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The Oz Effect
- 1. THE OZ EFFECT Supporting students through phases of transition Stephanie Birk, M.A. Assistant Director of Career Services, University of Illinois at Chicago Self Professed “Transition Specialist”
- 2. OBJECTIVE Developmental insights Re-energize your work A Re-fresher Communicating career wisdom
- 3. “OZ” ANALOGY
- 4. EXERCISE TO EMPATHIZE Your young adult self Feelings Challenges Opportunities
- 5. BAD JOB, OR BAD TRANSITION? • Higher rate of job turnover – less than 50% of graduates remain with their first employer 2 years after graduation (Sturges & Guest, 2001 in Wendlandt & Rochlen, 2008). • Nearly 1/3 of students transfer to a new school during the first years of college. (Pemberton, 2012)
- 6. TRANSITIONS UNIVERSAL PROCESS Phases of Transition (Bridges, 2004) An Ending “letting go” Period of Confusion/Distress/Chaos “neutral zone” A New Beginning “new way of being” HO: Personal Transition Reflection
- 7. JOHN FISCHER’S “TRANSITION CURVE” HO: Transition Curve
- 8. TRANSITIONS 4 CHARACTERISTICS OF YOUNG ADULT TRANSITION (FOX, 2011) • Managing loss • Establishing place • Focusing on self • Searching for purpose
- 9. DEVELOPMENTAL PSYCHOLOGY OF EMERGING ADULTHOOD LIFE-PHASE SPECIFIC PROCESS Erikson’s Developmental Tasks (Erikson, 1968) • Identity vs. Role Confusion • High school graduate entering college or work • Intimacy vs. Isolation • College graduate entering work
- 10. DEVELOPMENTAL PSYCHOLOGY OF EMERGING ADULTHOOD LIFE-PHASE SPECIFIC PROCESS Seven Vectors (Chickering & Reisser, 1993) Gaining competence Managing emotions Moving through autonomy towards interdependence Developing mature interpersonal relationships Establishing Identity Developing purpose Developing Integrity
- 11. IDENTITY FORMATION Marcia’s Identity Formation Model Experiences Crisis Not in Crisis Identity Identity Forclosure Achievement Commitment Made Not undergone a Undergone a crisis but made a “crisis” and made commitment a commitment anyway Identity Identity Diffusion Moratorium No Commitment Neither crisis nor Made Undergone a commitment has “crisis” but failed to been made. commit to a value
- 12. MILLENIALS http://www.youtube.com/watch?v=P-enHH-
- 13. MILLENIALS The GAP: 3 differences from Millenials to today’s working culture… Experimentation, Collaboration and Movement. Tried &True vs. Trial & Error Tip 1: Channel experimental creativity through useful tools, i.e. social media/technology Work out Loud vs. Confidentiality Tip 2: Accept the “need to know” basis of confidentiality of the workplace Instantaneous Progress vs. Climbing the Ladder Tip 3: Walk, Don’t Run (Blain, NACE, 2010) HO: Educational Vs. Corporate Cultu
- 14. HIGH SCHOOL GRADUATES Anticipation I can’t wait for the freedom! But… I’m scared! Adjustment Who do I want to be now? Who am I? Will I succeed, or will I fail? Achievement My friends are my family, my college is my home HO: Preparing for Change
- 15. COLLEGE GRADUATES DEVELOPMENTAL CHALLENGES & OPPORTUNITIES “Novice” period of adulthood, age 22- 33 (Levinson, 1978) “Experimenting stage” (Erikson, 1968) “Starting over” Common Experiences
- 16. COLLEGE GRADS Anticipation Time for the real world! Adjustment I’ve got an “expectation hangover” (Hassler, 2008) Out with the old, in the with new Achievement I’m doing it! HO: Are You Ready for A Culture
- 17. NO WORK? AFFECTS OF UNEMPLOYMENT Leads to an erosion of self-esteem Questioning self Becoming more externally focused (loss of sense of control) and feeling helpless Higher levels of anxiety, depression. Unemployed workers are twice as likely as their employed counterparts to experience psychological problems such as depression, anxiety, psychosomatic symptoms, low subjective well-being, and poor self-esteem (Paul & Moser, 2009). Social support can also mitigate the negative impacts of unemployment and underemployment (Belle & Bullock, 2011). Apa.org (Goldsmith, 2008)
- 18. SOCIAL SUPPORT/MENTORSHIP • Shifting Sands • Shared Experience • Wise Guides HO: Identifying your Mentors
- 19. TO SUMMARIZE… A final note
- 20. STUDENT TOOLKIT 1: Transition Curve 2: Expectation Hangover 3: Educational vs. Corporate Culture 4: Awareness, Inquiry, Adaptive Action 5: Personal Transition Reflection 6: Identifying Mentors
- 21. THANK YOU! Stephanie Birk sbirk@uic.edu www.linkedin.com/in/stephaniebirk Presentation copy available
