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SUNYkeynoteLWPS. ppt - the Job Juggler

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SUNYkeynoteLWPS. ppt - the Job Juggler

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    1. Gelardin 6/06 SUNY CDO http://www.pbs.org/art21/artists/antoni/clip1.html I practiced tightroping for about an hour a day and after about a week I started to feel like I’m now getting my balance. And as I was walking I started to notice that it wasn’t that I was getting more balanced, but that I was getting more comfortable with being out of balance. I would let the pendulum swing a little bit further and rather than getting nervous and overcompensating by leaning too much to one side I could compensate just enough. And I thought, I wish I could do that in my life when things are getting out of balance. Janine Antoni, Artist Art21pbs QUESTION: How does the artist’s reflection on tightrope walking relate to career development and making a career decision? http://www.pbs.org/art21/artists/antoni/clip1.html I practiced tightroping for about an hour a day and after about a week I started to feel like I’m now getting my balance. And as I was walking I started to notice that it wasn’t that I was getting more balanced, but that I was getting more comfortable with being out of balance. I would let the pendulum swing a little bit further and rather than getting nervous and overcompensating by leaning too much to one side I could compensate just enough. And I thought, I wish I could do that in my life when things are getting out of balance. Janine Antoni, Artist Art21pbs QUESTION: How does the artist’s reflection on tightrope walking relate to career development and making a career decision?

    2. Gelardin 6/06 SUNY CDO Networking on the High Wire Supporting student career decision-making with the assistance of parents and technology Dr. Sally Gelardin Jobjuggler.net I was floored by your rapid response to the questionnaire that I sent to you. 20% responded within a couple hours. Most of you were eager to learn more about the subject of how you can enlist support of the family in students’ career decision-making and where technology fits into this picture. What you want to learn in the next hour. What do I mean by “networking on the high wire?” Since I am not a techie, how did I get into an online business? What do families and technology have to do with students’ career decision-making? How can we go from information overload to the “Zen of acquiring and using information?” The Tightrope Artist’s Model of career decision-making 7 tips for making better career decisions in this age of information overload I was floored by your rapid response to the questionnaire that I sent to you. 20% responded within a couple hours. Most of you were eager to learn more about the subject of how you can enlist support of the family in students’ career decision-making and where technology fits into this picture. What you want to learn in the next hour. What do I mean by “networking on the high wire?” Since I am not a techie, how did I get into an online business? What do families and technology have to do with students’ career decision-making? How can we go from information overload to the “Zen of acquiring and using information?” The Tightrope Artist’s Model of career decision-making 7 tips for making better career decisions in this age of information overload

    3. Gelardin 6/06 SUNY CDO What you said you wanted to learn… Latest technologies to communicate with today's students and how to effectively use "helicopter parents." New ideas, new challenges. Tools and resources that will enhance my ability to coach and connect students, alumni, faculty and employers. In the questionnaire that I sent to you last week, this is what you said you want to get out of my keynote. In the questionnaire that I sent to you last week, this is what you said you want to get out of my keynote.

    4. Gelardin 6/06 SUNY CDO Living in a very rural and economically challenged community, I'm eager to expand my cyber-knowledge with the continued goal of staying connected and supporting college students. …tapping into that percentage of our students who never walks through the office doors -- how to reach them and serve them relevantly

    5. Gelardin 6/06 SUNY CDO …updated insight into what is current trends and thinking as well as technology …how to set up a system to help parents and students interact and make decisions together using technology. …parents and technology and the relationship with college student's career decision-making.

    6. Gelardin 6/06 SUNY CDO not sure …much more confidence, knowledge, get caught up,etc. …learn a little something new, and expand my horizons pertaining to technology …latest information about using technology in the work that we do...career and educational counseling.

    7. Gelardin 6/06 SUNY CDO I don't want to be left behind technologically-speaking. I want to be able to offer students assistance in a way that's most convenient for them and efficient for me. …a clearer understanding of how cyber-counseling works and how to deal with the complexity of issues most students are dealing with in that capacity

    8. Gelardin 6/06 SUNY CDO …how to use technology to do my job more efficiently. …how I can begin to work with students using the latest technology. Also, how I can reach more students in a more convenient and comfortable way for them. I want to also be aware of the latest technology so I can better meet the changing needs of students.

    9. Gelardin 6/06 SUNY CDO This is what I learned about you… You spend an average of 5.1 hours a day at your computer. You spend an average of 3.1 hours a day on the Internet. (54%) have a website. (23%) have responded to a blog. (17%) have started their own blog.

