www.internationalcounselor.org career development part b: programs and websites

www.internationalcounselor.org

Career Development

Part B:Programs

and websites



• Copyright Shaun McElroy


Includes:

• SAS program• Do What you are• Strengthsfinder


Includes

• Bridges• ACT• Real Game


Check out the links


Strengths + Future Planning

Grade 9DWYA

Grade 10StrengthsCareer

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Grade 11College MatchJunior

InterviewStrengthsCareer

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Grade 12Senior RetreatCollege MatchJunior


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Grade 9DWYA


“Individuals gain more when they build on their talents, than when they make comparable

efforts to improve their areas of weakness.”

--Clifton & Harter


The ‘Positive Psychology’ Model

“Positive Psychology … is the scientific study of optimal human functioning [that] aims to discover and promote the factors that allow individuals …to thrive. [It is the] psychology of happiness, flow, and personal strengths.”

(Seligman, 1999).


Writing Challenge

• Write 5 things you are known for

• Write these same five with non-dominant hand

• What is the Difference?




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• What is it• How we used it• Pitfalls• Recommendations



What Are Talents?

• Naturally occurring• Thoughts• Feelings• Behaviors


What Are Strengths?

Talent Knowledge

Skills

= Strength


Questions to Identify Strengths

•What did you learn with the greatest ease in high school?



•Describe a successful day.



•What was your favorite assignment?



•What subjects do you enjoy studying the most?



•What comes easily for you?



•Tell me about a time in your life when you accomplished something you were proud of.


Evidence of your StrengthsEvidence of your Strengths

yearnings

Intense satisfactionAchievements

FlowRapid Learnings


“Individuals gain more when they build on their talents, than when they make comparable efforts to improve their areas of weakness.”

--Clifton & Harter, 2003


Building Strengths

Identify the natural talent themes

– Ways of processing information

– Ways of interacting with people

– Ways of seeing the world

– Habits, behaviors, attitudes, and beliefs that can be productively applied


What are strengths?

• Attitudes that sustain efforts toward achievement and excellence

• Behavior patterns that make a person effective

• Beliefs that empower a person to succeed• Motivations that propel a person to take

action and maintain the energy needed to achieve

• Thought patterns that make a person efficient


The Highest Achievers• Spend most of their time in their areas of

strength

• Focus on developing and applying their strengths and managing their weaknesses

• They don’t necessarily have more strengths —they have simply developed their strengths more fully and have learned to apply them to new situations


More About the Highest Achievers

• Use their strengths to overcome obstacles

• Invent ways of capitalizing on their strengths in new situations and using their strengths to overcome areas of weakness

• Or partner with someone with complimentary strengths


StrengthsQuest – Program Overview

• Based on more than 35 years of GALLUP research into human talent and strengths

• Set aside 40 uninterrupted minutes• 180 questions, forced choice• 20 seconds per question• Report: Top five signature Strengths


Clifton StrengthsFinderTM

• Used with over 4 million people in 17 languages

• over 250,000 college students• Over 400 Colleges• Over150 high schools• 34 signature themes – top 5


Why Use an Instrument?

• Provides a common language to talk about strengths

• Validates and affirms students’ experiences

• Jump starts the conversation and provides a springboard for discussion


Using Strengthsfinder

• Identifies top 5 themes• Six-month test-retest reliability across all

populations ranges from .60 to .80• Three-month test-retest reliability among college

students ranges from .70 to .76• Study from Harvard: Students preferred Strengths

over MBTI or the Values Information Assessment


Why Strengths?

Aim for:

• consistent, near-perfect performance in a given activity.


When schools focus on Strengths:


The Focus Changes

FROM:• Problems• Attendance• Preparation • Putting into

the student• Average

TO:• Possibilities• Engagement• Motivation • Drawing out

from the student• Excellence


Relationship between Positivity, Negativity, and Productivity.

