Career Counseling Guide. 2 Table of Contents CareerXchange Intro Career Development Background...

Career Counseling Guide

2

Table of Contents

• CareerXchange Intro

• Career Development Background

• Purpose Of Counseling

• 5 Objectives Of Career Counseling

• 11 Career Counseling Skills

• 1-2-3 Career Counseling

• Counseling Annual Strategy

• Emergency Counseling

CareerXchange Intro

4

CareerXchange Intro

Introduction

CareerXchange is a leader in establishing career services, training and consultative advice to the private and public sectors including universities, training centers and corporations. We partner with our clients to establish successful strategies in the areas of job placement and professional development.

Career Development Process

6

First Year Second Year Third Year Fourth Year

No participationIn CareerDevelopment

■ Career Counseling Student visitshis/her careercounselor tobegin to analyzeand matchstudent academicand career goals.

■ Training

Student registersIn career developmentcourses intended tobuild his career skills.

■ Career Planning

Clear career pathIs set based on a thorough values,skills and careerexploration meetingsAnd exercises.

■ Training

Student registersIn career developmentcourses intended tobuild his career skills.

■ EmploymentAssistance

Student will researchrealistic career tracksconsisting of on-thejob training and/oron-campus projects.

■ Career Planning

Review his on-the-jobtraining experiencesto determine careerstrengths andweaknesses.

■ Training

Student continuescareer developmentcourses to build uponthere strengths andovercomeweaknesses.

■ EmploymentAssistance

Student continues onthe-job training in adecisive careerdirection untilgraduation.

7

Counseling Target

Counseling Sessions until graduation.

Career Training: Student is certified in core career skills.

Internship: Students develop on-the-job training

Professional Skills Training: Student is certified in core career skills.

1

2

3

4

Career

Counseling

Purpose Of Counseling

9

Purpose of Counseling

Career Defined

• Career - Sums up a persons “Whole life in the world of work”

“What does it mean to counsel people?”

1. Help students discover or rediscover there potential.

2. Reverse of giving counsel rather enables students to counsel themselves.

3. Begin self exploration sessions in which the student talks about themselves: Wishes,

aspirations, thoughts, feelings etc.

4. Energize students to take small steps to move toward finding there career. Trying experiences that fit his drives and values.

5 Objectives of Career Counseling

11

5 Objectives of Career Counseling

5 objectives of Career Counseling

Counselor seeks to accomplish what student wants to accomplish.

1. Assume Responsibility: Student takes charge, make decisions and act on decisions.

2. Imagine Career Ideas & Build trust: Tap into students life experiences as a base to generate career ideas.

Ex. “Given the experience you described, what kind of jobs does it suggest to you?”

Ex. “Tell me about things you’ve done in your life that you’ve felt good about?”

3. Deal with negative emotions or thoughts which inhibit career progress.

Counselor listens to student complaints:

(1) Develops strategies for overcoming the stated problems.

(2) Find ways to manage the negative emotions.

12

5 Objectives of Career Counseling (Cont.)

4. Know how to determine “Steps to a career goal”

• Counseling should make it possible for a student to find out how they can get from

Point A (Starting Point)

to

Point B (Target Career)

• Direct student to sources of career discovery not a fixed course of action.

Source 1: Internet

Source 2: Interview business owners

• Student collects career information from sources >> sets career goal >> creates action plan to obtain goal.

Ex. Want to be computer programmer >> By graduation I want to be hired as Junior Programmer >> Action Plan: Take programming courses, on-the-job training and network with professional programmers.

13

5 Objectives of Career Counseling (Cont.)

Counseling Barriers:

Student believes: “I cant do that kind of work”

Encourage students to believe that motivation and skill development lead to career progress.

5. Choose a career that has a sense of meaning and purpose.

• Counselor helps student state there purpose and expresses feelings associated.

• The counselor should’nt “PUSH” an agenda rather let the student establish the topics of discussions based on importance.

11 Career Counseling Skills

15



Student Centered Approach – Students can make there own decisions based on there (ambitions, wants etc.) not depending on counseling advice.