    10. Gelardin 6/06 SUNY CDO (11%) have created your own ePortfolio. (17%) have helped a client create an ePortfolio. (94%) participate in a listserv or other eCommunity like Yahoo Groups. (66%) receive e-mail alerts about breaking news items. You have counseled an average of 434 clients/students during the past 12 month period.

    11. Gelardin 6/06 SUNY CDO You report that 12% of your students would like to do some or all of their advising sessions in a distance modality (40%) were were moderately or definitely interested in doing career cyber-counseling.

    12. Gelardin 6/06 SUNY CDO Here are the 6 most common keywords or phrases describing your work and personal passions: Work Education Community Job search Career/counseling Students Access Personal Family Learning People/relationships/friends/community/connection Reading Sports/fitness/exercise Gardening

    13. Gelardin 6/06 SUNY CDO How can we serve more students efficiently, effectively, and economically? What I didn’t ask in the questionnaire is why this was important to you. My assumption is that you want to serve students in the best way possible, keep your job, and advance in your career. To do that, you need to meet the needs of your educational institution , which could include , retain and stay in touch with alumni so that they give back to the university in money or service. Thirty-five respondents completed the questionnaire so. of each group report feedback. Respondents reported that 12 % of your clients/students would like to do some or all of their advising sessions in a distance modality such as phone, e-mail, or an Internet application. ? a. Do you think it might be a good idea to send a technology survey to your students, similar to the questionnaire that I sent to you?? ?b. If so, do you think it would be helpful to include the question of how students would like to do some or all of their advising session? It would be interesting to discover how close you were in guessing how many of your students/clients would like to do all or some advising sessions i a distance modality.? ?c. To reach more students, would you want to send the survey to all the students, not just the ones who come into your office??? d. Can you think of ways that you might infuse your personal passions into your work? Are you already doing that? If so, how? What I didn’t ask in the questionnaire is why this was important to you. My assumption is that you want to serve students in the best way possible, keep your job, and advance in your career. To do that, you need to meet the needs of your educational institution , which could include , retain and stay in touch with alumni so that they give back to the university in money or service. Thirty-five respondents completed the questionnaire so. of each group report feedback. Respondents reported that 12 % of your clients/students would like to do some or all of their advising sessions in a distance modality such as phone, e-mail, or an Internet application. ? a. Do you think it might be a good idea to send a technology survey to your students, similar to the questionnaire that I sent to you?? ?b. If so, do you think it would be helpful to include the question of how students would like to do some or all of their advising session? It would be interesting to discover how close you were in guessing how many of your students/clients would like to do all or some advising sessions i a distance modality.? ?c. To reach more students, would you want to send the survey to all the students, not just the ones who come into your office??? d. Can you think of ways that you might infuse your personal passions into your work? Are you already doing that? If so, how?

    14. Gelardin 6/06 SUNY CDO What is “networking on the high wire?” Answer: Connecting with students on the Internet You expressed a need to reach more students. The “high wire” is the Internet. The challenge is to connect with students.You expressed a need to reach more students. The “high wire” is the Internet. The challenge is to connect with students.

    15. Gelardin 6/06 SUNY CDO Since I am not a techie, how did I get into an online business? My extended family lives across the country. Since I can’t be with them, I bring them to work…virtually. First I’ll tell you my story and how I got into the cyberworld. I was originally from the East Coast (I used to work at a resort in the Poconos in the summer when I was in college). Then my nuclear family moved to California . We were examples of the isolated California nuclear family, where both parents worked and the kids were in great part left on their own. First I’ll tell you my story and how I got into the cyberworld. I was originally from the East Coast (I used to work at a resort in the Poconos in the summer when I was in college). Then my nuclear family moved to California . We were examples of the isolated California nuclear family, where both parents worked and the kids were in great part left on their own.

    16. Gelardin 6/06 SUNY CDO I first started thinking about my own family influences when my daughter decided to go abroad on a student-exchange program in her junior year of high school. I missed her so much that I interviewed other mothers and daughters and wrote a doctoral thesis on mother-daughter influences on lifework success. ?? When she was about to head off to college, I asked myself, "Am I living the kind of life that I would wish for her as she became an adult.? The answer was "no," so I left my work as a career counselor and administrator at a university and opened a private career counseling practice, taught graduate students in counseling, and wrote a book (show book) about how I was leading my life and what kind of example I was setting for my daughter and other younger women. I first started thinking about my own family influences when my daughter decided to go abroad on a student-exchange program in her junior year of high school. I missed her so much that I interviewed other mothers and daughters and wrote a doctoral thesis on mother-daughter influences on lifework success. ?? When she was about to head off to college, I asked myself, "Am I living the kind of life that I would wish for her as she became an adult.? The answer was "no," so I left my work as a career counselor and administrator at a university and opened a private career counseling practice, taught graduate students in counseling, and wrote a book (show book) about how I was leading my life and what kind of example I was setting for my daughter and other younger women.

