Category Archives: career choices

What motivates someone to be happy at work every day?


by contributing writer, Dave Clark, TTI Success Insights

Looking for a new job can be a lot like buying a car. It can either be an invigorating, exciting experience or it can suck the lifeblood out of you. Depending on how prepared you are during your job search, you can help determine which direction the job search goes for you. While assessments such as DISC (behavioral style) can help explain “how” someone does what they do, it’s his or her underlying Driving Forces, also known as values or motivators, that explain “why” a person does what they do.

Why you do what you do, if aligned with a career choice’s intrinsic rewards and work, will generate much high personal job satisfaction.

Understanding the forces that drive behaviors can give a person true insight into what careers they are best suited as well as those that may not be a good personal fit. This can extend to jobs and companies within a career direction you’ve already invested in.

StudentSupportDirectionSignsConducting a job search with a plan

Sometimes we go into our job search without having a plan. Maybe there is an urgency to find a new position due to monetary needs or displeasure in a current position. But going into a job search with a plan can completely change the outcome of finding a job versus a career.

When it comes to leveraging assessments to help with career matching, an assessment that predicts behaviors doesn’t paint a complete picture. By adding the personal motivators (values, driving forces) behind the behaviors, matching career options become much easier and more accurate. The person also sees what jobs or career direction is not a good match, especially in the long term.

These motivators, also known as Driving Forces, are based around six keywords that describe how a person approaches a particular situation. The six areas of focus include: knowledge, utility, surroundings, others, power and methodologies. Each keyword contains two driving forces that addresses the keyword from a different, if not opposite, perspective. Understanding these Driving Forces, and how they apply personally, and in those you work closely with, is key to success in the workplace. Keep in mind there is no right or wrong side to be on regarding Driving Forces; the two sides are simply different ways to approach the same topic.

12 Driving Forces defined

The two sides of the knowledge continuum are Instinctive and Intellectual. The Instinctive person does not do a lot of casual reading for fun, instead they seek out knowledge when it is pertinent to a specific purpose. The Intellectual person, on the other hand, considers learning a sport and cannot get enough of it. Both are addressing knowledge but in very different ways. The Intellectual will be motivated in a job where there is opportunity for continued learning and may want to avoid jobs that do not present these situations. The Instinctive person uses their “street smarts” to handle a situation as it arises, learning as much as they need to know to accomplish the task at hand. An instinctive person may become very well versed in a particular subject where needed, and attain expert level qualifications. Trades showcase Instinctive learners who may specialize in a specific area of expertise such as plumber, electrician, architect or brewer. A college professor will likely be an Intellectual. The main difference between the two knowledge related Driving Forces is learning with a specific purpose versus continual general learning.

When it comes to utility, our two sides of the continuum are Selfless and Resourceful. Selfless describes people who are driven by completing tasks for the sake of completion, with little expectation of personal return. They might be known as “team players” or “worker bees.” Their opposite group is the Resourceful group who are driven by practical results, maximizing both efficiency and returns on investment of time, talent and energy. A Resourceful person always operates with the bottom line in mind, while the Selfless person is not concerned with the bottom line much, if at all. Many entrepreneurs will be strongly resourceful while members of their staff may be more Selfless. A great example is found in a restaurant setting. The owner better be focused on the bottom line or he or she is destined to fail. However, the kitchen staff knows they need to put out a certain amount of plates over a specific period of time and approaches the task as something that needs to be done systematically to completion.

The surroundings keyword discusses how people perceive the things around them. An Objective person is all about function over form, concerning themselves with everything having a practical reason for being where it is, even if it is not visually appealing. The Harmonious person always prefers form over function and seeks beauty and balance in their surroundings. The Harmonious person is likely to be very unhappy in a cubicle setting or a place that is visually unappealing. The Objective person may not even notice what his surroundings look like, as long as he knows where everything is located. A Harmonious person would excel in a position of interior design, a national park ranger or as an artist or musician while an Objective person may excel as a call center representative or a computer programmer working from a cubicle.

When viewing others, we have the Intentional person who is driven to assist others for a very specific purpose, not just for the sake of being helpful. And, if this purpose may be of some use to this Intentional person in the future, all the better. The opposite is the Altruistic person who is driven to assist others simply for the satisfaction of helping others. They do not pick and choose who to help and are willing and energized to help anyone they can. A social worker or customer service rep who is Altruistic would be a natural fit while a business owner who needs to focus on specific tasks and has limited time may lean much more strongly to the Intentional side.

Regarding power, we have those who are Collaborative and Commanding. Collaborative people are driven by being in a supporting role and love to contribute to the betterment of the team. They seek very little individual recognition for the work they provide. The Commanding person is driven by status, recognition and control over person freedom. It’s safe to say that Gene Simmons of Kiss would be the poster child for Commanding, as he is driven by status, wants to be recognized continuously and has complete control over the empire he has created. Collaborative people are energized by being part of a team and knowing that their contributions have made a difference to a project. Workers on an assembly line may lean toward the Collaborative side while company presidents, rock stars and movie stars may often be found on the Commanding side.

Career Coaching for Students article imageThe final subject is methodologies and the Receptive and Structured folks operate in a very diametrically opposed way. Those who are Receptive are driven by new ideas, methods and opportunities that fall outside a defined system of living. These are the doers who like to dive into a project, usually before they have all the information needed to complete the task. They rebound quickly and make many spontaneous judgement calls, often trusting their gut feelings. The Structured person loves traditional approaches, routine and proven methods. They live by the mantra “if it’s not broken, don’t fix it.” Structured people believe what they believe and they are willing to go to great lengths to defend it. Change, especially quick and regular change, makes a Structured person uneasy. A Structured social worker and a Receptive police officer would probably both excel in their respective positions but may not fare very well if their Driving Forces were switched.

Understanding “why” we behave how we do will help us determine what positions we should be seeking in the first place. If the job doesn’t match the primary Driving Forces, chances for success are very limited. And, even if the person stays on the job, there’s no guarantee of happiness. Matching your primary Driving Force with a job’s corresponding driving force will help put a person in the best possible position to succeed.

deap-tng-logoAbout the Author
Dave Clark is a staff writer at TTI Success Insights. The Nielson Group and Success Discoveries are associated with TTI Success Insights.