1. Open ended questions – Ask questions that encourage the fullest range of responses.

Ex. “What type of work you prefer or dislike?”

2. Clarifying Message – Give student feedback of what you believe to be the meaning of their statements.

• Process: Let the student hear himself talk >> Capture meaning in student message >> Clarify message to student.

A. Student: I like interacting with people, like speeches and human rights.

B. Counselor: Why do you like interacting with people? etc.

C. Your statements show that you like to build relationships, be in the spotlight and serve worthy causes.

16

11 Career Counseling Skills (Cont.)

3. Understand Emotional Message – Identify the feelings in the students responses. Use the feelings in order to launch questions that help you understand and encourage student to take action.

Read between the lines (Emotional Content)

A. Student: I really like to work with math but not In front of peopleB. Counselor: Sees that the student is an introvert and talk to him to explore non-social careers.

4. Identify Skills – Find specific areas of talent or strength revealed in the students description of there past experiences.

A. Counselor : “What skills do you think were most present in creating the web page?”

B. Student: “I researched web page design, wrote the web page information and organized people to program the web page.

C. Skills: Researching, Writing and Organization (Managing)

17


5. Creative Approach – Encourage student to envision job and career possibilities through open ended brainstorming.

Ex. “What kinds of careers have you thought of might like to do?”

“What pictures do you have of yourself in the world of work?”

“You’ve said you like data reports. What kind of careers will enable you to do this work?”

6. Information Giving – Give key pieces of job or career information that enable the student to understand better a particular job or career or a particular process (such as job hunting).

A. Counselor: “You said you wanted to be a graphic designer”

“Careers in graphic design are seen in different industries: Banking, T.V, Marketing etc.

“A graphic design career in a marketing agency is (5,000JD-Entry Level) to (30,000JD-Senior Level)

18


7. Role Playing – Conduct exercises such as interviews etc. to shape the student behavior.

8. Interest Confirmation – Make sure student is engaged in counseling discussion.

Ex. Ask student if the conversation is on track regarding meeting there expectations.

9. Summarizing – Collecting what the student has said and reviewing it for purposes of moving forward.

A. Counselor: “Now let me summarize the key things you said so far” “You’ve said you like to get a government job and start a tax business but are afraid of the risk” ”You’d like to try it on an experimental basis. How do you want to proceed?”

19


10. Task Setting – Ask the student to gather information or experiences that are directly relevant to students job or career objectives.

Ex. Let the student engage in information interviewing, collecting data about career options etc.

11. Establishing the Yes, Buts – Identifying the students concerns and main obstacles they believe may stand in the way of job or career goals.

Ex. Student: “Yes!!! I want to become a lawyer but I don’t like to deal with courtrooms”

1-2-3 Career Counseling

21



1. What do you want to do?

• The art of the question is you can be there with the student while they are expressing themselves out-loud.

Ex. Counselor Says:

What are the best things you’ve ever done and what do these suggest you need to for a career?

How has your work been different from what you’ve wanted it to be?

What have you not yet done in your life that you really must do?

Who are you as compared to who people think you are?

What kinds of work feed your purpose?

22

1-2-3 Career Counseling (Cont.)

2. What’s Stopping You?

• The Yes, Buts - Student is invited to talk about there career obstacles.

Discussion will focus on “Why I believe it will be difficult for me to achieve this goal.”

Ex. “Id like to own my own flower shop but I don’t have any business skills and floral talent”

• Key Question is “How motivated is this student toward the flower business? If student wants it he can acquire the talent.

Let the problem emerge and define it to be sure of the obstacles.

23


3. What are you doing about it?

Counselor works with student to conduct reality tests in order to see how motivated the student is in pursuing his target career.

• Reality Testing will allow the student to see how far their motivation can carry them.

Reality Test Type A – How accurate is my perception of the problem? How can I get better data?

Problem: Student want to become lawyer but doesn’t like courtrooms.

Getting Better Data – Student goes to courtrooms, talks to lawyers etc. and discovers that the problem is not in going to courtrooms rather his presentation skills.

24


• Reality Test Type B – If Reality Type A shows that student has less skill, what can the student do to improve the situation, to begin to overcome the obstacle?