– Study by Dr. Elizabeth Hurlock in 1925


Top Strengths of ECA High School Faculty

• Achiever (2)• Activator• Adaptability (2)• Arranger• Command• Consistency• Deliberative (2)• Discipline• Empathy (4)• Focus• Harmony

• Ideation (2)• Includer (2)• Individualization• Input (4)• Learner • Positivity• Relator (2)• Responsibility• Restorative• Self-Assurance• Strategic• WOO


Profile of typical ECA staff

• Input – 15

• Learner – 14

• Intellection – 11

• Strategic – 10

• Achiever – 10

• Adaptability – 10


Strengths – Teaching StaffStrengths – Teaching Staff

The Math Department Strengths at ECA

Faculty Strength 1 Strength 2 Strength 3 Strength 4 Strength 5Teacher 1 Deliberative Competition Adaptability Analytical EmpathyTeacher 2 Input Analytical Maximizer Deliberative IntellectionTeacher 3 Learner Strategic Analytical Achiever IntellectionTeacher 4 Focus Learner Self-Assurance Achiever Relator


• This person defines himself by his ability to live up to his commitments. It will be intensely frustrating for him to work around people who don’t. As far as possible avoid putting him in team situations with lackadaisical teammates.

• In discussing his work, talk about its quality first.

How to manage a person strong in Responsibility


How to manage a person strong in Self-Assurance

Give this person a role where he has the leeway to make meaningful decisions. He will neither want nor require close hand-holding.

Position him in a role where persistence is essential to success. He has the self-confidence to stay the course despite pressure to change direction.

Put him in a role that demands an aura of certainty and stability. At critical moments this inner authority will calm his colleagues and his customers.


How to manage a person strong in Learner

Position this person in roles that require him to stay current in a fast-changing field. He will enjoy the challenge of maintaining his competency.

Regardless of his role, he will be eager to learn new facts, skills, or knowledge. Explore new ways for him to learn and remain motivated, lest he start hunting for a richer learning environment.

Help him track his learning progress by identifying milestones or levels that he has reached. Celebrate these milestones.


How to manage a person strong in Includer This person is interested in making everyone feel

part of the team. Ask him to work on an orientation program for new employees. He will be excited to think about ways to welcome these new recruits.

As him to lead a task force to recruit minority persons into your organization. He is instinctively sensitive to those who are or have been left out.

When you have group functions, ask him make sure that everyone is included. He will work hard to ensure that no individual or group is overlooked.

In certain situations it may be appropriate to ask him to be your organization’s link to community social agencies.


Sample of 9th Graders strengths at ECA

Student Strength 1 Strength 2 Strength 3 Strength 4 Strength 5a Analytical Includer Adaptability Consistency Competitionb Adaptability Self-Assurance Competition Positivity Wooc Consistency Discipline Achiever Positivity Futuristicd Learner Responsibility Focus Ideation Inpute Context Relator Restorative Intellection Inputf Competition Learner Deliberative Restorative Achieverg Adaptability Command Competition Activator Positivityh Restorative Empathy Woo Achiever PositivityI Activator Adaptability Includer Consistency Arrangerj Connectedness Discipline Ideation Communication Self-Assurance


Student Grade Strength 1 Strength 2 Strength 3 Strength 4 Strength 5Student 1 10 Restorative Adaptability Includer Belief ResponsibilityStudent 2 10 Communication Strategic Woo Futuristic IdeationStudent 3 10 Achiever Activator Woo Input PositivityStudent 4 10 Includer Learner Focus Analytical ConnectednessStudent 5 10 Input Context Futuristic Intellection EmpathyStudent 6 10 Includer Adaptability Deliberative Restorative ContextStudent 7 10 Positivity Adaptability Activator Woo DeveloperStudent 8 10 Developer Self-Assurance Strategic Learner RestorativeStudent 9 10 Learner Focus Context Ideation DeliberativeStudent 10 10 Maximizer Achiever Harmony Includer ResponsibilityStudent 11 10 Adaptability Ideation Developer Empathy CommunicationStudent 12 10 Learner Arranger Individualization Significance Futuristic

strengths in English 10 class at ECA


People Differ in Five Dimensions of Strengths

• Their particular strengths

• The relative intensity of their strengths

• Their unique combination of strengths

• The extent to which they have developed their strengths

• The extent to which they are applying their strengths in a given situation


Fundamental Educational Shift

• "As educators, our challenge and our joy is helping students move to levels of personal excellence by becoming the persons they have the potential to be. And the marvelous thing about this perspective is that in the process we also move toward our own levels of personal excellence, becoming the persons we have the potential to be." Chip Anderson