    17. Gelardin 6/06 SUNY CDO Then I earned several certificates, such as the following (I had already earned the NCC designation), took additional training, and became active in organizations (networking with my professional family): Job and Career Transitions Coach (NETWORK) GCDF CDFI and most recently, eCDFI DCC And I created an online job search strategies course for career practitioners which was approved by CCE as part of the GCDF curriculum and for CEUs.Then I earned several certificates, such as the following (I had already earned the NCC designation), took additional training, and became active in organizations (networking with my professional family): Job and Career Transitions Coach (NETWORK) GCDF CDFI and most recently, eCDFI DCC And I created an online job search strategies course for career practitioners which was approved by CCE as part of the GCDF curriculum and for CEUs.

    18. Gelardin 6/06 SUNY CDO What do families and technology have to do with students’ career decision-making?

    19. Gelardin 6/06 SUNY CDO Parents are becoming more and more involved in their college-age children's education. Families and career advisors have more technology tools than ever before. Parents have the most influence on their children. Career centers can benefit their educational institutions by serving the entire family. Parents are becoming more and more involved in their college age children's education. Many of the boomers worked throughout their children's school years, often resulting in latchkey children, yet they care for their children and want the best for them, desire that they be self-sufficient, and hope that they do not make the same mistakes that they did, such as not saving up for their retirement. 2. Families and career advisors have more technology tools than ever before that can be used to tie education and work in with personal development. Let's explore how these virtual tools can be used by career counselors and families to support students' career and academic decision-making. Consider the use of e-portfolio development, blogging, digital storytelling, podcasting, and other cyber-tools in career development. We can channel these resources so that students are not over-inundated with too much, and often useless, information, but can choose to hone in on what is important and digest it in the context of their education, life, and work. 3. Parents have the most influence on their children (more in what they do than say). How can we support parents in being good role models for their children and how can we help students find other positive role models? 4. Since the rapidly moving employment scene requires that we learn continually, parents, as well as their children, need to keep up their education and training. Career centers can benefit their educational institutions by serving the entire family, not just current students. Furthermore, at some universities, there are more older students going to school than traditional age students. Parents are returning to gain certificates and degrees at the same time as their children are going to school. My children and I were going to college at the same time when I was earning my doctorate. Parents are becoming more and more involved in their college age children's education. Many of the boomers worked throughout their children's school years, often resulting in latchkey children, yet they care for their children and want the best for them, desire that they be self-sufficient, and hope that they do not make the same mistakes that they did, such as not saving up for their retirement. 2. Families and career advisors have more technology tools than ever before that can be used to tie education and work in with personal development. Let's explore how these virtual tools can be used by career counselors and families to support students' career and academic decision-making. Consider the use of e-portfolio development, blogging, digital storytelling, podcasting, and other cyber-tools in career development. We can channel these resources so that students are not over-inundated with too much, and often useless, information, but can choose to hone in on what is important and digest it in the context of their education, life, and work. 3. Parents have the most influence on their children (more in what they do than say). How can we support parents in being good role models for their children and how can we help students find other positive role models? 4. Since the rapidly moving employment scene requires that we learn continually, parents, as well as their children, need to keep up their education and training. Career centers can benefit their educational institutions by serving the entire family, not just current students. Furthermore, at some universities, there are more older students going to school than traditional age students. Parents are returning to gain certificates and degrees at the same time as their children are going to school. My children and I were going to college at the same time when I was earning my doctorate.

