Career Coaching Fundamentals | Origin: CS113
This is a general discussion forum for the following learning topic:
Becoming an Effective Career Coach --> Career Coaching Fundamentals
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Overall, genuine connection with the student is going to help them most. Put your own biases aside and don't be judgmental.
Really enjoyed the link to allow for the student explore interest and where they can go with those intersest careerwise
I've learned that there are 2 styles of advisor approach to student. I would like to use and concentrate on coaching style instead of managing. Building trust with student/graduate is very important key in building success for student and advisor
I learned the importance of letting the students guide the conversation and set goals themselves' rather than me choosing for them.
It's important to have an open mind and a willingness to share my own experiences to be relatable to the student in order to knock down any guard they may have up. Having empathy without judgement allows us to have open and honest discussions which leads to greater success.
Whether career coaching or advising on classes, looking at the entire student is important. Their past, present, and future experiences impact their perception, as ours do, and form biases and misunderstandings.
It is important to get to know your students and build a relationship with them. By learning about your student and the things that affect their decision making will help you be more successful in helping the student.
Allowing the student to take the lead and guide them though setting goals is a effective Coaching style.
In this Training module I understood our purpose is less about managing our students and more about supporting them as they make their own decisions. Using tools and skills like asking open ended questions and getting to know their interests builds rapport and creates room to build a strong relationship between you and the student.
You must be genuine in your attempts to help others.
The difference between the advisor and the coach. Will be use to empower the student to meet goals.
I learned that Carl Rogers was a genius at relationships processes, and his approach to working with his clients is timeless. As for me, I will make sure that I am intentional in my efforts to connect with students, and to do whatever I need to do to be prepared to engage them.
Listen for goals over problems or reasons why a student cannot and help them develop a path to overcome those problems to achieve their goal.
Phycological contact is important to better understand the student. It is imperative to diagnose readiness.
I have learned from this training is to be a good listener to my students to understand where they are in life and seeking employment.
Unconditional positive regard can help build rapport with students and give them a safe space to voice any internal or external issues they may come across when job searching. By using active listening skills, students will feel validated in their experiences while also having the confidence to continue their job search.
I learned that career coaching is an intricate and deliberately structured process that is tailored to each individual student; beginning with establishing and building emotional and psychological bonds and bridges.
This section reiterates and ties in the critical importance of (genuinely) building rapport with the students in career coaching and all campus interactions. I can have access to endless resources, tools, information, skills, networking, strategies, employment opportunities, etc. All of which is useless in the absence of a trust and respect. Effective strategies in student career coaching begin with valuing student rapport building.
In this section, I have learned that it is important to have an Unconditional Positive Regard towards the students. This ensures that they are not being judged as the career coach is being empathetic and patient throughout the entire process.