KeysJPGCarl Nielson uses assessments that measure a person’s motivational driving forces in his work with organizations through The Nielson Group, including team dynamics workshops, executive coaching and hiring for fit candidate analysis. Success Discoveries™, founded by Carl Nielson, offers career and job search coaching and resumSD evolution2e writing services. Career Coaching for Students™, a program developed by Carl Nielson that has helped thousands of students with career exploration and planning, offers high school and college students a step-by-step approach to understanding personal talent design, connecting to high-potential career options and developing an action plan for success.

Why college students succeed. The answer may surprise you.


CoveyJobPassionRoot cause for college student success? We all hear statistics thrown around about all kinds of issues. What is the true root cause of student success?

When it comes to students, college attendance, choosing a major, changing majors, time-to-degree attainment and student debt, there appears to be a correlation between clarity of personal goals and quality of decision making skills at the high school level and the length of time in college, student success and student debt.

But no one is focusing on root cause of student success. They are simply studying what is happening in the general college student population or causes of student failure. In one study, students got it right: it is all about MOTIVATION.

Even a Google search for “Why do college students succeed” produced 65 million hits for opinion articles that were basically “tips” on how to succeed based mostly on study habits. Studying root cause for success is more elusive. Asking students and faculty what causes student failure starts to get at the root cause.

“In short, according to the college students who participated in the study, motivation is the leading cause behind students’ failure or success in completing schoolwork. Motivation influences students’ attitudes, study habits, academic readiness, and so on.” Higher Learning Commission, 2014 Collection of Papers, conclusion of 2011 study of students opinions for success and failure

According to faculty who responded to the survey “Why do students fail?”, the number one reason (37% – 40%) for college student failure was “Not Ready for College“. Other significant reasons listed include Lack of Effort (11% – 13%), Lack of Motivation or Interest (9% – 14%) and Failure of Educational System (14% – 24%).

Not Ready for College

The student-related factor that both two-year and four-year faculty members mentioned most often was students not being ready for college-level work (cited 231 times, or 38% of responses). Faculty members stated many reasons, including the fact that a significant number of incoming students have poor levels of or a complete lack of academic preparedness for college courses, lack of learning and study skills, and/or lack of organizational skills (including time management and setting priorities). More than half of the respondents cited students’ lack of academic preparedness and poor study skills, note-taking skills, reading, and scientific reasoning skills, lack of experience, and more, without directly attributing responsibility. Others specifically blamed students’ K–12 education for this lack of preparedness. It was difficult to separate these two criteria as both dealt with lack of preparation, rendering students not ready for college work. As one respondent said:

They have not been adequately prepared for post-secondary work and may lack foundational skills (such as the ability to write clearly, comprehend readings, follow instructions, etc.) that interfere with their ability to achieve passing grades. For some reason, many students do not learn these skills throughout grade school and high school, and so when they reach college they are not ready for what it demands.

Still others said that students are “underprepared for college-level work in terms of basic writing, reading and thinking skills. For example, they have an inability to think critically, an inability to express oneself in a written format, and an inability to comprehend the nature of assignments.” One respondent said students have a “high school-rooted misconception that one can pass a course without studying,” and several cited the lack of college-level reading and writing skills and other essential study skills.

One faculty member was very specific in pointing blame: “Many of the students (attending) two-year colleges in large cities come from the Urban Public Schools where they have not necessarily encountered a quality education and experienced a deep understanding of real learning as opposed to externalized and superficial learning.”

Another thought that students fail because they have not been exposed to the “academic rigor of college, or the expectations of college work.” Faculty respondents said many students arrive without knowing how to learn, without having the academic prerequisites, or without having the skill set needed to be successful. Many faculty respondents mentioned that students do not know how to be active learners and engaged in the learning process. A number of students do not realize that college requires a higher level of commitment involving a variety of learning skills, such as deep reading, purposeful study, critical thinking, or even asking for help.

Other faculty respondents said students are not aware of the rigors of their chosen discipline. Students can have difficulty in adjusting their own career expectations. Some students have/aspire to become a physician . . . but they do not realize that it is a very difficult and long road academically. Learning is one percent inspiration and 99 percent perspiration . . . some students have not realized this yet.

Respondents saw insufficient academic skills as closely related to lack of time management skills, often mentioning the two in the same sentence. Faculty respondents said too many students do not know how to study or learn, do not know how to organize their time and set priorities, do not ask for help from their instructors or advisors, and do not use available resources, such as the library and tutors. They most likely lack critical thinking skills and other higher-level learning skills so necessary in college. In short, many of them come from high school not yet ready for college-level work and learning.

It was very hard to separate lack of organizational skills from academic preparedness as a reason for student failure. As a separate subcategory, poor time management and organizational skills ranked second as a major roadblock to student success. Faculty respondents said that students could not organize their priorities. They have work, home, social, and school obligations and cannot organize their time to accommodate all of these conflicting time demands. They do not make a plan that enables them to spend the necessary time reading, studying, attending class, completing assignments, and learning. They do not have “contingency plans” in case of illness, child care, work schedule changes, and so forth. As a result, they develop unrealistic expectations and overcommit themselves:

For the most part, students are unrealistic about the time it will require to do the assignments, readings, and problems. They work full time, have family responsibilities, take a full course load, and do not set aside enough time to concentrate on the problem at hand. They are over committed in terms of their time. The data proves out that college students who work more than 20 hours per week in a job have much lower GPAs upon graduation.

In other words, if students have not planned sufficiently to manage their time, they have not got a Plan B in place. They simply “don’t invest the amount of time required or expected” to succeed.

Several faculty members mentioned procrastination as a problem, “waiting until the one before the last to give ‘the best shot,’ forgetting grades are cumulative.” Students start asking for extra-credit assignments, what they can do to make up what they missed, and so on. In short, most respondents mentioned three major problems under this category: overcommitment (jobs, family, and school), unrealistic expectations about the time necessary to do well in college, and the inability to organize their time effectively. Once they get behind, they can no longer catch up.