- 22. REFERENCES Arnett, J.J. (2000). Emerging adulthood: a theory of development from the late teens through the twenties. American Psychologist, Vol 55(5), 469-480. Arndt, T. & Ricchini J. (2003). Backpack to briefcase: steps to a successful career. Alexandria, Virginia: Life After Graduation, LLC. Bridges, W. (2004). Transitions: making sense of life’s changes. Cambridge, MA: Da Capo Press. Chickering, A.W. and Reisser, L. (1993). Education and identity. (2nd ed.). San Francisco: Jossey-Bass. Erikson, E. H. Identity, youth and crisis. (1968). New York: WW Norton. 128-135. Fischer, J. (2003) accessed online at: www.businessballs.com. 1/20/12. Fox, K. (2011). Figuring it out: a grounded theory of college to post-college transitions. Hassler, C. (2008). 20 something manifesto: quarter-lifers speak out about who they are, what they want, and how to get it. Novato California: New World Press. Helkowski, C. and Hettich, P. (2005). Connecting college to career. California: Wadsworth, Cengage Learning. Krumboltz, J.D. and Levin, A.S. (2004). Luck is no accident: making the most of happenstance in your life and career. California: Impact Publishers. Larose & Boivin (1998). Attachment to parents, social support expectations, and socio-emotional adjustment during the high school to college transition. Journal of Research on Adolescence. 8(1). 1-27. Levinson, D.J. (1978) The Seasons of a man’s life. New York,: Knopf. 78-84. Marcia, J. E. (1973). Ego-Identity Status, in Michael Argyle, Social Encounters. p. 340. Parks, S.D.(2000). Big questions, worthy dreams. San Francisco: Jossey-Bass. Pemberton, S. (2012). Road to college. accessed online at http://www.roadtocollege.com/. Wendlandt, N.M., and Rochlen, A.B. (2008). Addressing the college to work transition. Journal of Career Development. Vol 35 (2).
- 23. Emerging Adulthood: http://www.youtube.com/watch?v=Y_f8DmU-gQQ Millenials: http://www.youtube.com/watch?v=P-enHH-r_FM 20-something shared experience: http://www.thegraduateguru.com/ 8 tips for College Freshmen: http://www.youtube.com/watch?v=5wcQGXQEcTQ
Editor's Notes
- Intro: SelfThrough my own zig-zagity path of life, have been drenched in transitions, and am well-versed in its affects. I have discovered the definitive truth of the statement: “Change is life’s only constant.” Out of my experience, I’ve developed a compassion for those in the midst of it. As an undergrad, I studied elementary education only to discover it was not quite the right fit for me. My last semester, I studied abroad in Ireland, and was bit hard by the travel bug! For the next 6 years after, I lived in Ireland and conducted some deep soul-searching - exploring interests and strengths in a string of helping professions, which ultimately lead me to career counselling. I completed my masters in Guidance and Counseling in 2010, worked as a temporary career counselor at a small liberal arts college in Wisconsin, and now find myself at the opposite end of the spectrum at UIC – a large state university in my hometown, Chicago.My interesting life path has forged me into somewhat of a “transitions expert.” I spent the past 5 months researching the topic to back up my experience and ideas with empirical data, case studies, which I hope to share with you today.
- Objective: Offer you developmental insights, understanding, and Career Wisdom to re-energize your practice/work with transitioning young adults.For those experienced professionals present who already have an advanced understanding, may this act as re-fresher. I hope to offer you a new way of communicating that wisdom, sprinkled with a few new ideas/activities for working with your students.Two main periods of transitions for the student population:Transition from High School to College/WorkTransition from College to World of Work There are others, but these are our focus for the purpose of the presentation.Please feel free to add insights during the roundtable discussions and share your wisdom as well. There will be time for questions at the end.POLLThose in Second LevelThird LevelOther Professional Settings
- The Wizard of Oz… is a great metaphor for the transition process of young adults, It represents a “coming of age”. Much like Dorothy, transitioning young adults experience anticipation, adjustment, and ultimatelyachievement.The Journey through Oz symbolizes the challenges path ahead in one’s career development as a young person, yet also the unique opportunities for growth and discovery inherent in this process.Picture: Emerald City = the real world; new expectations, new culture (educational vs. corporate culture), student/Dorothy needs to adapt self and approach in order to reach achievementWhat makes young adulthood so fascinating are the major internal developmental turning points are being navigated at the same time as major external crossroads. This duality creates an environment that is truly unique. As William Bridges eloquently put it, transitioning young people are building “worlds of their own” (Bridges, 2004) and we as career development practitioners are privileged to be a part of it.