    20. Gelardin 6/06 SUNY CDO Savickas’s Suggestions Role models Favorite books, magazines Leisure activities Performance in school subjects Mottoes and sayings Ambitions parents had for student Decision-making strategy Here’s how Mark Savickas suggests to assess client for career decision making. Students can reflect upon each of these topics at home or in the dorm, and then bring back to you their list. They can discuss them with their family (on the phone, through email, or at home during vacations) and open up discussions with family members on each topic. Discuss each topic only if have time: Role Models - Review the responses to the role model question, assessing problems and interests that will help resolve the problem. Favorite Books & Magazines - help identify the types of people, things, and ideas that the client values. Leisure Activities - Review the leisure question to determine actual interests and the types of roles, functions, and rewards that intrinsically attract the client. How student did in various school subjects- help identify his/her response to work environments and demonstrate reasons for success and failure he/she has experienced. Mottoes and sayings student uses and likes- Occupational fantasies, parental expectations, and the student’s own ambitions describe self-images. Ambitions parents had for student and ambitions that student has Decisions as examples of strategies used - By now, the practitioner may have some clear ideas about a client’s career style. This step can begin the process of identifying occupational possibilities. After you have covered some of the items above, you can begin a more formal procedure that may involve the use of Holland’s occupational codes and other tools. Focus on career style and path, decision-making obstacles, interests, occupational prospects, and choice barriers. (Savickas, 1989). Here’s how Mark Savickas suggests to assess client for career decision making. Students can reflect upon each of these topics at home or in the dorm, and then bring back to you their list. They can discuss them with their family (on the phone, through email, or at home during vacations) and open up discussions with family members on each topic. Discuss each topic only if have time: Role Models - Review the responses to the role model question, assessing problems and interests that will help resolve the problem. Favorite Books & Magazines - help identify the types of people, things, and ideas that the client values. Leisure Activities - Review the leisure question to determine actual interests and the types of roles, functions, and rewards that intrinsically attract the client. How student did in various school subjects- help identify his/her response to work environments and demonstrate reasons for success and failure he/she has experienced. Mottoes and sayings student uses and likes- Occupational fantasies, parental expectations, and the student’s own ambitions describe self-images. Ambitions parents had for student and ambitions that student has Decisions as examples of strategies used - By now, the practitioner may have some clear ideas about a client’s career style. This step can begin the process of identifying occupational possibilities. After you have covered some of the items above, you can begin a more formal procedure that may involve the use of Holland’s occupational codes and other tools. Focus on career style and path, decision-making obstacles, interests, occupational prospects, and choice barriers. (Savickas, 1989).

    21. Gelardin 6/06 SUNY CDO Who has the time to use narrative tools with individual students, or even with a group of students…in person? This is all well and good, but who has the time to delve into these narratives with individual students, or even with a group of students? How else could you elicit this kind of information if not in person? This is all well and good, but who has the time to delve into these narratives with individual students, or even with a group of students? How else could you elicit this kind of information if not in person?

    22. Gelardin 6/06 SUNY CDO Employ assistance of family and Electronic Tools E-Portfolio E-Collage Blogging Digital Storytelling E-Forums E-Support Group (job clubs, lifework book clubs) E-Career Assessment Map Podcasting Screencasting Email Cell phone Electronic Tools Families Can Use To Help Individuals Create Career Stories Let’s look at new ways to incorporate narrative assessment tools into our career advising. View list above. Definitions are available in the email that I sent to you. For a first step, it would be a good idea to become familiar with what your college or university currently has available in electronic media, such as e-portfolios. Some universities have started to set up e-support groups or blogs for students. (Ask for volunteers to discuss). If your college offers staff training in the use of media, take advantage of it. Be cautious if you decide to have a forum for students on your website. Someone needs to monitor it. (myspace issues - view chapter in 21st Century Schooo Counseling that I am co-authoring with Marilyn Harryman)). Make sure students and parents know that what they write in a blog can be seen by others (sometimes blogs can be confidential - they should find out before they write a blog). Electronic Tools Families Can Use To Help Individuals Create Career Stories Let’s look at new ways to incorporate narrative assessment tools into our career advising. View list above. Definitions are available in the email that I sent to you. For a first step, it would be a good idea to become familiar with what your college or university currently has available in electronic media, such as e-portfolios. Some universities have started to set up e-support groups or blogs for students. (Ask for volunteers to discuss). If your college offers staff training in the use of media, take advantage of it. Be cautious if you decide to have a forum for students on your website. Someone needs to monitor it. (myspace issues - view chapter in 21st Century Schooo Counseling that I am co-authoring with Marilyn Harryman)). Make sure students and parents know that what they write in a blog can be seen by others (sometimes blogs can be confidential - they should find out before they write a blog).