Ex. Student needs to improving his presentation skills by taking courses in presentation skills and work with lawyers.

• Many Tests can be developed – Talk to lawyers, take part time jobs, volunteer.

Find out “Does student have the drive to climb up there learning curve”

Student should (1) Find out from experience (2) Learn from failure (3) Often seek one goal and find another.

Counseling Annual Strategy

26

Counseling Target (2 – 4th Year)

Session 1: Introductory meeting outlining counseling benefits and begin student interaction.

Session 4: Student then needs to determine what steps to take to strengthen there skills based on career path selected.

Session 2: Engage student with questions to explore career interests.

Career

DevelopmentSession 3: Student is encouraged to discuss career obstacles to identify strengths are weaknesses.

27

Session 1

Q&A: Student Status

1. What is your academic year?

2. What is you major? and what course or experiencemotivated you or captured your interests?

3. What is your greatest accomplishment in you life so far?

Counseling: Session 1

Career Counseling Skills (In Action)

• Open ended questions

• Read between lines to understand real meaning

• Skill Identifying – specific areas of talent or strength

• Creativity - Explore career possibilities by brainstorming etc.

• Information Giving – Give key pieces of job or career information

• Ask if counseling is meeting student needs

• Summarize student message

• Assign students career tasks to accomplish

• Identify students concerns, main obstacles or road blocks in achieving career goals

28


Session 2

What do you want to do?

• The art of the question is you can be there with the student while they are expressing themselves out-loud.

1. What are the best things you’ve ever done and what do these suggest you need to do for a career?

2. If you worked before. How has your work experiences been different from what you’ve wanted it to be?

3. What have you not yet done in your life that you really must do?

4. Who are you as compared to who people think you are?

5. What kinds of work feed your sense of purpose?











29


Session 3

What’s Stopping You?


Discussion will focus on “Why student believe it will be difficult for me to achieve this goal.”

Ex. “Id like to own my own marketing company but I don’t have any business skills and marketing talent”

How motivated is this student toward the marketing business? If student wants it they can acquire the talent.












30


Session 4

What are you doing about it?

• Reality Testing: will allow them to see how far their motivation can carry them.


Reality Test Type B – If Reality Type A shows I have less skill, what can I do to improve my situation, to begin to overcoming the obstacle?

Many Tests can be developed – Talk to Marketing Business owners, take part time jobs, volunteer.

Find out “Does student have the drive to climb up there learning curve”?












Emergency Counseling

32

Counseling Target (4th Year: Emergency)

Session 1: Introductory meeting outlining counseling benefits and begin exploring career interests.

Session 2: Student is encouraged to discuss career obstacles to identify strengths are weaknesses.

Career

Development

Session 3: Student takes steps to strengthen there skills based on career path selected.

33

Session 1

Q&A: Student Status

1. What is you major? and what course or experiencemotivated you or captured your interests?

2. What is your greatest accomplishment in you life so far?

What do you want to do?

1. What are the best things you’ve ever done and what do these suggest you need to do next?

2. Have you had any on-job training or jobs and how has your work been different from what you’ve wanted it to be?

3. What have you not yet done in your life that you really must do?

4. What kinds of work feed your sense of purpose?












34


Session 2

What’s Stopping You?


Discussion will focus on “Why I believe it will be difficult for me to achieve this goal.”

Ex. “Id like to own my own marketing company but I don’t have any business skills and marketing talent”

• How motivated is this student toward the marketing business? If student wants it they can acquire the talent.












35


Session 3

What are you doing about it?

• Reality Testing: will allow them to see how far their motivation can carry them.


Reality Test Type B – If Reality Type A shows I have less skill, what can I do to improve my situation, to begin to overcoming the obstacle?

Many Tests can be developed – Talk to Marketing Business owners, take part time jobs, volunteer.

Find out “Does student have the drive to climb up there learning curve”?












Career Counseling Guide. 2 Table of Contents CareerXchange Intro Career Development Background...

Documents

Transcript of Career Counseling Guide. 2 Table of Contents CareerXchange Intro Career Development Background...