April 2018 – Page 2 – SoACE Connections

Maximizing the 4 Steps of Career Development

by Kathy Grant, Mount St. Joseph University

Setting clear expectations from the beginning about “ownership” – who is responsible for designing and managing a strategic career plan – is critical. Early on in my career coaching roles, I found myself personally owning and investing more in the student’s career plan than many of them were committed to do. I often stopped what I was working on to “help” and found that they had not followed up or followed through after our discussion the first time.

As a more mature career coach, I have learned to use the 4 Steps of Career Development as a basis for ownership. Securing commitment to a strategic, measurable plan from both the student/alumnus/a and the coach works best if there is structure. The homework aspect of the 4 Steps, along with setting clear ownership expectations, means that the career plan is a commitment with a well-defined framework.

The 4 Steps of Career Development are:

Knowing Yourself – Interests, Skills, Values
Knowing the Career Field – Options and Ideas
Matching You and the Career Field
The Job Search – Resume, Cover Letter, Interviewing Skills

Visually, imagine a frame with clear-cut sides and boundaries with the open picture to be defined by the coaching session. Ideally, the frame will expand and contract. It expands as you share possibilities for a major, a career path, employers that match and the cultures that are options.

My first meeting is for clarifying the expectations of the student. Are we working on a career plan? Do they need a quick resume critique or tips for an upcoming interview?

For students coming in with initial exploration questions, I share the 4 Steps process, with a focus on Knowing Yourself. I ask the student to share one aspect of any job that they have had that they enjoyed. We translate that into a skill. For example, they enjoyed working at the front desk at a health club, so communication skills about services offered, the ability to greet members efficiently and respond to their questions would be one skill set that they have developed. Homework is to make a list of the “top 10” skills that they would like to use in a job.

Next, we talk about the job environment they have enjoyed the most. Did the employees work as part of a team? Did they have reasonable working hours – their definition? Homework is to make a list of the “top 10” characteristics of their ideal job. The difference between the two lists is that one is about them and one is about the culture of the work environment that best suits them.

Depending on the student’s vocational maturity, the two lists may be the homework we agree upon prior to the next meeting. Knowing the Career Field, the second step, is also homework for the next meeting. I ask them to identify five to seven jobs that interest them. At this point, they don’t need to consider, location, amount of experience or degree required, etc. Rather, I am looking for a broader understanding of what career paths might be possible. Once they find the positions, they print them out and highlight the “key words.” Part of the coaching session is to ensure that they understand the value of key words when employers source candidates.

Scheduling the next meeting is up to the student. I ask them to contact me when they have completed their homework or when they find a road block that keeps them from understanding the process and their role. Some students schedule a meeting prior to leaving my office. Some wait to schedule.

The second appointment usually ranges from 45 minutes to an hour. We take a deep dive into their definitions of their skills, with a focus on value added for the employer and how they will market these skills in their resume, cover letter and interview. We review key words, talk about options and identify potential employers who would value their skill set. There have been a number of times when students have an “ah-ha” moment and find a job that truly interests them. We quickly switch gears and develop a resume that will support their application.

What I enjoy most about the 4 Steps is the individuality and the creativity I use to support the student’s career development plan. We include ideas for networking, potential employers, and how to get the most out of our job posting site and career center programs/ services in support of their search. The investment of time with the first 2 Steps means that the student often feels empowered to tell their story and share their elevator speech in a more concise and compelling manner.

I would estimate that about 60-70% of the students and alumni who ask to work on their career plan return to meet with me, keep me informed of their progress and are open to new options. The students and alumni who are invested and own their career plans will be much more successful with telling their story.

There are two motivators for me when working with students and alumni on the 4 Steps. The quote from Maya Angelou: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel” is important for showing value for each individual. The second is the “teach a man to fish” principle. I hope that, should I actually win the lottery (I have not recently bought a ticket!), they will know how to own and be successful with their job search.

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Kathy Grant is a certified Strengths Coach with over 25 years of career services and recruiting experience. She is the Career Development contact for the Career & Experiential Education Center at Mount St. Joseph University. She also served as Interim Director of the Career Development Center at the University of Cincinnati, as Assistant Dean for the UC College of Law career center, as Director of Recruiting & Professional Development for Keating Muething & Klekamp, a large Cincinnati based law firm, and as Membership Director for the Cincinnati Bar Association. Kathy focuses her career coaching on accountability and developing a targeted search. She has also been a Buyer for two major department stores and a teacher for Cincinnati Public Schools. Kathy has a BS in English, Education and Sociology with a teaching certification from Miami University and a Masters in Counseling, with a focus on career counseling, from the University of Cincinnati.

