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Facilitating Intelligent Career Conversations: Insights from the Bath MBA

Facilitating Intelligent Career Conversations: Insights from the Bath MBA. Objective To share insights about intensive MBA career development and use of the Intelligent Career Card Sort (ICCS). s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu. Schedule

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Facilitating Intelligent Career Conversations: Insights from the Bath MBA

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  1. Facilitating Intelligent Career Conversations:Insights from the Bath MBA

  2. Objective To share insights about intensive MBA career development and use of the Intelligent Career Card Sort (ICCS). s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  3. Schedule • Background of the ‘Intelligent Career’ Svenja Tamsperspective and integration within Bath MBA • How are students making use of Clare StottCareer Development and the Intelligent Career Card Sort? • How could the Intelligent Career perspective Discussion(& the ICCS) contribute to your existing career development activities? • Using the ICCS as part of online teaching Michael Arthur • Resources s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  4. Intelligent Career Perspective What career investments can strengthen individuals’ career resilience in dynamic and uncertain labour markets? How can ‘intelligent career conversations’ — as a constructive process of exploring and working with what is — enable a more proactive, adaptable and meaningful engagement with one’s career? s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  5. Interdisciplinary Career Development Knowing Why … we work Identity, Values, Meaning, Adaptability Knowing How ... we work Job-related Competences, Expertise Skills Knowing Whom … we work with Social capital Networks Supportive relationships s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  6. Integrating this on the Bath MBA Personal Leadership & Careers • Introductory 2-day workshop • 1 day on ‘Self-directed & relational career development’ • Students develop their own learning agenda (assessed by Learning Review) • Follow up activities (1 year) • Careers coaching & focused careers seminars (1-2 days) • Leadership development workshops (1-2 days) • ALS & peer coaching groups • Tutorials s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  7. Within organizations Knowing How • Job-related competencies • Interpersonal effectiveness & influence • Managing new roles Knowing Why • Values, norms, stories & language of the organization • What gets rewarded around here Knowing Whom • Strategic/operational/personal networking for resources, status & support s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  8. Beyond organizations Knowing How • Positioning for future employment • Signaling expertise • What experiences will enhance mobility to new projects? Knowing Why • Personal priorities, history & growth • Values, norms, stories & language of the wider field – eg industry and occupational community • Ability to continuously update and morph into new professional identities Knowing Whom • Networking for social capital, project-opportunities and collaboration s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  9. Facilitating conversational learning Instead of occupational assessment, we adopt a constructivist approach to develop career meta-competences: • MBTI • 15 statements exercise • Life-line exercise • Reuters case study • Action inquiry (Fisher, Rooke, & Torbert, 2003) • Developmental network map • Self-awareness through self-assessment • Intelligent Career Card Sort (ICCS) s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  10. Why Activity: In groups of 3 • To reflect on your own “intelligent career” • To help someone else reflect on his or her “intelligent career” • Use active listening, peer-coaching approach Whom How s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  11. Why Activity: In groups of 3 Speaker • 8-10 minutes to explain why he or she has selected the seven ‘knowing why’and‘knowing how’ statements. Witness • Practicing active listening • Asking questions that aim at deepening the understanding behind the selection of these statements. Observer • Note taking – using the speaker’s own words. Observe patterns. • At end of debriefing, summarize key themes that you heard emerge during the conversation. Swap roles Whom How s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  12. Why Whom How Career Learning on the Bath MBA • Evidence, from student coursework, of how students have taken on intelligent career ideas in their own work and career • Questions raised and issues to consider s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  13. Case Study One: Male, 34 “…a major factor in embarking on the course was to enhance my future career prospects…” “…tentative and incremental adjustments over time…” “…the start of a lifelong process of self development with the objective of unlocking and fulfilling my potential…” “…a change in the way I operate within my organisation…” s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  14. Case Study Two: Male, 35 “…my experience of this module has made a positive contribution to my development and my CV, in spite of a rocky start…” “…the learning from the ICCS, MBTI, and objectives from the module from the outset, have placed more emphasis on my personal development…” “…a long list of tools I have utilised to increase my self awareness and define actions to develop my managerial competencies…” s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  15. Case Study Three: Female, 31 “…reflection has been essential for me to understand my career choices and ambitions…” “…never fully grasped what the catalyst behind this belief was until I engaged in this exercise…” “…it has made me set new career expectations of myself…it has led me to build a personal development plan based on the theories which underpin the ICCS model” s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  16. Observations and Insights • Influence of ICCS often implicit rather than explicit • Provides language and vocabulary • Complementary processes • Horses for courses • Different ‘entry points’ • From resistance to appreciation s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  17. Why Whom How ‘Buzz groups’ (6 min) • How could the Intelligent Career perspective (and the ICCS) contribute to your existing career development activities? • Given the issues we raised, what could you do to maximise learning benefits and outcomes for students? s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu

  18. For further information …

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