- Close your eyes a moment, and think back to yourself as a young adult: exiting high school to work fulltime, to go to college, to leave your parents house and start one of your own…What was it like doing it on your own for the first time?Combination of fear and excitement, delight and anxietyDid you feel more fragile, more on edge, more uncertain of yourself as you tried to navigate a new way of being in a new unfamiliar world?What were some of your major challenges?What were the opportunities that developed from those challenges? How did you grow?As you can see in your memory and imagination, the period of time classified by Jeffrey Jensen Arnett as “emerging adulthood” has a particular poignancy and anxiety attached to it – as stated earlier, it is a unique time when one is not only going through inner transformation, but outer changes. It can be difficult to feel the solid ground beneath one’s feet during this time.As career counseling practitioners, our role is to offer this client group extra support, understanding, and coping strategies in order that they move successfully through it with the least amount of distress, and realize the potential for growth present through this unique life phase.
- How much of this is due to transition difficulties, and how much a genuine mis-match?For the Institution – increase retention and employment of gradsFor the Student – increase job satisfaction and prevent costly career mistakes.
- Challenging Transitions are universally experienced.- Transitions start with an ending, and end with a beginning!People don’t come to change willingly – rather kicking and screaming!Let’s look at the psychological processing during periods of transitions…Bridges’ 3 Phases of TransitionAn Ending – “letting go” “loss of old identity” saying goodbye to Kansas “Toto, I have a feeling we’re not in Kansas anymore”Period of Confusion/Distress/Chaos – feels much like you are in the path of a twister “Where do I fit/belong? Who am I now?”- Journey of ambiguity = the journey to Emerald City – disillusionment with expectations Murky waters of the unknown - not unlike what a new student or young professional might experience in a new rolewhether from high school student to “college student”, from high school student to “full timer in the real world”, or from college student to “professional”A New Beginning “identity confirmed/established”; connected to opportunity that fosters/utilizes strengths, adapted to a new way of being–reaching the Emerald City with the witches broom in hand.HO “Personal Transition Reflection” – talk through, chalk throughhttp://www.wavlist.com/movies/107/woz-kansas.wav
- It’s a rollercoaster of emotions; Very draining/exhausting for those in the midst of it.Example: Walk through illustration in a student’s story – encourage counselors to use this tool as a discussion starter/talking point.HO “Transition Curve”
- MANAGING LOSS:Of friends/social networkOf freedom if moving home/not yet at workLoss of old routine/way of beingESTABLISHING PLACEFinding workBuilding homeNew networkFocusing on SelfDeveloping professionally/competenceDoing things “my own way” – forging one’s own path beyond that which set by parents/eldersSEARCHING FOR PURPOSEMeaning-makingWhere do I feel most fulfilled? Engaged? Alive?Moving beyond competence to purpose (may symbolize end of emerging adulthood and entrance into adulthood)
- Transition – though a universally experienced process – is also developmentally bound due to the internal changes occurring in an emerging adult. Which is why this is a fascination group to work with!!!Growing PainsNo one becomes an adult all at once – it’s a process. Perfection = not required. Mistakes = expected!Each stage has a “developmental task” to complete. Helps us develop coping skills. Best “soil” for growth is a balance of challenge and support. 5: Adolescence (12-18 years*) First-years – Identity vs. Role Confusion * arguably extends beyond 18th yearIdentity development – who you are no longer defined by being so-and-so’s kid, but what you choose to become yourself, and what you choose to do (Bridges, p.90)A lot of questioningUnmaking/remaking choices – i.e. major/career path6: Young Adulthood (19-40 years) graduates - Intimacy vs. IsolationFinding a place in the working worldFinding a location/community to belong to - a place to call “home”Integration through establishment of meaningful and lasting relationships
- Shift away from “stages approach.” Young Adults Live out “recurring themes”. Requires flexibility. Shifting constantly between the vectors.Gaining competenceManaging emotions/develop self-awarenessMoving through autonomy towards interdependenceDeveloping mature interpersonal relationshipsEstablishing IdentityDeveloping purpose (vocation/calling)Developing Integrity (redefining beliefs & making commitments)
- Reaction to parental and societal pressure “Follow the Yellow Brick Road” – however, studies show those who go through the messy process of defining their own goals are more likely to stick to them = retention being highest for students who go through the moratorium of choosing and re-choosing/switching majors. (Andres)James Marcia’s Four Identity Statuses– 1. Identity Achievement 2. Moratorium 3. Foreclosure 4.Identity Diffusion – to question is GOOD!)Identity Achievement – decided on beliefs through exploration and critical thought. Have internalized goals and make decision in an autonomous and ethical wayMoratorium –still exploring and questioning, but have not made decision yet of where to stand/what to believe. Still searching, but in a healthy place open to growth. Can be very confusing and frustrating for the individual in this stage.Foreclosure – commitment without defining crisis. Commitment without exploration/ownership of values, conventional/black and white thinking, submit to authority without question.Identity Diffusion – not committed or experiencing exploration/crisis, somewhat underdeveloped identityFrom a career development perspective, Moratorium is a very healthy and necessary stage. Moving through process of unknowing (moratorium) is uncomfortable but essential to career/life satisfaction.