“Survival of the fittest”“Deficit remediation”

“Strengths-based education”


uncover

claim

developApply to self

Apply to others


Our plan

• Complete StrengthsFinder

• Share results with – Counselor– 2 friends – Your parents

• Answer two reflection questions and send to your counselor

uncover

claim


Our plan

• Group work

• Scavenger

• Balconies and Basementsclaim

develop


Our plan

• Mission statement

• Career development

developApply to self


Our plan

• College portfolio

• Leadership development

Apply to self

Apply to others


Strengths Development Model

Knowledge of Self

Knowledge of Others

Management of Self

Management of

Others


UnderstandingUnderstanding


The Challenge of Identifying and Affirming Talents

• May be so automatic that you are not aware of using them

• You may have been put down or criticized for your talents

• Many people try to control you by focusing on your weaknesses

• We can be reluctant to focus on talents because we don’t want to look arrogant


Challenges, cont

• Our society believes that the best way to improve is to overcome weaknesses.

• Sometimes people wish they were not as talented in certain themes and may consider those talents weaknesses


Strengths Connect with 4 Key Motivational Drives

• THINKING

• RELATING

• IMPACTING

• STRIVING


StrengthsFinder®

• Achiever• Activator• Adaptability• Analytical• Arrange• Belief• Command• Communication• Competition• Connectedness• Consistency• Context

• Deliberative• Developer• Discipline• Empathy• Focus• Futuristic• Harmony• Ideation• Includer• Individuation• Input• Intellection

LearnerMaximizerPositivityRelatorResponsibilityRestorativeSelf-AssuranceSignificanceStrategicWoo


A v e r a g e G P A v s . G o o d S t u d e n t G P A

2 . 6

2 . 8

3

3 . 2

3 . 4

3 . 6

910 11 12

Average

G r a d e L e v e l

GPA

A v e r a g e G P A

" G o o d S t u d e n t " G P A


Most occurring strengths to GPA

2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0 TotalAdaptability 10 22 23 5 60

Relator 8 15 17 9 49Strategic 3 12 16 9 40Positivity 5 7 23 4 39

Competition 4 10 15 9 38


Highest GPA and strengths

2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0 TotalStrategic 3 12 16 9 40

Restorative 3 7 10 14 34Input 3 4 7 16 30

Learner 1 4 9 19 33Achiever 1 3 12 20 36Total: 114 237 311 188 850


GPA and strengths

02468

101214161820

Strategic Restorative Input Learner Achiever

2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0


Strengths and low performance

0

5

10

15

20

25

2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0

Communication Developer Activator Relator Includer Adaptability


More info?


Shaun’s themes

Includer Positivity

Woo Strategic

Adaptability


Putting it into practice

Challenges

• Time

• Money

• Cynicism


Putting it into practice

Advice

• Do it yourself

• Take the training

• Get your teachers to do it

• Start small

• Find ways to link it to everything!




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• What is the career you choose? • Why? • What education do you need? • Name three universities/colleges that offer a

program that would lead to career? • What academic areas in high school should a

student have/be strong in to pursue this career? • What are the prospects of that career? (Will

there be a demand for people in this career, can you make a living off of it, what are some related fields etc)


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• List two specific resources that would be useful for someone considering this career (association, website, journal, book etc)

• What do people love about this career?—talk to your parents, their friends, research online etc.

• What is your biggest concern/worry pursuing this career?

• With this career, would you be following your bliss? How so, or why not?