Will being passionately interested in a specific and “informed” career goal – in high school – change a student’s perspective about academics that lead to that career, time and priority management and personal accountability?

Will high school students be better able to connect the dots and see the bigger picture if they have a personal career goal in mind that they feel is attainable?

Will a realistic and exciting future vision empower a high school student to demand the academic rigor needed to achieve that vision?

Lack of Effort

The next category of student-related issues, ranking third in that area, was Lack of Effort, repeated 72 times, or 12 percent of responses. This category included both Lack of effort and Poor or nonexistent work ethic as subcategories. Many faculty members were disturbed by how many students are satisfied with a grade of C or D instead of working harder to get better grades. A few faculty members stated that even when they give students opportunities to improve their grades by redoing homework, lab reports, or writing assignments, many students do not bother. Some participants stated that students do not exert enough effort and do not bother to find out, either from the instructor or fellow students, how much work is really needed to pass a given class.

Under the subcategory of Poor or nonexistent work ethic, some respondents said that students do not complete assignments but then expect teachers to let them make it up with extra-credit work. Some students expect to pass just because they attend class, and others think that doing ungraded homework is unimportant. Many believe that an open-book exam means they can learn the material while taking the exam. One respondent blamed more than the student: “Work ethic (strengthened by peer behavior AND administration acquiescence) was summarized by the notion, ‘do just enough to get by,’ which is rarely enough to just get by.”

Another said that students expect teachers to excuse multiple missed assignments and absences “based on a student’s circumstances,” which demonstrated a “diminished sense of personal responsibility.” Still another cited a much more serious problem: “They [students] may be collecting financial aid money for living expenses and have no intention of completing a course once they have received all the funds.”

Respondents said failing students come to class late and/or do not show up at all. When they do show up, they send texts or play videos during class or otherwise do not pay attention. They do not read the material before class and do not complete their assignments. Some students do not care if they fail. A few instructors stated that some students do not value education because they do not have to work to pay for it, or if they fail, they can always repeat the course. Bad study habits that worked in high school were also cited more than once; students are unable or unwilling to put effort into learning. This could be due to lack of motivation or inadequate preparation to be successful.

Is lack of student effort or low work ethic a character flaw or an indication the student is disconnected from what motivates them?

By not properly addressing career interest and career matching early in high school, did students adopt a sense of apathy that will continue until career interest and direction are aligned?

Is it possible the student not only lacks a connection to what motivates them but also has a fear of failure that inhibits their ability to pursue goals?

Lack of Motivation or Interest

Lack of Motivation or Interest, engagement, persistence, and “not being active learners” were mentioned frequently in this survey. It ranks third overall, in terms how often it was mentioned, and it was the second most-often-mentioned student-related root-cause factor: 73 times or 12 percent of responses. This category included the following subcategories: Lack of motivation; Don’t-care attitude, or negative attitude; Lack of engagement; Lack of interest, direction, or focus; Don’t want to be in college; and Lack of passion. Some faculty respondents thought that failing students have little understanding of how their education relates to their lives. They do not know what they want in life and have no clear goals as to where they are going. If someone has no idea where they are going, it will likely be extremely difficult to get there.

Other faculty members stated that some college students don’t have a real desire to be in school. Perhaps they are being pressured by family or friends, or perhaps they are drifting in life or repeatedly changing majors.

A few faculty respondents said that even students with passion “often lack the understanding of how specific course(s) fit within the ‘grand scheme,’ especially if they determine (rightly or wrongly) that the course(s) is not on the critical path” to their ultimate goal. Others do not realize the amount of work involved in their majors or cannot decide on a major field of study. Other faculty members said students lack direction, and that “These students attend college with little, if any, goals in mind; education means little to them due to the lack of connection between what they study and their lives.” Finally, a faculty respondent said simply that:

Pursuing a bachelor’s degree is a long-term goal requiring passion, determination, the drive to overcome “hurdles,” and a willingness to do “whatever it takes” to achieve their goal.

If a student comes to college with a clear vision for their future, a vision they have been focused on for at least a year of high school if not since 9th grade, if they see and recognize their talents and interests, if they have created the path for achieving their personal career goals, nothing can stop them. Hurdles become small and student engagement is self-driven.

The statistics are out there. We found the following to be credible references.

Fast Facts: IES NCES National Center for Education Statistics

On average, a college degree takes six years, U.S. Sen. Ron Johnson says, by Polifact Investigative Reporter Tom Kertscher

Digest of Education Statistics, IES, NCES National Center for Education Statistics

Web Tables Profile of 2007 – 08 First-Time Bachelor’s Degree Recipients published 2012 NCES 2013.1500

Completing College: A National View of Student Attainment Rates, Indiana University, Project for Academic Success

Here is what we know from our experience delivering the Career Coaching for Students™ program, looking at the statistics and talking with high school counselors and administrators:

  • 99% of students’ parents state “I wish I had this when I was in high school.”
  • 99% of students do not receive adequate or competent career coaching in high school or at college.
  • The average time to complete an undergraduate degree is five years and 10 months.
  • 39% of students completed their undergraduate degree in four years.
  • Student debt is rising and is currently at unsustainable levels for most.
  • Going beyond four years to complete a degree is a root cause for rising debt.

Students who receive the Career Coaching for Students™ program

  • …have a higher grade point average going forward, which we believe is due to greater personal motivation that came from having a clearer and valid vision of a future that they wanted.
  • …are more likely not to change college majors
  • …are more likely to pursue and complete a double major in four years
  • …are more likely to have a summer internship and/or study abroad
  • …experience greater satisfaction and happiness in college
  • …are more likely to graduate college in 4 years or less and have less debt
  • …are employed upon graduating college

Goal of the Career Coaching for Students™ program:

  • Provide students with the ability to make better, high-quality decisions.
  • Bring clarity about self, interests, talents that results in greater self-motivation and personal accountability.
  • Save students money.
  • Increase the potential for success and happiness in life and career.