- 3 differences from Gen Y’s to today’s working culture rules (Blain, NACE, ***): Experimentation, Collaboration and Movement. Millenials??? See Anh’s SuggestionTried and True vs. Trial and ErrorTip 1: Channel experimental creativity through useful tools such as social media/technology, understand an organizations reasons for the “tried and true” by a history lesson from an insider.Work out Loud vs. ConfidentialityTip 2: Work out loud vs. confidentiality. Many Millenials are taught to be highly collaborative. Career Practitioners can help Gen Ys accept the “need to know” basis of confidentiality of the workplace.Instantaneous Career Progression vs. Climbing the Corporate LadderTip 3: Walk, don’t run. Career Practitioners can guide Millenials to a step-by-step career planning process including further training. Change is a process over time, and the world of work is not perfect.Lack of Experience/Skills (Fallows & Stevens, 2000)Encourage interningEncourage leadership involvement to develop soft skillsInflated Expectations (Perrone & Vickers, 2003)Reducing the degree of potential discrepancy through researchDiscourage recruiters from painting an unrealistically positive image of the workInformational interviews/job shadowing of alums and others in same line of work, or in the company itselfEmployer Expectations – THE GAPSoft Skills/EIDeeper levels of knowing expected (Baxter Magolda, 1986) from absolute to contextualHands-on learning experiences in high school/college, leadership, team projects, off-campus study programs (internships and study abroad) student-centered courses with high levels of interaction/participation – all help to develop higher levels of learning
- First Year Transitions: Finding “Home Away from Home”; “There’s no place like home!” – Dorothy; Notion of “Fit” - Ruby Slippers(Wendlandt & Rochlen, 2008, University of Texas (Austin)) Addressing the College-to-Work Transition: 3 A’s in the Transition Process for graduatesAnticipationAdjustmentAchievementANTICIPATIONDevelopmental Marker – entering the “Adult World” (Larose & Boivin 1998) = independence, freedom, explorationADJUSTMENTDiverging from the “Yellow Brick Road” set by parents/teachers. Too many choices!!! “Cheesecake Factory Paralysis” (Hassler, 2008), from paralysis to possibility Period of adjustment may cause a role confusion, identity confusion, regression to last stage of comfort (separation anxiety, Bowlby, 1969, 1973) ; helping young adults become more adaptableExperience of separation and loneliness in leaving home (Larose & Boivin 1998) – importance of “perceived security” from parents – increases socio-emotional adjustment across the transition from high school to college.Role of counselor to encourage development of security/support through an extended network of support on campus – faculty, mentors, peers, social groups, organizations & societiesACHIEVEMENT Assist students in:Reinventing Self“Challenging the Wicked Witch”, overcoming FearsOpportunity for Programming to address: Life planning, finances, adulthood responsibilities, managing emotions, appropriate behaviour at work, soft/communication skills, managing parental pressures and societal expectations.
- “experimenting stage” (Erikson) – during this period, transition have a certain poignancy and anxiousness attached to them.Feels like “staring over” or “going back to GO” – Natural feelingsFiguring it out, trying on adulthood, like a pair of jeans.InstabilityTransitoryCommon experience of recent grads:Frustrating process of trying to establish self as independent – going “backwards” moving back in the parents after graduationHaving to seek employment outside of their major/career goals due to lack of work and inexperienceRealizing that they don’t like the field they’ve chosen, and wanting to make a career changeReminder of Stat from beginning: Higher rate of job turnover – less than 50% remain with their first employer 2 years after graduation (Sturges & Guest, 2001 in Wendlandt & Rochlen, 2008). BUT TO EXPERIMENT LEADS TO DISCOVERY!IT IS GOOD!