    23. Gelardin 6/06 SUNY CDO WHY Enlist the Support of Families and Technology? http://dsi.kqed.org/index.php/workshops/about/C17/ Let’s make a Global Career Development Family Certificate! A recent study by the Pew Internet & American Life Project showed that 1 in 5 kids between the ages of 12 and 17 - about 4 million - keeps a blog. About twice that many regularly read them. Some kids use blogs for class assignments, thoughtful journals, or outlets for creativity. (from the February 02, 2006 edition - http://www.csmonitor.com/2006/0202/p01s04-stct.htm http://dsi.kqed.org/index.php/workshops/about/C17/) Pew Research: The internet helps maintain people's social networks, and connects them to members of their social network when they need help. 60 million Americans have turned to the internet for help with major life decisions. The more people see each other in person and talk on the phone, the more they use the Internet. Rather than relying on a single community, they must actively seek out a variety of appropriate people and resources for different situations. One can conclude that the family has become a world family of social and professional networks. The internet has fostered transformation in community from densely knit villages and neighborhoods to more sparsely knit social networks. Because individuals rather than households are separately connected, the internet and the cell phone have transformed?communication from house to house to person to person. There is networked individualism. Rather than relying on a single community for social capital, individuals often must actively seek out a variety of appropriate people and resources for different situations. The new generation in secondary schools and arriving on college campuses has been referred to with a variety of names: Millenials, Echo Boomers, and the Net Generation. They are often more comfortable talking on their cell phones and blogging than communicating with those in their physical environment, while their younger brothers and sisters are glued to the tv, video, dvd, or playing video games. In his 2006 edition of What Color Is Your Parachute: A Practical Manual for Job-Hunters and Career Changers, Richard Bolles says, “The most dramatic change in the past year has consisted in the various new forms that information has taken:  blogs, podcasts, Websites, RSS feeds, TIVo, satellite radio, Webcasts, etc. supplementing the older and more familiar forms.”   http://dsi.kqed.org/index.php/workshops/about/C17/ Let’s make a Global Career Development Family Certificate! A recent study by the Pew Internet & American Life Project showed that 1 in 5 kids between the ages of 12 and 17 - about 4 million - keeps a blog. About twice that many regularly read them. Some kids use blogs for class assignments, thoughtful journals, or outlets for creativity. (from the February 02, 2006 edition - http://www.csmonitor.com/2006/0202/p01s04-stct.htm http://dsi.kqed.org/index.php/workshops/about/C17/) Pew Research: The internet helps maintain people's social networks, and connects them to members of their social network when they need help. 60 million Americans have turned to the internet for help with major life decisions. The more people see each other in person and talk on the phone, the more they use the Internet. Rather than relying on a single community, they must actively seek out a variety of appropriate people and resources for different situations. One can conclude that the family has become a world family of social and professional networks. The internet has fostered transformation in community from densely knit villages and neighborhoods to more sparsely knit social networks. Because individuals rather than households are separately connected, the internet and the cell phone have transformed?communication from house to house to person to person. There is networked individualism. Rather than relying on a single community for social capital, individuals often must actively seek out a variety of appropriate people and resources for different situations. The new generation in secondary schools and arriving on college campuses has been referred to with a variety of names: Millenials, Echo Boomers, and the Net Generation. They are often more comfortable talking on their cell phones and blogging than communicating with those in their physical environment, while their younger brothers and sisters are glued to the tv, video, dvd, or playing video games. In his 2006 edition of What Color Is Your Parachute: A Practical Manual for Job-Hunters and Career Changers, Richard Bolles says, “The most dramatic change in the past year has consisted in the various new forms that information has taken:  blogs, podcasts, Websites, RSS feeds, TIVo, satellite radio, Webcasts, etc. supplementing the older and more familiar forms.”  

    24. Gelardin 6/06 SUNY CDO How can we go from information overload to a more “Zen” approach? Are you on “information overload?”Are you on “information overload?”

    25. Gelardin 6/06 SUNY CDO MY STORY At the turn of the century, after a dismal Monday at work, I arrived home early, flopped down at the kitchen table, and read on the front page of the business section of The New York Times, “Net Draining Talent From Print Media” (Barringer& Kuczynski, February 28, 2000). A light went on in my head! Perhaps I could earn a living by writing for the Internet. I could still do what I love to do – walk in the hills, meet a friend for tea at a bookstore café, write for myself, present workshops occasionally, take contract jobs as needed, and visit our adult children and Mom. I have always sped through life. Although I was taking more time to be reflective, I am a high-gear person. I write fast and don’t use many adjectives. I write short, choppy sentences – perfect for the Internet. In college, I was a reporter for the university’s newspaper. However, with my mother’s encouragement, I studied to become a teacher. I achieved top grades in literature classes for my writing but did not move into the field of writing when I graduated from college. My vision was to write at home, in my writing garden, between walks in the hills, and still earn a living. I created a personal mission to balance my needs with the needs of others. As an extension of my personal mission, my business mission was (and still is) to create the best lifelong employability skills program available in the market today. MY STORY At the turn of the century, after a dismal Monday at work, I arrived home early, flopped down at the kitchen table, and read on the front page of the business section of The New York Times, “Net Draining Talent From Print Media” (Barringer& Kuczynski, February 28, 2000). A light went on in my head! Perhaps I could earn a living by writing for the Internet. I could still do what I love to do – walk in the hills, meet a friend for tea at a bookstore café, write for myself, present workshops occasionally, take contract jobs as needed, and visit our adult children and Mom. I have always sped through life. Although I was taking more time to be reflective, I am a high-gear person. I write fast and don’t use many adjectives. I write short, choppy sentences – perfect for the Internet. In college, I was a reporter for the university’s newspaper. However, with my mother’s encouragement, I studied to become a teacher. I achieved top grades in literature classes for my writing but did not move into the field of writing when I graduated from college. My vision was to write at home, in my writing garden, between walks in the hills, and still earn a living. I created a personal mission to balance my needs with the needs of others. As an extension of my personal mission, my business mission was (and still is) to create the best lifelong employability skills program available in the market today.