More information for high school students or college students at http://www.careercoachingforstudents.net

How important is your handshake?


student-money-handshakeFrom the picture above, you can guess the answer. YOUR handshake will have a financial impact on YOU. Guaranteed. So it is very important. Do I have your attention? I hope so.

When I shake your hand, it’s neither too rugged, nor too tough; it’s solid. And even though I feel uncomfortable staring into a stranger’s eyes (it is a form of intimacy) I will look you in the eye as I shake your hand. My corporate clients, C-level people and managerial level decision makers who are involved in hiring and college recruiting tell me all the time, “The handshake tells me a lot.”

Everything starts with a handshake and you may be judged by your handshake in interviews, business meetings and day to day encounters, whether you like it our not and whether you know it or not! So, take heed, your handshake may define you.

Improve your handshake with these simple guidelines:

  1. Prepare to meet someone when possible by reflecting on who they are and what you know about them and their different roles (all of their roles like mother/father, son/daughter to an elderly parent, manager, executive, young recent grad representative of the company, etc.). Take a moment to consider their world, their day and their goals.
  2. Proactively reach out your hand to the person you are greeting.
  3. Look directly into the eyes of the person’s hand you are shaking – be bold, do not look away.
  4. Firmly grab the whole hand of the other person and squeeze firmly. Some people use the squeeze to make a statement and squeeze too hard. Squeezing too hard is WRONG and rude. But giving a limp handshake is uncomfortable (yuk!).
  5. Shake with firmness twice (it’s ok if the other person extends the shake).
  6. Smile if it is natural for you, but simultaneously nod or gesture with a clear and confident voice, i.e. “Good to meet you.” or “It’s a pleasure to meet you.” If you don’t have confidence or feel intimidated by the meeting, simply “fake it until you make it”.
  7. Keep eye contact until a mutual letting go.
  8. Always be sincere in showing your interest in the other person.

If you think your handshake does not matter, try bringing up the topic people in business. You might be surprised to discover how important or opinionated business leaders are about eye-contact and handshakes.

So how important is your handshake? A firm handshake coupled with solid eye-contact will have people warming up to you faster, while improving your professional career as it solidifies partnerships. According to David Hoare, an accounting systems and business consultant, “The number one tool for marketing is the handshake and a smile.  It costs zero to extend the hand and use a few facial muscles.  But the value it generates is priceless.  Pretty much all business relationships begin this way.  The handshake and smile is the most effective marketing tool available at all levels of business.”

MediaPlanet posted an article on the handshake where they stated, “A recent survey of more than 2,000 businessmen and women revealed that 47 percent of professionals believe they have lost a contract, client or job opportunity because they didn’t have enough face-to-face meetings.” This isn’t just true for the external hiring process, you’ll find this true when internal job opportunities become available too.

Forty-seven percent of professionals believe they have lost a contract, a client or job opportunity because they didn’t have enough face-to-face meetings.

When it comes to starting your career, being face-to-face lays the foundation for career growth. It’s where casual meeting, greeting and handing out business cards translate to hiring, building collaborative and supportive relationships and acquiring life-long mentors.

The digital world will continue to transform the ways we can stay connected, but those connections need more than a Wi-Fi signal and a webcam to come to life. If you are interviewing, and the company is trying to save costs by using webcam technology, volunteer to meet at their place of business if it is an extremely important opportunity. If the opportunity arises, simply say, “I was planning to be in [their city] that week anyway, I could easily extend my stay to meet in person if that works on your end.” The risk is that some jobs require the person to change their plans without much notice. The person may agree to meet in person and later find out they have to change their plans to accommodate the SVP or CEO’s schedule. The best way to view that risk is that the person you are planning to meet with will likely delegate the meeting to others so it isn’t likely to be a complete failure.

So shake those hands and be the master of meet and greet skills. Only your financial and career future are riding on it.

Carl Nielson is founder of Success Discoveries and creator of Career Coaching for Students™, a program for high schools, colleges, families and students. Carl is also managing principal of The Nielson Group, a national talent management consulting firm. View his LinkedIn profile here.

Is Decision-Making as a Skill one of the Keys to Student Success?


In life, there are so many options and decisions to make. For high school students, decision making skills are critical yet one study showed incoming college freshmen engineering students who were assessed using a specific personal skills assessment scored “decision making” at the bottom of their developed skills. And as seniors, college students did not show a significant improvement in the Decision Making competency.
SpiderChart-EngStudent-DecisionMaking
Students may get input from family, teachers and friends.  But, they are still not convinced – and shouldn’t be convinced – that they have the right answers.

10 steps for good decision making…

1. Define the problem you are facing? What is the problem to be solved (e.g., what classes to take next semester, what college major to choose, what college to choose, what career to choose)? Write down the problem statement so you are clear on what you are trying to resolve. Write down why you should solve this issue (e.g., what are your priorities) and any qualifiers for the best solution (example: I want to choose a major that leads to great career options and a high paying job when I graduate). This step gives you an idea of how important this decision is and what to consider.

2. Gather information. Ask for advice. Write down what you need to learn. Interview people (e.g., parents of friends, your own parents, other students). What do others who have already been through this say? Gather information from valid sources (e.g., speak to your school counselor, check for useful information on the Internet) What facts are important to consider? What is holding you back from gathering information (e.g., fears, etc.). This step provide you with both objective (non-biased) and subjective (biased) information.

3. What is important to you? You may have listed some important things in your problem statement in step one. Here you want to list those tangible values that further qualify the possibilities. What conditions must be met?

4. Brainstorm and write down your possible options. Come up with ideas and choices you can choose from. Organize them.

5. Create a plan for researching your ideas or choices and carry them out. Create a plan of specific steps with deliverable dates (everyone works better with deadlines) that you will take. Begin to carry out your plan.

6. Remove barriers. As you begin and throughout the process of carrying out your action plan, look for barriers to accomplishing what you want and take proactive action to mitigate (reduce) the impact of any barrier to achieving your goal.

7. Summarize your action plan. Provide a recap of what you are doing for yourself, and share the recap and the process you went through with your parents and other important stakeholders.

