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Career Coaching

Career Coaching. Applying the Framework to Our Practice & Assessment. Kathryn Doughty, Dartmouth College Debra Krumholz, Amherst College Laura Litwiller, Amherst College. Develop a Collaborative Partnership with Your Student. Principles Student takes ownership of the process

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Career Coaching

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  1. Career Coaching Applying the Framework to Our Practice & Assessment Kathryn Doughty, Dartmouth College Debra Krumholz, Amherst College Laura Litwiller, Amherst College

  2. Develop a Collaborative Partnership with Your Student Principles • Student takes ownership of the process • Student participates actively in the process • Advisor becomes the coach/educator

  3. Develop a Collaborative Partnership with Your Student Practices • Work together to explore skills, interests, etc. • Advisor asks questions that guide direction • Advisor teaches resources and techniques • Advisor explains “why” • Student take notes • Student sets priorities and agenda

  4. Develop a Collaborative Partnership with Your Student Questions • What brings you in today? • What would you like to accomplish/learn? • Would you rather spend our remaining time talking about x or y? • On a scale of 1-10… • Are we covering what you wanted to cover? • What ideas do you have?

  5. Use a Positive, Strengths-based Framework Principles • Language shapes reality • Our lens impacts how we see situations • We have a choice in how we respond • A focus on strengths fosters motivation • Disempower the problem and empower the student

  6. Use a Positive, Strengths-based Framework Practice • Set the positive tone early on through your language, questions, tone, etc. • Draw student’s attention to the impact of their own language on their approach • Identify what’s good and what’s working • Use reframing exercises to move from problem to solution • Use exercises that identify strengths

  7. Use a Positive, Strengths-based Framework Questions • What is going well with your job search? • Is there anything positive about ___________? • What energizes you? • What situations bring out your best? • How would you feel if you thought about your situation in a different way? • When have you not had that problem? (seek exceptions)

  8. Create Structures to Move Toward Action Principles • Establishing goals and next steps helps focus students • Focusing on outcomes helps make the best use of a short period of time • Beginning with the end in mind provides benchmarks for reflection and evaluation

  9. Create Structures to Move Toward Action Practice • Set realistic goals or intentions • Work together to design structured next steps based on where student is at in process • Create checklists or a road map • Discuss timeframe and time commitment • Cheer your student on!

  10. Create Structures to Move Toward Action Questions • What have you already done to reach your goal? • What has to happen next for you to work toward reaching your goal? • What resources do you have available to help? • When will you begin to take these steps? • What will you do in the next 24 hours/week? • What will the outcomes be if you do this? What will they be if you don’t do this?

  11. The Coaching Agenda • Coaching for Skills? • Coaching for Performance? • Coaching for Development?

  12. Priming the Student • Making the Appointment • Intake-Pre-Appointment • Note-Taking

  13. Pre-Assessment Worksheet(MBTI or Strong) • Write 1-3 SPECIFIC objectives you hope to meet by taking a career assessment • Name 5-8 personal qualities or strength in which you take pride • Name 3 occupations you are considering now or that you considered when you were young • List 3 of your hobbies or extracurricular activities

  14. Assessment • Appointments & Drop-Ins • Is it measurable? • Reflecting the principles in questions • Reflection & Learning Outcomes

  15. 2013 Drop-InsSatisfaction Survey 94%        Very satisfied or satisfied 92%       Exceeded or met expectations Sampling of what students learned….. • Best to speak in specifics for interviews • Thematic organization in cover letters, how to organize and edit • What I can offer an employer and how to phrase it • I need to set up more phone calls

  16. Workshops • Goals – Students & Presenter • What will you learn? • Outcomes

  17. Workshop Survey - Networking • Before…, I was confident in my knowledge of … • Because…, I better understand the purpose of … • Because…, I better understand the different uses of… • During…, I learned useful strategies for…. • After…, I am better able to identify my existing… • After…, I am better prepared to cultivate networking relationships

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