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Inventing or Discovering Myself

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Erika Juhasz
Workshop presentation from Cross-Border Seminar 2017 in Belgrade

Published in: Education
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Inventing or Discovering Myself

  1. 1. Credibility on the labour market Supporting university graduates joiningthe workforce
  2. 2. Building a career starts with discovering who we are 1. Young generation - Characteristics of young generation (Y/Z – age 16 to 26) 2. Cross generational communication 3. The VUCA World 4. The Biblio-counselling Modell 5. In practice 6. Summary
  3. 3. „Young generation” When you hear that term, what’s the first word that comes to mind? ü presumptuous ü entitled ü disrespestful ü disloyal ü lazy ü intellectually shallow New attitude on the labour market brought by young generation:
  4. 4. Cross generational communication Because of technology we have lost our ability to communicate generationally. So improve communication between the generations at work: ü less frustration at work ü stress level is reduced
  5. 5. Particularities of the young generation • Technology-driven • Multi-tasking skills • Less-focused • Entrepreneurial generation • Hate disrespect • Personalized communications • Friends’ opinion matters • Privacy • Honesty, transparency
  6. 6. VUCA world The VUCA concept took off after the global financial crisis of 2008 and 2009. The concept describes a business environment characterised by: — Volatility: a brutal increase in four dimensions: the type, speed, volume and scale — Uncertainity: we are unable to predict future events — Complexity: widespread confusion with no clear connection between cause and effect — Ambiguity: lack of precision, and existence of multiply meanings
  7. 7. VUCA world We need different mindset: not to focus on what is PROBABLE, but what is POSSIBLE. How to change the mindset? ü Seeing the possibilities instead of trying to figure out what is most likely to happen ü Create new habits and new patterns (talk differently, collect information differently, develop different strategies and plans for the future) This is where BIBLIO-COUNSELLING can help.
  8. 8. Finding your own way in career management In this deeply technicized environment it is hard to ü find, maintain and manage real human relationships, ü find relevant information, solution and answers, ü learn competent patterns, problem-solving skills, empathy and tolerance, ü recognize and share real values and emotions. It is crucial to improve students’ ü social and emotional skills, ü independent revelation, ü and support them to share their experience. Learning to be a „better” professional requires great self-awareness. Self-discovery is a difficult process, but essential before we enter labour market. Strenghts-based development instead of focusing weaknesses.
  9. 9. Biblio-counselling / therapy Bibliotherapy is the use of reading creatively books, stories and poems to make people feel better in themselves, about themselves and about others. The term bibliotherapy derives from the Greek words for „book” (biblion) and „healing”, „supporting” (therapeia). It helps readers gain insight into themselves by connecting with characters, values and with other group members.
  10. 10. Biblio-counselling An excellent tool Humankind’s awareness of the therapic value of words dates back to the past. Reading alters mental states and influences behaviour. Ø„Poetry and drama play out dangerous emotions” (Aristotle) Ø„Literature can help relieve and restore the troubled mind… and can also reduce stress and anxiety.” (Freud)
  11. 11. The Biblio-counselling Model I use vflexible: adapt the material to the group and their needs vreading a literary text is followed by group discussion when group members share their ideas and feelings vgroup interactions might lead the person towards new attitudes and new motivations for actions The text itself ü fosters common thinking and discussion about the topic, ü guides its reader to a deeper understanding of him or herself. ü develops his/her self-awareness, social and emotional skills. The aim of the group therapy / counselling in general: Ø elicit change in the attitude and behaviour Ø enhance problem solving skills Ø increase resourcefullness
  12. 12. The Biblio-counselling Model My program (7 sessions) focused on personal development: Ø self-awareness Ø problem solving skills Ø improvement of positive self-image Ø adaptability Ø empathy Ø stress reduction The aim of the group was : Ø prepare students for their first career step Ø give them tools how to present themselves on the job market Ø face challanges and traumas during the process of job search Ø reduce fears and stress of the coming „unknown” situation.
  13. 13. The structure of a session 1. The start – brainstorming about success 2. The text - Örkény’s short stories (one minute stories) are full of absurdities. ü Irony and humour are best ways of opening up hidden thougts and feelings. It can attract the attention of the students. 3. Lead-in games ü help participants to open up and get involved in „here and now” 4. The „core” of the session ü Group leader read out the short story ü Group discussion about the stories, the memories, feelings, emotions that the text evokes 5. „Take-away message”
  14. 14. The Biblio-counselling Model „No judgement but feedback!” Summary: ü Participants learnt about themselves and understand that they are not alone with their problems and concerns. ü had the opportunity to share feelings ü learnt new strategies how to deal with career issues ü realised the need to improve problem-solving skills, communication and social skills
  15. 15. The Biblio-counselling Model Results ØEmotional changes: — development of empathy — more realistic self-image — increased tolerance — respect and acceptance of others ØCognitive changes: — insight into human behaviour and motivation — understanding different perspectives and the universality of problems — alternative solutions for problem-solving
  16. 16. Demo - Örkény: Song I aimed at greater self-aweraness 1. On a general level (involvement): a) How can you describe the characters of the story? – age, appearance, personality, profession etc. b) What do you think Janász’ strengths were? c) Has anybody had similar effects on you before? (share with us, please) 2. On a personal level: a) Do you affect others? b) Do you know what you are really good at? c) Do you know what you are really special at? d) Are you familiar with your competencies? e) How do we see ourselves? f) How the others see us?
  17. 17. Demo - Örkény: Song 3. Goup conclusions: ü we have to know who we are, what our competencies are ü we have to be aware of our strengths and weaknesses too ü weaknesses can be altered ü we should be authentic (show our true colours) ü we have to live up to our own expectations and not others’ 4. Take-away message (which rezonated to the story’s last sentence): Ø everyone is special in some way – and that is true. As a conclusion I asked them to think of what their „song” was – i.e. What are they each good at?
  18. 18. In practice Örkény: Thoughts from the cellar Plan a biblio-counselling session 1. Theme– What would you use this short story for? 2. Questions a) general and b) personal level 3. Take-away message Task: one participant from each group will „present” the group’s concept. Stickers are collected and systemized in order to create a „common plan”.
  19. 19. Summary The greatest part of our success in life should depend on CONFIDENCE (and self-confedence) Ø Change begins when the fear of not acting outsteps the fear of making a mistake. Ø When we think of entering the job-market or changing careers – think of your Ø self-awareness Ø competencies Ø strengths Ø motivation, the factors that give us confidence. Ø Stop thinking about jobs you want to do, and start thinking about your qualities, competencies that a job needs, e.g. creativity, leadership skills, empathy, flexibility, resilience
  20. 20. Thanks for your attention.

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