Career Development Part B: Programs and websites

1. Career Development Part B:Programs and websites

2. www.internationalcounselor.org • Copyright Shaun McElroy

3. Includes: • SAS program • Do What you are • Strengthsfinder

4. Includes • Bridges • ACT • Real Game

5. Check out the links

6. Strengths + Future Planning • Grade 12 • Senior • Retreat • College • Match • Junior • Interview • Strengths • Career • DWYA • Grade 11 • College • Match • Junior • Interview • Strengths • Career • DWYA • Grade 10 • Strengths • Career • DWYA • Grade 9 • DWYA

7. Strengths + Future Planning • Grade 9 • DWYA

8. Grade 9 • DWYA

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

10. 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).

11. Writing Challenge • Write 5 things you are known for • Write these same five with non-dominant hand • What is the Difference?

12. Strengths + Future Planning • Grade 10 • Strengths • Career • DWYA

13. Strengths + Future Planning • What is it • How we used it • Pitfalls • Recommendations

14. What Are Talents? • Naturally occurring • Thoughts • Feelings • Behaviors Over 400

15. What Are Strengths? Knowledge Talent + Skills = Strength

16. Questions to Identify Strengths • What did you learn with the greatest ease in high school?

17. Questions to Identify Strengths • Describe a successful day.

18. Questions to Identify Strengths • What was your favorite assignment?

19. Questions to Identify Strengths • What subjects do you enjoy studying the most?

20. Questions to Identify Strengths • What comes easily for you?

21. Questions to Identify Strengths • Tell me about a time in your life when you accomplished something you were proud of.

22. Evidence of your Strengths Intense satisfaction Achievements yearnings Flow Rapid Learnings

23. “Individuals gain more when they build on their talents, than when they make comparable efforts to improve their areas of weakness.” --Clifton & Harter, 2003

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. Why Strengths? Aim for: • consistent, near-perfect performance in a given activity.

33. When schools focus on Strengths: student involvement

34. When schools focus on Strengths: student involvement

35. When schools focus on Strengths: student involvement

36. When schools focus on Strengths: attendance

37. When schools focus on Strengths: attendance

38. When schools focus on Strengths: attendance

39. When schools focus on Strengths: achievement

40. When schools focus on Strengths: achievement

41. When schools focus on Strengths: achievement

42. FROM: Problems Attendance Preparation Putting into the student Average TO: Possibilities Engagement Motivation Drawing out from the student Excellence The Focus Changes

43. Relationship between Positivity, Negativity, and Productivity. • Study by Dr. Elizabeth Hurlock in 1925

44. 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 Top Strengths of ECA High School Faculty

45. Profile of typical ECA staff • Input – 15 • Learner – 14 • Intellection – 11 • Strategic – 10 • Achiever – 10 • Adaptability – 10

46. Strengths – Teaching Staff The Math Department Strengthsat ECA

47. How to manage a person strong in Responsibility • 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.

48. 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.

49. 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.

50. 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.