    26. Gelardin 6/06 SUNY CDO I created a Practitioner Program to help career practitioners support their clients in finding satisfying work, and gained endorsement for the course by a subsidiary of the National Board for Certified Counselors and became an approved Provider for Career Development Facilitators (CDF). Then I offered practitioners the opportunity to use my e-course with students, job seekers, and within their organizations. I created a Practitioner Program to help career practitioners support their clients in finding satisfying work, and gained endorsement for the course by a subsidiary of the National Board for Certified Counselors and became an approved Provider for Career Development Facilitators (CDF). Then I offered practitioners the opportunity to use my e-course with students, job seekers, and within their organizations.

    27. Gelardin 6/06 SUNY CDO Last fall I started conducting career expert interviews with associates such as Dick Bolles (What Color Is Your Parachute?), John Krumboltz (Luck Is No Accident: Making the most of Happenstance in Your Career), and Warren Farrell, Why Men Earn More?). Career Expert Audios are available on CDs , streaming, downloaded for instant listening.?? Last fall I started conducting career expert interviews with associates such as Dick Bolles (What Color Is Your Parachute?), John Krumboltz (Luck Is No Accident: Making the most of Happenstance in Your Career), and Warren Farrell, Why Men Earn More?). Career Expert Audios are available on CDs , streaming, downloaded for instant listening.??

    28. Gelardin 6/06 SUNY CDO What are your strengths? Skills Interests Values Personality traits Environmental preferences Here are some of the strengths that I bring to my business: Skills: initiate change, generate ideas, innovate/invent, synthesize, research on-line, write Interests: communication, information management & analysis, social service, business administration and management, art Values: creative expression, time freedom, exercise competence, help society, work on the frontiers of knowledge, creativity, artistic creativity, worklife balance, knowledge Personality traits: slightly expressed introvert, moderately expressed intuitive personality, very expressed feeling personality, moderately expressed perceiving personality Environmental preferences: live near ocean, view of outside, sun, fresh air What are your strengths? Jot down top 3 or 4 next to each variableHere are some of the strengths that I bring to my business: Skills: initiate change, generate ideas, innovate/invent, synthesize, research on-line, write Interests: communication, information management & analysis, social service, business administration and management, art Values: creative expression, time freedom, exercise competence, help society, work on the frontiers of knowledge, creativity, artistic creativity, worklife balance, knowledge Personality traits: slightly expressed introvert, moderately expressed intuitive personality, very expressed feeling personality, moderately expressed perceiving personality Environmental preferences: live near ocean, view of outside, sun, fresh air What are your strengths? Jot down top 3 or 4 next to each variable

    29. Gelardin 6/06 SUNY CDO What are your motivations? (do motivational activity of Fanita English) - divide your motivations into following three categories and prioritize: security, passion, or quiescence. I think inner motivations are the most important criteria for decision-making, because you can learn how to do a skill that is difficult for you (like mastering technology), if you are highly motivated (I.e., to communicate with others via the Internet). View Inner motivation exercise: http://lifeworkps.com/creative/weblog/922.htmlWhat are your motivations? (do motivational activity of Fanita English) - divide your motivations into following three categories and prioritize: security, passion, or quiescence. I think inner motivations are the most important criteria for decision-making, because you can learn how to do a skill that is difficult for you (like mastering technology), if you are highly motivated (I.e., to communicate with others via the Internet). View Inner motivation exercise: http://lifeworkps.com/creative/weblog/922.html

    30. Gelardin 6/06 SUNY CDO HOW Do You Prefer To Learn? What is your preferred learning style? How do you like to learn? (Put first column in order from 1 to 5). Sports/fitness/exercise, Gardening. Yet, those variables did not show up on your work passions. Consider tying them together somehow; I.e., lifeworkWhat is your preferred learning style? How do you like to learn? (Put first column in order from 1 to 5). Sports/fitness/exercise, Gardening. Yet, those variables did not show up on your work passions. Consider tying them together somehow; I.e., lifework