8. Identify the consequences (good and bad) of each choice? Use steps 2 and 3 to help determine the pros and cons of each possible choice listed in step 4. Write these down in a table so you have all the data right in front of you. Create a decision T-diagram for pros and cons to the option and, with your shorter, best possible options, analyze the strengths, weaknesses, opportunities and threats of the option.

9. Decide on the best choice for you. This is much easier after you go through the above steps. Rate your options if you have to. Rank order based on your research. Take a few days to think about it if you need to and then come back to your dilemma.

10. Measure the results. This can only be done once you made your decision, carried out your plan, and received feedback. How would you rate your decision? What about the steps you took? Are you still meeting the things important to you. What lessons did you learn? This is an important step for strengthening your decision-making skills. If you find your decision didn’t work out well the first time around, use what you learned when you go back to the drawing board and re-evaluate your choice. If the first choice didn’t turn out right, it doesn’t mean game over. Retrace your steps and start from the best place possible.

Are high school students provided access to competent career coaching and career, education and life planning exploration tools?
Since we all live busy lives, we are looking for tools and support that are easy to use and bring true value and benefits – saving time and money in the long run – not to mention greater self-esteem and confidence for the student.
Looking for Immediate Answers
It would be great to get instant answers.  However, searching for the right career is a journey – a process.
Tools make the journey easier.
 KeysJPG
Career Coaching for Students™ is an easy-to-use program that divides the process into three steps –
• Knowing yourself
• Learning about careers that match You, Inc.
• Deciding the right strategies and paths
Even the Home Study self-directed program provides two 2-hour personal sessions with a career coach using distant-coaching technology (via phone and Internet) to get you started.  The tools provide students with the answers needed to successfully decide on a career direction – or to feel confident you’ve shortened the list to a very manageable two or three career areas to further evaluate.
Once you purchase the program, you get immediate access to the student assessments and client resources.
We also offer the most comprehensive and extensive student resources that students need to explore careers, school choices, majors and much more – to make the correct decisions.

Student Career Coaching and the Cure for Alzheimer’s


by Janet Blount, licensed facilitator, Career Coaching for Students™, serving Baltimore, MD and Atlanta, GA

Career Coaching for Students article imageThere are 5.3 million Americans who suffer from Alzheimer’s Disease. Alzheimer’s is a debilitating brain disease that robs people of their memories, the ability to speak, read, swallow and enjoy life.

My mother is one of the millions who have Alzheimer’s. I am watching this once vibrant, intelligent woman become a shell of her former self. Those of us who have seen the devastation this disease causes, shout out in despair, that this disease must be cured.

Alzheimer's Effect on the brainSomething that is equally devastating to watching your loved one succumb to this disease is to think that someone who could cure this disease will not because they have not had the opportunity to identify, understand and pursue career paths that match their interests and talents.

The Career Coaching for Students Program is the leading career exploration and planning program that takes a proven approach to coaching students. This program empowers students to gain greater self-awareness and clarity about their strengths and passions, understand the connection between their personal strengths and different career choices, identify high-potential career options that align with the student’s talents and pursue their passion.

The students in the upcoming high school graduating class may invent the cure for Alzheimer’s – if they really know more about themselves. Think about it. It’s about the Science of Self.

Helpful links about Alzheimer’s:

Alzheimer’s Association Website

Alzheimer’s Foundation of America (AFA)

To learn more about Janet Blount:

Careers Are Us website

On LinkedIn

Career Coaching for Students

Email Janet

5 Reasons Parents Should Invest in Career Coaching for High School Students


While a lot is made of overcrowded classrooms and slashed funding for arts, sports and electives, Americans are less likely to be up in arms about a severe shortage of guidance counselors in schools around the country.

Colleges and universities are increasingly being evaluated on the career outcomes of their graduates. However, most institutions invest relatively little in career services. The average annual operating budget for a career services department is only $89,819 and, on average colleges have one career services professional for every 1,889 students, according to the National Association of Colleges and Employers.

And for high schools, the number of guidance counselors ranges from one for every 500 to 1,000 students according to the Association for College Admission Counseling. Very few of these guidance counselors are trained as a career coach. Most are employed in schools to align students to “high school academic tracks” – without any valid, reliable and student-driven career matching method. School counseling has been set up to manage a herd and is not designed to effectively attend to the unique needs of each individual student.

Five reasons parents need to provide their teen with career coaching are discussed below:

Student Career Counseling interview on Here & Now

The Guidance Counselor Crisis. Robin Young and Jeremy Hobson host Here & Now, a live two-hour production of NPR and WBUR Boston. In this recorded segment, Young and Hobson focus on the need for better career guidance in schools. Tap on the graphic to listen to the blogcast recording.

1. The Very Real Financial Impact of the Hit and Miss Student Career Counseling Strategy

Studies show the percent of students that change majors in college at least once is too high. The number that change majors two or more times (at least three majors before graduating) is too high as well. All that changing results in a delay in graduation. If the standard is four years, every extra college course (3 or more credit hours) and the cost of extending the stay (food and housing) AND the delay in starting their career and bringing in a pay check, results in at least one full semester, and many times, one full extra year at college. National data suggests the average cost of a semester is between $15k and $25k.  The low end of the college graduate starting monthly salary is about $2,500. Multiply that by 4 months for a semester and you add $10k in lost income on top of the added costs. Therefore, one added semester costs a minimum of $25,000.

The Career Coaching for Students program for high school students provides tools, methods and confidence that leads to the right choice of major and college, resulting in on-time graduation and lower student debt. Many of our students find it easy to complete a double major in four years simply because they knew and planned for what they wanted to achieve in college – before they arrived on campus.

2. The Emotional Cost of the Hit and Miss Student Career Counseling Strategystudent career counseling

No one is immune to the feeling of failure when their plans don’t work out. For teens, the emotional turmoil can be especially distracting and takes a toll on self esteem.  If you think your teen isn’t at risk consider that the college drop out rate in the U.S. is described as “awful” by author Jordan Weissmann, in the article America’s Awful College Dropout Rates, in Four Charts. According to Weissmann, “Our dropout crisis doesn’t get discussed a great deal outside of education circles. But it should, since the issue is directly tied to other problems the public rightly obsesses over like rising tuition and student debt.” According to data in Weissmann’s article, of those who started school at age 20 or younger—as 76 percent of 2008 enrollees did—about 59 percent complete a degree. For older students, graduation rates were closer to 40 percent.

