some insight into the background of each individual, and was also
more light-hearted like the opening question. The second part of the introductory question shifted the
focus of the participants to their current plan. Then, the last part of this question tied in the subject of the
focus group, Career Services, and helped the participants begin to think of the value that this entity
creates for its consumers.
Transition Question (Activity- card sorting)
1) Please sort the cards in the best way that you see fit or makes sense to you.
2) Please rank the cards in order from most to least importance
3) Please sort the cards in order of most familiarity or exposure with the resource.
The purpose of this transition question is to move the focus of the discussion fully towards the focus group
topic. Our goal with first card sorting activity was to see how they participants grouped the career services
offerings logically. After that, we were able to evaluate which services or resources the students valued the
most and the least. Lastly, we were able to gauge the students’ familiarity which each of the resources that
were presented to them. This activity provided valuable insight into the desires and overall familiarity
with some of Career Services’ main offerings.
Key Question #1
How do you hear about campus-related events?
The key questions of the focus group are designed to address the specific components of the research
question. This first key question helps address our team’s research question, which focuses on the overall
value communicated from Career Services to its consumers (the students). This question evaluates how
students perceive the effectiveness of different communication methods for any general school-related
event.
Key Question #2
What is the best way to hear about Career Services events or offerings?
Similar to the first key question, this key question focuses on how the participants of the focus group
would rather be contacted regarding an upcoming Career Services event.

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Key Question #3
What would make you more inclined to use Career Services as a resource in general?
While the first two key questions focus more on the communication methods preferred by students, this
question attempts to identify what would serve as a motivation for students to utilize Career Services
more often.
Closing Question
Please summarize the main points of the discussion from today. Are there any questions you would like
to ask regarding Career Services?
The closing question of the focus group is intended to bring closure for the participants and allow them to
reflect or elaborate on any previous comments. This allows for participants to reflect on the discussion
and clarify any points that they do not understand.
Focus Group Strategy
Moderators
For our focus group, two individuals volunteered to co-moderate both of the focus groups. Also, two
individuals volunteered to be assistants and help the moderators with various duties including the
preparation and dispersing of materials. The two moderators for the focus groups, Joe and Lucas, are two
students from our section of this class who felt comfortable enough with the qualitative research process
to lead the focus groups. As this was both of their first times directing a focus group, having two
individuals take on the task helped the efficient running of the focus groups. The two volunteers were
approved by Professor Lisa Simon for the activity.
Sampling Strategy
The participants that were gathered for the two focus groups were all Cal Poly students who were
contacted by a member of our section of BUS 418 and came and volunteered their time. As a class, we
decided to have one focus group with underclassmen and the other all upperclassmen. Our decision to
segment the groups this way was based on the expected difference in involvement or familiarity with
career services between the two age groups. Career Services provides resources for all Cal Poly students,
but we expected the younger students to have different experiences and interactions with Career Services
than the older students, as both groups are in different stages of their college careers.
Incentives
As previously states, the focus group participants were acquaintances of the students on our BUS 418
class, and graciously volunteered their time to aid our qualitative research. Snacks including pizza and
pretzels were offered to the volunteering participants to incentivize their appearance and participation.

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Focus Group Members
Focus Group #1 (First and Second years)
First
Name Year Major Gender
Been to a
Career
Services
event
Out-of-state or
in-state Age Greek/extracurricular
Ruby 1st
Political
Science F No In-state 18 Yes
Patrick 2nd
Computer
Engineer M No In-state 19 No
Erin 1st Nutrition F No In-state 18 no
Edna 2nd
Political
Science F No no
Eli 2nd Business M No In-state 19 Yes
Zack 2nd Nutrition M No In-state 18 No
Focus Group #2 (Third and Fourth years)
First
Name Year Major Gender
Been to a
Career
Services
event
Out-of-state
or in-state Age Greek/extracurricular
Laura 3rd Communications F no in state 19 yes
Ericka 4th Communications F yes in state 21 no
Casey 3rd Engineer M no in state 20 yes
Ian 4th Biology M no in state 21 no
Chloe 3rd Journalism F no in-state 20 Track
Anne 3rd Business F yes out 20 KKG, ISA