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DWYA DWYA

Strengths

Career





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• Junior Interview• Surveys• Parent and Child• The plan



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DWYAValues

Goal

Self

Considerations



Grade 9DWYA


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Grade 12Senior RetreatCollege MatchJunior


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Focus on strengths=Engagement


Least occurring strengths to GPA

2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0 TotalConnectedness 1 2 5 1 9

Analytical 4 6 10Belief 2 3 5 10

Discipline 2 3 4 2 11Intellection 2 1 3 6 12


PLAN Score Report Side 1


Plan: Your Career Possibilities


Generations at Work

1922-1943 1944-1960 1961-1980 1981-2000

Nexters or Millennials

Veterans orTraditionalists

Baby Boomers Gen Xers

Retiring from the

work force

63-84 years old

Middle to end

work force

46-62 years old

Beginning to mid

work force

26-45 years old

In K-16 education

system

6-25years old


Veterans or TraditionalistsConformity, hard work, duty, dedication and sacrifice, patience

Core Values:

Motivational Messages:

Assets:

Liabilities:

Loyal, stable, detail-oriented

Uncomfortable with conflict, inept with ambiguity and change

“Your experience is valued, and perseverance will be rewarded.”


Baby BoomersOptimism, team orientation, work involvement, personal gratification

Core Values:


Assets:

Liabilities:

Service-oriented, driven, team player

Reluctant to go against peers, overly sensitive to feedback

“Your contribution is unique and important.”


Gen XersDiversity, thinking globally, technoliteracy, fun, informality

Core Values:


Assets:

Liabilities:

Adaptable, independent, creative

Impatient, poor people skills, cynical, inexperienced

“There are not a lot of rules here. Do it your way.”


Nexters or MillennialsCivic duty, achievement, confidence, sociability, morality

Core Values:


Assets:

Liabilities:

Tenacity, multi-tasking, tenacity

Need for supervision and structure

“You’ll be working with other bright, creative people.”


Significant Shift in Leadership

• 90% of American businesses are family owned

• ¾ family owned leaders will leave in 10 years

• 40% will leave in 5 years


QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.


ASCA National Standards for School Counseling Programs

Academic Development Career Development Personal/Social Development

Students acquire attitudes, knowledge and skills for effective learning in school and across the lifespan.

Students acquire skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

Students acquire knowledge, attitudes, interpersonal skills to help them understand and respect self and others.

Students complete school with academic preparation to choose from a wide range of post-secondary options.

Students employ strategies to achieve career goals with success and satisfaction.

Students make decisions, set goals and take action to achieve goals.

Students understand the relationship of academics to the world of work and to life at home and in the community.

Students understand the relationship between personal qualities, education, training, and world of work.

Students understand safety and survival skills.


www.realgame.com

Years 3 & 4

Years 5 & 6

Years 7 & 8

Years 9 & 10

Years 11 & 12

Adults

Career Management

Curricula


The Real Game Series™

• Aligned with California Academic Standards

• Implements the National Career Development Guidelines

• Meets ASCA National Standards for Career Development

• Is consistent with SCANS foundations skills and competencies

• Identifies learning objectives and performance indicators for each learning unit

• Provides a performance review for each game

• The Real Game Series™ U.S. Video CD

• Training Promotion

Handout


Benefits of The Real Game SeriesAs reported from parents, teachers,

administrators, and counselors:

1. Students see the relevance of their education to their future lives;

2. Students become more enthusiastic about school and learning;

3. Academic performance increases;

4. School attendance increases;

5. Students develop strong career management skills;

6. Bullying behavior decreases; and

7. Students are more communicative and understanding with parents / guardians.


Our grade 10 career assignment


The assignment

• 1: Review

• 2: Career Matching

• 3. Research

• 4. Reflections

• 5. Share


1: Review


2: Career Matching


3. Research

• Labour Market Information

• What is this job about?• What do you • need to do to • get it?


3. Research


4. Reflections


5. Share

• Did you send it to your counselor?

• Did you share it with your parents?

• We will share in class—discussion circle


Key points

• Does it match your personality?

• Does it highlight your strengths?

• Will you be following your bliss?

• Are you taking the right educational program?


The End

• Feedback• Questions• Comments

www.internationalcounselor.org career development part b: programs and websites

Documents

strengthsfinder slide

strength slide

links slide

applied slide

building strengths

personal strengths

clifton harter slide

copyright shaun mcelroy