Weissmann continues, “While finances are often cited as the number one reason students don’t attend college, the more pervasive problem is clearly college dropout rates. Improving dropout rates will have a cyclical affect, helping promote a stronger future for students that obtain degrees, and improved opportunities for them and their future children as well.”

According to The New York Times, 53 percent of students that enroll in college finish their degree programs – the second worst among a poll of 23 developed nations by the Organization for Economic Cooperation and Development. Furthermore, 30 percent of freshmen don’t continue on into their second year, while more students are dropping out in their final years of college as well. In 2011, 78 percent of college attendees failed to get a diploma after six years of higher education. Taking financial constraints out of the equation, we find the reasons are much more connected to a student’s emotional and intellectual readiness. Studies suggest there are 5 reasons students are dropping out of college:

Academically unprepared – One of the main reasons that students drop out of college is that they are unprepared for the demands of an undergraduate degree program. These students find themselves burning out quickly.  Looking back, many of these students tell a story of wishing they had  taken different classes during high school. While the “counseling and advising” might have been there, most students don’t gain a personal perspective that they can relate to. That personal perspective is impossible to achieve in high school if the student doesn’t have some vision for their future.

Isolation – Part of college is the social experience students gain to bring them into adulthood. However, many students are faced with a sudden sense of isolation when they transition from high school to college, with no friends and none of the social relationships they have spent the last 15 or 16 years building. This isolation is strongly linked to not having a strong purpose for being at college. Going in undeclared or choosing a major that was thrust on the student by parents’ or teachers’ suggestions rather than an intentional and tangible due-diligence process is the perfect formula for feeling like you don’t belong.

Indecisiveness – One problem that many students face during their first year in college is being unsure what major to choose, or selecting the wrong one and not knowing if and how to change it and start over (the first sign of insanity is doing something over and over again the same way and expecting a different outcome).  Research has shown that the majority of incoming college freshmen lack decision making competencies. This results in indecisiveness which can be extremely limiting, causing students to flounder rather than make the necessary changes to succeed. This is addressed by helping students to learn how to make big decisions such as choosing a major or choosing a career – in high school.

Lack of guidance – Many of today’s graduating high school students feel they have had very little guidance moving forward. Empowering students with best-practice tools and methods for career exploration and planning leads to  development of a sense of ownership in their actions and decisions that will help them overcome any lack of guidance. High school students, with the right tools and methods for career planning, make smarter decisions. The resulting courage to make decisions will also mitigate worries about making the wrong choices that can hold students back from success.

Lack of responsibility – Of course, having a lack of a sense of responsibility for their own actions can cause students to drop out as well. Students who don’t understand and connect with their role to be personally accountable for creating their own future tend to over indulge in social activities and have poor class attendance that  results in poor grades and even poorer self-esteem.

In addition to extra curricular activities such as band, sports, school clubs, boy scouts, girl scouts, etc., consider giving students tools and methods for defining and creating their own desired future. The result is a student with highly developed personal accountability and self management skills, two key success skills consistently found in highly successful people. Give a high school student the opportunity to develop and display these skills before they enter college.

We don’t need studies to tell us that the more failures a student experiences the more likely they will be impacted emotionally. While some experts on teen behavior are concerned about the narcissistic Millennial generation, the college dropout rate may suggest a larger segment of the Millennial generation will suffer from low self-esteem or may self-select out of pathways to personal success –  ultimately resulting in under-achievement and low personal satisfaction.

Career Coaching for Students for high school students prepares the student on multiple levels that lead to high resiliency, many smaller successes while in high school, greater self-confidence and greater engagement and ownership in preparing for their own future.

3. The Ability to Speed Up the Development Processstudent career counseling

There are many skeptics to the idea that high school students can actually make an informed decision about what career direction to go and what post-secondary education is best for them. Yet, many high schools are expecting the incoming 9th grader to choose an education track that basically sets them up for a vocational career path or professional career path (college). To address this issue around developmental stages, check out our article The Detrimental Dilemma for College Freshman: Go in Undeclared? Should I Double-Major? and decide for yourself.

Many so-called teen development experts believe teens are not able to develop the decision-making skills and be developmentally ready to choose a major and career before age 19 or 20 (sophomore/junior in college). If they are right, if you can’t speed up learning and development, then why is there a legitimate and growing executive coaching industry? Why is there a booming SAT/ACT prep tutoring industry? Student career coaching is designed to accelerate the development process – for students.

The Career Coaching for Students™ program is specifically designed for and highly effective in giving teens the development needed to make the leap into post-secondary possibilities.

4. The True Secret: Delay in Career Strategy Planningstudent career counseling is Sadly Pathetic

So, we know that effective career strategy planning can be and is provided effectively to high school students. That has been proven thousands of times with the Career Coaching for Students program based on testimonials from students and parents. We also recognize the financial and emotional costs/risks for students not receiving career coaching. But is there a real need to worry about this while the student is in high school? Most colleges’ academic advising speech to incoming freshmen and their parents includes the following statement: “It is ok to enter your freshmen year as an undeclared or general studies major.”  How can they say that if it isn’t true? Perhaps the better question is “how does a college, university or any post-secondary educational institution benefit from students entering without a plan?”

Perhaps the better question is “how does a college, university or any post-secondary educational institution benefit from students entering without a plan?”

Dan Johnston does college financial aid presentations and workshops at over 50 high schools each year as the Regional Director of Pennsylvania’s Higher Education Assistance Agency (PHEAA). One of his most frustrating examples of bad college advice is: “If you don’t know what major you want, go as an undeclared student. You can decide on your major after a few basic courses.”

Johnston says that, “For most students that is the worst advice possible. Granted, there will always be students whose best initial choice is undeclared, but they represent a very small percentage of students. The idea that a large number of students without a career plan can take a few basic courses, then suddenly ‘find’ themselves (to the tune of $20,000 to $50,000 per year), is sadly pathetic and needlessly expensive.”