Member Spotlight: Rachel Wages

Rachel Wages serves as the Assistant Director of Peer Programming for the University Career Center at the University of North Carolina at Charlotte. In her role, Rachel provides career advising services to students in the College of Liberal Arts and Sciences while also managing the Peer Career Ambassador Program. Rachel’s primary responsibility is assisting students in all phases of career decision making, planning, and job search preparation. She also oversees the annual Liberal Arts and Sciences Summit hosted by the University Career Center. Additionally, Rachel volunteers her time as the SoACE Conference Marketing Liaison.

A 2008 alumnus of UNC Charlotte, where she earned her Bachelor’s degree in Sociology, Rachel comes to us with over four years of transferable work experience in the healthcare industry. During her two years serving as Recruiting Specialist with the University Career Center, Rachel completed her Master’s Degree in Higher Education Administration through Northeastern University in 2014 before moving into a career advisor capacity.

Rachel is native to Indiana and relocated to North Carolina as a youth. She loves her two labs, Callie and Calvin, all things crossfit, hiking and traveling!

How did you get into the Career Services profession?

I was always one of those students who felt a bit lost and didn’t know where I “fit.” I always loved school, and wanted to be in the education realm in some way, but really had to explore what that looked liked like for me. After graduation from undergrad, I found myself in a hospital working in the education department. It was that experience that fueled the desire to pursue the education sector a bit further. After research, networking and job shadowing, I decided to obtain my master’s degree in Higher Education. During my studies and with my desire to get into the higher ed industry, I took a role at UNC Charlotte’s Career Center as a Recruiting Specialist. While I learned a lot, I quickly realized that helping students was my passion. Once I completed my Master’s degree, I accepted a career advising role and ultimately found myself where I belong! Having the personal experience of a non-linear career path, coupled with my uncertainty in knowing what I wanted to do has helped me empathize and equip my students with the appropriate tools for success

Describe your SoACE Experience. How did you get involved and how has that experience influenced you?

My first exposure to SoACE was the same year I became a career advisor! I attended the Austin, TX conference in 2015 and had a fantastic time networking, learning from peers and of course, exploring the city! I knew after that experience that I wanted to be involved with the planning and execution of a conference in some capacity. Through connections to members on the following year’s committee, I found out there was a need for a graphic designer for the 2016 conference. I’ve always loved being creative and I saw this as a great opportunity to make a small mark on such a large scale event. After serving as the conference graphic designer for one year, I was then asked to serve as the Conference Marketing Liaison. I happily accepted the opportunity and found myself more heavily involved with the planning and marketing of the 2017 San Antonio, TX conference. It was such a cool experience getting to work so closely with peers around the region. It really opened my eyes to just how much work goes into pulling off such a well-rounded event. It gave me a great deal of appreciation for those who step outside of their current roles to dedicate time and energy into cultivating an opportunity for those of us in the field to learn, engage and have FUN!

What advice do you have for new professionals who aspire to get more involved in Career Services?

I think what I love most about being in career services is that people want to see you succeed. As career advisors the drive to help others is ingrained within us. That encouraging nature isn’t just siloed to working with students; it is also evident in our interaction with peers. I’ve been fortunate to work with and meet a vast group of people who genuinely want me to succeed. Growth and development is just as important for us professionals in the field as it is for our students. Thus, my advice for new individuals looking to be more involved in the profession would be to take advantage of opportunities that are presented to you. If you have the chance to go to a conference, take it. If you have the opportunity to participate in a conference committee, do so. Expand your knowledge, network with your colleagues all over the field and challenge yourself to grow. Nothing but good things come from those who step outside their comfort zone.

What is your favorite quote?

“To accomplish great things we must not only act, but also dream; not only plan, but also believe.”

What is a unique fact about you?

I’m an avid crossfitter! I compete (for fun) in competitions and love all aspects of it! My proudest crossfit accomplishment is my 270lb deadlift.

What have you done so far in your role as Conference Marketing Liaison for SoACE that you are most proud of?

I’m actually pretty proud of the conference newsletter that we created this year! I think it is a great way to streamline the information conference attendees need to know in an informative and creative manner.

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