    31. Gelardin 6/06 SUNY CDO EXTERNAL Resources WHO can help? WHAT can help? HOW can you get help?

    32. Gelardin 6/06 SUNY CDO HOW Can You Gain Family Support? Inform families that career development is important for students. Encourage them to become positive influences. Inform them of the wide-reaching, long-term effects. 9/01/2004 Parental Behaviors that Influence Adolescents’ Career Development by Briana K. Keller Briana K. Keller recently completed her doctorate in counseling psychology at Indiana University. She is now working as a career counselor at the University of Washington and teaching a graduate career counseling course at Seattle University. She can be reached at kellerb@u.washington.edu. © 2003 National Career Development Association Inform parents that career development is important for their college-age offspring. Let parents know that they influence their off-spring’s career development, either positively or negatively by what they do, more than what they say. Encourage them to become positive influences. 9/01/2004 Parental Behaviors that Influence Adolescents’ Career Development by Briana K. Keller Briana K. Keller recently completed her doctorate in counseling psychology at Indiana University. She is now working as a career counselor at the University of Washington and teaching a graduate career counseling course at Seattle University. She can be reached at kellerb@u.washington.edu. © 2003 National Career Development Association Inform parents that career development is important for their college-age offspring. Let parents know that they influence their off-spring’s career development, either positively or negatively by what they do, more than what they say. Encourage them to become positive influences.

    33. Gelardin 6/06 SUNY CDO Encourage families to express interest and pride in students. Encourage parents to give their offspring plenty of opportunity to make decisions and plan for their future. Let families know that students/job seekers need both warmth and autonomy to have optimum career development. Communicate electronically with families. Provide families with a list of local career resources and with an online job search strategies e-course that members of the family can work on together. Inform parents of the wide-reaching, long-term effects of family attitudes, conversations, and relationships. Encourage parents to express interest and pride in their college-age family members. Encourage parents to overtly convey confidence and trust in their college-age family members’ ability to make decisions and plan for their future. Inform parents of the wide-reaching, long-term effects of family attitudes, conversations, and relationships. Encourage parents to express interest and pride in their college-age family members. Encourage parents to overtly convey confidence and trust in their college-age family members’ ability to make decisions and plan for their future.

    34. Gelardin 6/06 SUNY CDO WHAT Can Support You? Career information systems Career planning resources Career assessment resources Career Information Systems - you know about these, so I won’t go into them. Do you know about acsci.org? National (CareerInfoNet, O*Net) State (mncareers.org, iseek.org) Regional (edd.ca.gov/one-stop/) Higher Education (cardinalcareers.stanford.edu/default.htm) Secondary Schools (nces.ed.gov/ipeds/cool/) Associations (ncda.org - view “Internet Resources”) Business (careerbuilder.com) Non-Profit (eureka.org) ONLINE CAREER PLANNING RESOURCES View ncda.org . Link to “Guidelines” View jobjuggler.net. Link to” jobseeker” Click on “demo” Sample systems: Act.org (Discover), Valparint.com (Sigi), Kuder.com, Bridges.com (Choices), Eureka.org What print and distance tools are available to support you in applying the CDF competencies?Career Information Systems - you know about these, so I won’t go into them. Do you know about acsci.org? National (CareerInfoNet, O*Net) State (mncareers.org, iseek.org) Regional (edd.ca.gov/one-stop/) Higher Education (cardinalcareers.stanford.edu/default.htm) Secondary Schools (nces.ed.gov/ipeds/cool/) Associations (ncda.org - view “Internet Resources”) Business (careerbuilder.com) Non-Profit (eureka.org) ONLINE CAREER PLANNING RESOURCES View ncda.org . Link to “Guidelines” View jobjuggler.net. Link to” jobseeker” Click on “demo” Sample systems: Act.org (Discover), Valparint.com (Sigi), Kuder.com, Bridges.com (Choices), Eureka.org What print and distance tools are available to support you in applying the CDF competencies?