We simply can’t say it better than that.

5. Student Career CounselingGaining a Competitive Advantage

Let’s say the first four reasons that we’ve covered above aren’t making an impact in your thinking. Let’s move off of “career coaching” and look at something that seems to be very popular – SAT/ACT prep tutoring courses. These programs are now being offered for free by Khan Academy. The goal at Khan Academy is to level the playing field. It is well documented that high income families, those who can afford a couple of thousand dollars for the SAT prep courses, are spending the money to “increase the odds” of their son or daughter receiving a higher test score that gives them an edge when applying to the more elite colleges and universities. You might call that “gaining a competitive advantage”.

If more students will be receiving SAT/ACT prep, that suggests a higher SAT score won’t be a competitive advantage much longer. Many see an SAT test taking skills course as a superficial prop that doesn’t have any long-term benefits for the student, especially if it fails to land the student in the top tier school. However, becoming self-aware and having greater self-esteem, knowing one’s strengths, understanding the connection between what motivates you and ideal career options, being confident about your ambitions and goals, feeling in control of your future, knowing the critical path for success, demonstrating key soft skills for success and knowing how to make big decisions is a real competitive advantage that elite colleges and universities look for in applying students.

So perhaps it comes down to whether Career Coaching for Students gives students a competitive advantage. A few think it does.

Carl Nielson is Chief Discovery Officer of Success Discoveries and Managing Principal of The Nielson Group, an organizational development consulting and executive coaching firm that provides executive development coaching, high-potential development, team development and assessments for hiring. As creator of the Career Coaching for Students program for high school students and Career and Success Skills Mastery for College Students and Recent Grads, Carl has helped thousands of students find a better way through a career exploration process that works.

The Detrimental Dilemma for College Freshmen: Go In Undeclared? Should I Double Major?


Declaring a Major or Going in Undeclared – an Expensive Decision

AliceinWonderland-Any_Path_Will_DoEntering college is without question one of the most exciting and fun times for young adults and their parents. Many tasks have been completed to get to this point. Often, however, declaring a major is not one of them.

The Economic Impact of Being Undecided

The following is pulled from the book, College Planning for Busy Parents: A Guide to Affordable Colleges, Financial Aid, Scholarships, and Tax-Saving Strategies, by Troy Onin.

Dan Johnston does college aid presentations and workshops at over 50 high schools each year as the Regional Director of Pennsylvania’s Higher Education Assistance Agency (PHEAA). One of his most frustrating examples of bad college advice is: “If you don’t know what major you want, go as an undeclared student. You can decide on your major after a few basic courses.”

Johnston says that, “For most students that is the worst advice possible. Granted, there will always be students whose best initial choice is undeclared, but they represent a very small percentage of students. The idea that a large number of students without a career plan can take a few basic courses, then suddenly ‘find’ themselves (to the tune of $20,000 to $50,000 per year), is sadly pathetic and needlessly expensive.”

The Bottom-Line

For those of you that just want the bottom line message from this article, here it is. Going into college with your major undeclared is not only a bad strategy, it is unnecessary. It will potentially be costly in money, time and self-esteem. The same can be said if a student chooses a college major and career direction while in high school – if approached in a wrong way. It is with extreme prejudice that this author believes it is very possible to graduate with a double major in four years. Some exceptions to this rule exist but for most employers, a student with a double major is much more attractive than the college grad with a single  major.

The Career Coaching for Students™ program uses highly valid, reliable assessments in an appropriate way to support a proven approach to student career exploration, choosing a major, choosing a career and addressing student needs (see Tiedeman and Perry theories related to student career development below).

Declared Double Major

The Facts about students, choosing a major and choosing a career

In an article by Gayle Ronan, she describes how college freshmen face a major dilemma. Ronan points to a statistic offered by Dr. Fritz Grupe. “Eighty percent of college-bound students have yet to choose a major their senior year of high school. But they are still expected to pick schools, apply to and start degree programs without knowing where they want to end up. It is little wonder 50 percent of those who do declare a major, change majors — with many doing so two and three times during their college years, according to Grupe.”

Liz Freedman, student employment coordinator for Internship and Career Services at Butler University in Indianapolis, Indiana, authored an excellent article posted in the Penn State Academic Advising Journal, The Mentor, entitled The Developmental Disconnect in Choosing a Major: Why Institutions Should Prohibit Choice until Second Year.

Rather than accept the argument presented in the article for delaying declaration of a major until the students’ college sophomore year, I will present relevant portions of the article here (excellent insights for parents come from the article) and respond with a solution that counters the argument and accelerates student development while in high school.

To be clear, without a solution in high school, I have to agree with the argument that Freedman presents to prohibit declaration of a major until the sophomore year of college. However, delaying declaration of a major but maintaining the status quo in career advising [as it is at most universities] will NOT result in better outcomes for students.

In her article, Freedman quotes E. St. John, “There is, perhaps, no college decision that is more thought-provoking, gut wrenching and rest-of-your-life oriented — or disoriented — than the choice of a major” (St. John, 2000, p. 22). This idea exemplifies the fact that choosing a major is a choice that should be intentional and based on knowledge of one’s self, and when the wrong choice is made, the implications can be harsh.

Ideally, we can all agree that the right major will lead to academic success, as well as fulfill academic, personal, and vocational goals. College and university administrators have begun implementing various types of institutional resources to assist undecided students when choosing a major, but most students are still likely under-prepared when choosing a major – no matter when they choose.

The Data

An estimated 20 to 50 percent of students enter college as undecided (Gordon, 1995), and an estimated 75 percent of students change their major at least once before graduation (Gordon, 1995). The statistics show that choosing a major has serious implications for the majority of students, not just undecided ones. Unfortunately, few of the decided students are basing their decision of major on factual research and self-reflection. According to a College Student Journal survey of more than 800 students asked to elaborate on their career decision-making process, factors that played a role included a general interest in the subject; family and peer influence; and assumptions about introductory courses, potential job characteristics, and characteristics of the major (Beggs, Bantham, & Taylor, 2008, p. 382). While these may be valid factors in degree choice, the study ultimately implied that students are choosing a major based on influence and assumption rather than through an understanding of their own personal goals and values.

