facilitating intelligent career conversations: insights from the bath mba
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Facilitating Intelligent Career
Conversations:Insights from the Bath
MBADr Svenja Tams
Lecturer, Organization
StudiesU of Bath
s.tams@bath.ac.uk
Clare StottMBA Career Dev
ManagerU of Bath
C.B.Stott@bath.ac.uk
Prof Michael ArthurCo-developer, ICCS
Suffolk UBoston, MA
marthur@suffolk.edu
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
• Background of the ‘Intelligent Career’ Svenja Tamsperspective and integration within Bath MBA
• How are students making use of Clare Stott Career 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
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
Interdisciplinary Career Development
Knowing How... we workJob-related
Competences, Expertise
Skills
Knowing Why… we work
Identity, Values, Meaning,
Adaptability
Knowing Whom… we work with
Social capitalNetworks
Supportive relationships
s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu
Integrating this on the Bath MBA
Personal Leadership & Careers
s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu
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
Within organizationsKnowing How• Job-related competencies• Interpersonal effectiveness &
influence• Managing new rolesKnowing Why• Values, norms, stories & language of
the organization• What gets rewarded around hereKnowing Whom• Strategic/operational/personal
networking for resources, status & support
s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu
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 collaborations.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu
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)
Facilitating conversational learning
s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu
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
Why
Whom How
s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu
Activity: In groups of 3Speaker• 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
Why
Whom How
s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu
•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
Career Learning on the Bath MBA
s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu
Why
Whom How
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
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
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
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
1. How could the Intelligent Career perspective (and the ICCS) contribute to your existing career development activities?
2. Given the issues we raised, what could you do to maximise learning benefits and outcomes for students?
‘Buzz groups’ (6 min)
s.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.edu
Why
Whom How
For further information …
Related to the Bath MBA: Related to the ICCS:
Dr Svenja TamsLecturer,
Organization Studies
U of Baths.tams@bath.ac.uk
Clare StottMBA Career Dev
ManagerU of Bath
C.B.Stott@bath.ac.uk
Prof Michael ArthurCo-developer, ICCS
Suffolk UBoston, MA
marthur@suffolk.edu
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