PARENTS AND SENIORS: MANAGING THE

TRANSITIONSenior Parent’s Day

Saturday, February 7, 2004

Kathy Potter, M.S.Ed.Assistant Director

500 El Camino Real, Santa Clara, CA 95053-1057 * www.scu.edu/careercenter* (408) 554-4421

THE CHANGING JOB MARKET

THE NATIONAL JOB MARKET OUTLOOK

Economy is on the rise in many key sectors.

Still somewhat of a “jobless” recovery, but Baby Boomerretirements will change that.

In 2006, 151 million will be retiring; 141 million will beentering the job market.

“No hiring today” is a short blip on the screen.

CALIFORNIA JOB MARKET OUTLOOK

Leading indicators up for second time in a row.

Tech rebound coming to Bay Area, but not like 1990’s boom.

Semiconductor upturn seems likely.

Venture capital monies available.

Biotech recovery beating predictions.

(Kiplinger Report, Nov. 2003)

SILICON VALLEY FROM A HUMAN RESOURCESPERSPECTIVE

COMPELLING TECHNOLOGIES

* Wireless * Storage

* Biotech * Infotainment

* Homeland Security * Healthcare

* Defense * Infosecurity

* Industrial construction * Digital home

* Alternative energy * Video imaging

* Broadband extension * Privacy issues

* Collaborative technologies

SOME INHIBITORS OF GROWTH IN VALLEY

• Cost of living

• Low worker morale

• Exodus of talent from Valley

• Unskilled workers for new technologies

• Lack of creative geniuses

• Taxes and regulatory issues

• People drawn to adventures in other parts of world

• Very competitive market for talent

• Unable or unwilling to define the new “normal”

• Salaries disproportionate to job

THE PICTURE FOR RECENT GRADUATES

Information from National Association of Colleges andEmployers, October 2003

THE NATIONAL OUTLOOK FOR GRADUATES

Employers plan to increase hiring by 12.7%; first increase in 2years.

In Western Region: 52% of employers will increase hires; 16%will decrease hires.

National salaries up 3.9% for 55% of hiring employers.

Majors that will experience the most hiring include ElectricalEngineering, Computer Engineering, Business Administration,Computer Science, and Accounting.

SANTA CLARA UNIVERSITY CLASS OF 2003

39% had accepted a full-time position as of graduation.

32% had no offers but were actively interviewing.

20% had not begun their job search.

40% expected to be in graduate school within the year.

On-campus activity for 2003: During academic year of 2002-2003, the CareerCenter hosted 55 employers for On-Campus Interviewing (OCI). In 2000-2001,we hosted 108 employers.

Communication (verbal and written)

Honesty/integrity

Interpersonal skills

Motivation/initiative

Strong work ethic

Teamwork

Analytical skills

Flexibility/adaptability

Computer skills

GPA of 3.0 or higher, but 66% of employers want better than 3.0

TOP QUALITIES/SKILLS IN DEMAND

PARADIGM SHIFT REQUIRED FOR SUCCESS:

FROM INDEPENDENCE TO INTERDEPENDENCE

INDEPENDENCE INTERDEPENDENCE

Hold Power Inclusion

Truth Dichotomies

Hierarchy Share Power

Efficiency Abundance

Experts Collaboration Open Systems

Science Spirituality

Competition Community Dialogue

Rational Intuition

Either/Or Both/And

Visible/Concrete Unconscious

Ethic of Justice Ethic of Justice and Care

Intelligence (I.Q.) Emotional Intelligence (E.Q.)

Economics/Profit Human Potential

FROM GLOBAL TRANSITIONS TO PERSONAL TRANSITIONS

A MODEL OF TRANSITION

(William Bridges, Transitions, 1980)

Change Versus Transition

Change = Situational, external to us, outcome focused, relatively quick. Example: Student finishes years at SCU.

Transition = Experience, psychological, process based, gradual and slow.

Definition of transition: “A gradual psychological reorientation that happens inside us as we try to adapt to change.” Example: You and your student’s response to the event of graduation.

THE STRUCTURE OF TRANSITIONS

ENDINGS BEGINNINGS

NEUTRAL ZONE

ACTIONS IN EACH STAGE OF TRANSITION

Endings = Loss, letting go, closure, saying good-bye

Neutral Zone = In-between time, chaos, the wilderness

Beginnings = Being “with it,” new chapter, renewal

TRANSITION MODEL APPLIED TO SENIORS AND PARENTS

ParentsNo longer as active an influence on student

Son/daughter truly “leaving home”

Facing “empty nest” with at least one child

Possible end of financial burden

StudentsLeaving security/comfort of school

Saying good-bye to friends

End of immediate feedback and grades

Possible end of financial support

Emotions/ResponsesSadness, joy, anxiety, relief, fear, denial (of new role), depression, abandonment, anger,

resentment, loss

ENDINGS

NEUTRAL ZONE

ParentsConfusion about new role

What do I/we do next?

Should we continue to support child (let him/her stay in home, put in apartment,

etc.)?

Will I/we make it??

StudentsHow will I use my degree?

Is this next/first job my “calling”? How will I know?

What does the future look like?

What new challenges should I prepare for? Will I make it??

Emotions/ResponsesConfusion, disorientation, disconnected, impatient, apathy, lost, some excitement.

BEGINNINGS

ParentsStart next phase of life as parent(s) of

grown child/graduate

More time and money (?) to put toward other goals

StudentsStart new job, continue seeking work, decide

on graduate school

Develop new friends

Begin to create a life more free of parental guidance

Manage own finances, housing, other expenses

Emotions/ResponsesExcitement, fear, sadness, joy, connection, renewal, completion, energized, anxiety,

curiosity, hope.

WHAT HELPS AT EACH STAGE

• In dealing with loss and endings, make sure that:

• In dealing with the neutral zone, make sure that:

WAYS PARENTS CAN HELP GRADUATES • Appreciate difficult transition.• Be available.• Share stories.• Change expectations.• Relate.• Determine financial support• Let student make decisions.• Establish boundaries.• Stop worrying!• Celebrate.• Develop your own life.• Be a “soft place to fall” and a “pillar

of strength.”• See jobs as improvisations.• Remember careers are not linear.• Stay curious.• Be a role model.  

THANK YOU FOR COMING!