    35. Gelardin 6/06 SUNY CDO WHAT Else Can Support You? eNewspapers eJournals eBook reviews and newsletters eMagazines Digital stories Web and audio-casts ePortfolios eNewsletters Professional/trade publications eCommunities, Listservs eBooks Blogs Online newspapers (nytimes.com) Online journals (careerjournal.com) Online book reviews and newsletters (ncda.org [link to “Career Convergence”) Digital stories (dsi.kqed.org) Web and audio-casts (jobjuggler.net, askdrsal.com) Did I leave anything out? Blogs (lifeworkps.com, ncda-forums.org) ePortfolios (lifeworkps.com/ACAeport) Print and online media for the public Professional/trade publications E-communities, listservs, email newsletters Online newspapers (nytimes.com) Online journals (careerjournal.com) Online book reviews and newsletters (ncda.org [link to “Career Convergence”) Digital stories (dsi.kqed.org) Web and audio-casts (jobjuggler.net, askdrsal.com) Did I leave anything out? Blogs (lifeworkps.com, ncda-forums.org) ePortfolios (lifeworkps.com/ACAeport) Print and online media for the public Professional/trade publications E-communities, listservs, email newsletters

    36. Gelardin 6/06 SUNY CDO Enlist the Support of Online Global Families

    37. Gelardin 6/06 SUNY CDO My friends - my CDF students, and my colleaguesMy friends - my CDF students, and my colleagues

    38. Gelardin 6/06 SUNY CDO

    39. Gelardin 6/06 SUNY CDO Stay connected, both internally and externally. Employ technology to stay connected. Be conscious of the present as you reflect on the past and plan for the future. Envision your career as an integration of your work and personal life. Identify you inner motivations and preferred learning style, as well as your skills, interests, values, and personality traits. Make career decisions based on an organized process. Have courage to step out of the box.

    40. Gelardin 6/06 SUNY CDO Life is a circus in the fast-moving 21st century. Juggling job responsibilities, work and home responsibilities, wage and age – it’s all a juggling act. Successful career practitioners don’t become obsessed with dropping the ball, because they know they will bounce back. Stay balanced on the high wire, and don’t be afraid to go a little off-balance. May you find joy, fulfillment, and peace within the rising and falling. Throw out juggling balls and ask a volunteer to juggle. A Poem Objects fly through the air, Stars wheel through the universe. All fall eventually. If we become obsessed with definitively mastering the decline, we are lost. If we achieve peace within the intervals of rising and falling, we find grace. Arthur Chandler. On the Symbolism of Juggling. http://www.juggling.org/papers/symbolism/ Throw out juggling balls and ask a volunteer to juggle. A Poem Objects fly through the air, Stars wheel through the universe. All fall eventually. If we become obsessed with definitively mastering the decline, we are lost. If we achieve peace within the intervals of rising and falling, we find grace. Arthur Chandler. On the Symbolism of Juggling. http://www.juggling.org/papers/symbolism/

    41. Gelardin 6/06 SUNY CDO Janine Antoni. “Moor,” detail, 2001, art21/pbs Stories:Janine Antoni"Moor," detail2001Dimensions variable. Installation views, Free Port, at Magasin 3 Stockholm Konsthalle, Sweden Courtesy the artist and Luhring Augustine Antoni says, “I asked my friends to give me materials to put into the rope. A lot of people gave me materials from friends who had passed away. Giving them to me to put into the rope is like giving them another life, another form. I wonder whether the viewer can uncover these stories through their experience of the object, whether these stories are somehow held in the material….It is a slow uncovering of the story. Sometimes I like to think about objects or art objects as props to tell a story. So it’s nice to use these materials that already come with stories, and somehow incorporate them into a story that I would like to tell.” Conclusion Sharing stories helps us learn from others and articulate our successes and struggles as we find out paths. In-person and electronic assessment tools can be used by families to help individuals in career transition; and by employing the use of these tools, you can enhance the quality of your services to clients. Lifework success is a delicate balancing act. We juggler home and work responsibilities. Our challenge is to keep all the balls in the air with our feet on the ground. The show must go on as we create our plotline. Janine Antoni. “Moor,” detail, 2001, art21/pbs Stories:Janine Antoni"Moor," detail2001Dimensions variable. Installation views, Free Port, at Magasin 3 Stockholm Konsthalle, Sweden Courtesy the artist and Luhring Augustine Antoni says, “I asked my friends to give me materials to put into the rope. A lot of people gave me materials from friends who had passed away. Giving them to me to put into the rope is like giving them another life, another form. I wonder whether the viewer can uncover these stories through their experience of the object, whether these stories are somehow held in the material….It is a slow uncovering of the story. Sometimes I like to think about objects or art objects as props to tell a story. So it’s nice to use these materials that already come with stories, and somehow incorporate them into a story that I would like to tell.” Conclusion Sharing stories helps us learn from others and articulate our successes and struggles as we find out paths. In-person and electronic assessment tools can be used by families to help individuals in career transition; and by employing the use of these tools, you can enhance the quality of your services to clients. Lifework success is a delicate balancing act. We juggler home and work responsibilities. Our challenge is to keep all the balls in the air with our feet on the ground. The show must go on as we create our plotline.

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