- Wendlandt & Rochlen, 2008AnticipationAdjustmentAchievementAnticipation: Utopian Dream – the “perfect job/career” – the illusionary “Emerald City.” What happens when the dream is unmet for graduates? Enter a period of confusion/distress. But may not be the wrong field, just a transition/adjustment. Assess students for transition issues before re-directing to a new career.Adjustment: The greater the gap better reality and expectation, the more difficult the adjustment.EXPECTATION #1: It will be easy to find a job after graduating. REALITY: Trouble opening the door to success. COUNSELOR’S ROLE: Help student to employing different techniques in the job search process (beyond posting on job sites - networking, social networking, etc.). To help student expand and explore options and avoid “tunnel vision”, plan out a longer term career path to achieve their ultimate goal and start with “baby steps”. Encourage Interning/leadership/involvementEXPECTATION #2: I have been well prepared by my education to hit the ground running and have all the skills necessary to be successful. REALITY: May hit a huge learning curve in the workplace and realize extra training is needed. COUNSELOR’S ROLE: Encourage students to reduce the degree of potential discrepancy through research, information interviews/job shadowing of alums and others in same line of work, or in the company itself, career mentors, understand more about their role before they enter it.Deeper levels of knowing expected (Baxter Magolda, 1986) from absolute to contextualSoft Skills/EIHands-on learning experiences in high school/college, leadership, team projects, off-campus study programs (internships and study abroad) student-centered courses with high levels of interaction/participation – all help to develop higher levels of learningAchievement: Our goal is to help our students feel successful. Build self-efficacy.Mastery Experiences: Remind them of times they’ve had success in similar ventures in the past. Note their success, however small to start. Social Modelling: Tell them about a peer or person like them who has found successSocial Persuasion/ Affirmation: be their cheerleader, and encourage them.
- Leads to an erosion of self-esteem (which is essential to psychological well-being) Questioning Self: ‘Why was I selected to be unemployed?’ ‘Were my skills lacking?’ ‘Is there something about me that’s problematic?’Becoming more externally focused (loss of sense of control) and feeling helplessMore highly educated people are the most vulnerable to the psychological difficulties of unemployment because they tend to be more internally focused. “So when these people become unemployed they tend to attribute this to personal shortcomings which fosters helplessness and a compromised view of self.”(Goldsmith, 2008) http://www.wlu.edu/x26676.xmlHigher levels of anxiety, depression, and sleeplessness. prolonged unemployed (6+ months) the psychological effects often become chronic Unemployed workers are twice as likely as their employed counterparts to experience psychological problems such as depression, anxiety, psychosomatic symptoms, low subjective well-being, and poor self-esteem (Paul & Moser, 2009).Social support can also mitigate the negative impacts of unemployment and underemployment (Belle & Bullock, 2011). Apa.org
- SOCIAL SUPPORT:Searching for lost sense of belonging, home, togethernessDrastic change in social life after graduating – one of the major causes of depression amongst twenty-somethings (Quarter-Life Crisis by Robbins and Wilner 2001).Limited access to friends results in feeling of loss/loneliness“Shifting Sands” of young adult relationships – universally felt by young adults/emerging adultsEmerging Adults must build a nest of their own (Helkowski & Hettich, 2005)Becoming fully self-supportive financially, emotionally, spiritually, and physically – very difficult to do whilst living under the parent’s roof (Robbins and Wilner, 2001)SOCIAL SUPPORT IDEAS:Develop “Accountability Groups” for recent grads to met and share their experience & ideas.Finding new ways to connect – technology, facebook, skype, particularly when “far away”Encourage them to let family know what they need, and decide how to get needs met – action plan to start a new hobby, attend a yoga class, be engaged someway in the community to start developing a support network.Career & GuidancePractitioners as Mentors: We have no “Crystal Ball”, but can act as wise mentors/supports through the murkiness of the transition process.2 AREAS of FOCUS:1. Negotiating external influenceseconomic variablesparental expectations2. Employing internal coping strategiesSelf AcceptanceNormalizingStudent as Self-Expert – our role to foster self-awarenessNatural “Seasons” of life (Levinson)MENTOR IDEAS:Develop an alumni mentor database to connect students to professionals in their field who can act as resources/supports.Develop an extensive mentor program – matching students, topics to discuss, hosted events/meals (underclassperson/upperclassperson or student-to-community member)
- A Final Note: Read Blog entry with addition “Career Counselor” in saved documents – have printed out to read aloud.
- Transition Curve – talk me through where you’ve seen you self in x situtation?