Lastly, the choice of major significantly impacts the student experience, both positively and negatively, affecting retention, engagement, student learning, academic standing, setting of academic and career goals, and more. For example, in a 2006 Canadian study, researchers followed 80,574 students in 87 colleges during a five-year period and showed that high academic grades are related to having a major close to one’s personality which can be described as congruence. Most impressively, they found that congruence better predicted overall grade-point average (GPA) after five years than ACT scores (Jones, 2012).

The development STAGES of first-year students

Undeclared MajorIn contrast with the evidence that first-year college students are most likely making uninformed choices when determining a major, the common four-year college curriculum path assumes that students enter college prepared to make a decision regarding major and, ultimately, career path. Unfortunately, the reality is that students are most likely not developmentally prepared to do so. According to Perry’s student development stages, students in their first year will experience dualism, in which the world around them is made up of dichotomies (good vs. bad, right vs. wrong, yes vs. no, etc.).

Perry's College Student Development Stages

Perry’s College Student Development Stages

Students in the Dualistic stage believe there is one right answer for everything, including the choice of major (Evans, Forney, Guido, Patton, & Renn, 2010). Dualistic students believe there is one “right” major for them, and they tend to look to others for the answer (adviser, parents, peers, and faculty) rather than draw conclusions based on their own research, personal goals, and self-reflection. Most first-year college students are still attempting to understand their own identity, and having lived a majority of their lives under someone else’s guidance, they may not yet be able to come to legitimate conclusions about themselves. This raises the question, without knowing one’s self, even after a year in college, how can one effectively choose a major?

Based on the understanding that most high school and first-year college students are  in the dualistic stage of development, it makes sense that students receive assistance navigating a decision-making process. According to David Tiedeman’s approach to decision-making, these students will begin college in the exploration stage, considering random, exploratory options (as cited in Harren, 1976).

The cornerstones of Tiedeman’s career construction theory unites the concepts that career emerges from self-organization, purposeful action bridges discontinuity, and decisions evolve through differentiation and integration.

According to Tiedeman’s approach to career development, in the process of making a decision, an individual progresses through seven sequential stages: (1) exploration, (2) crystallization, (3) choice, (4) clarification, (5) induction, (6) reformation, and (7) integration. Tiedeman identifies eight decision-making styles: planning, intuitive, impulsive, agonizing, delaying, paralytic, fatalistic, and compliant. Planning is viewed as the most effective style with intuitive sometimes being effective.

In Tiedeman’s Exploration stage, little to no progress is made toward a choice, because knowledge of one’s self and the professional world is needed but not yet understood, and students may feel anxiety about making life choices.  Since incoming students are both dualistic and in the exploratory process of decision-making, they may not yet be developmentally ready to make important life decisions without a structured period of self-reflection, learning, and growth. When making decisions independently or based on the opinions of those with whom they have a personal relationship, such as family members, students will most likely make an uneducated, unrelated, and ineffective decision not based on their true personal goals, interests, and values.

The OBVIOUS disconnect

According to the academic experts, most incoming students are not developmentally ready to make effective decisions such as choosing a major based on identity, self-reflection, and career path. To emphasize this gap, those in the employment field are starting to advise that students follow a double-major strategy to achieve the greatest marketability upon graduation.

Those in the employment field are starting to advise that students follow a double-major strategy to achieve the greatest marketability upon graduation.

Some students “end up” with a double major due to changing interests, but that usually leads to extended semesters beyond the traditional four years. However, if a student enters with a clear direction and establishes a double major as an incoming freshman, it is very likely they will be successful within the traditional four years.

…If a student enters with a clear direction and establishes a double major as an incoming freshman, it is very likely they will be successful within the traditional four years.

Another look at Perry’s stages of development shows that the earliest point at which students may be able to effectively choose a major is not until the stage of multiplicity (Evans et al., 2010). The key here is to understand that the Multiplicity stage is not age-dependent.

Multiplicity signifies the ability to recognize that various options exist when one right answer is not known. In this stage the student may be ready to narrow their major preferences, but it may not be until even further in development (the relativism stage) that students can truly begin deciding based on what they know about themselves. Furthermore, Tiedeman’s decision-making process argues that after the exploratory phase is the crystallization period (as cited in Harren, 1976). Here the student can begin making progress toward a decision but does not actually make one. For example, the student can effectively begin weighing the advantages and disadvantages of a particular decision, consider other alternatives, and understand some of the consequences of these alternatives. Clearly, there is a serious disconnect between where traditional freshmen students are developmentally and the level of development needed to make a successful choice in major. If choosing a major actually means choosing one’s goals, values, and interests based on intentional self-reflection and understanding of one’s self, then most first-year students are not ready. But some are.

There are solutions

Fortunately, it is not all bad news; there are practical solutions to address this inherent disconnect. Experts agree that high school summer career exploration and planning programs that incorporate a heavy “assess and reflect” focus using valid and reliable assessments followed by an intentional and effective step-driven exploratory approach will eliminate the gap – and empower the student to make an informed choice of major – before they enter their freshmen year of college. For those students that don’t have that opportunity, the experts agree that implementing a first-year college program is paramount – but few colleges and universities do this well according to student feedback.

For some universities, there is a mis-directed desire to change the terminology we use about pre-major students from “undecided” to “exploratory” students or something similar rather than implement a sustainable and effective career exploration and planning program. Choosing a Major

Colleges and universities are failing to assist students who are unprepared to effectively choose a major. Therefore, truly assisting students in making well-informed life choices will require systemic changes in institutional structures and processes.

Some academic advisors believe prohibiting a major choice until the sophomore year is the most responsible option. To do this, there would need to be a mandatory course or program during the first year, and a “total intake academic advising model” would be required in which students in their first year receive counseling from an objective, central career coaching office (coaching model) and it is not until the second year that students will be advised within a specific academic discipline, such as with a faculty adviser (King, 2008). A structure such as this may offer first-year students career assessments, a relevant and effective career exploration process, personal research intensive opportunities in areas of study, job shadow experiences, informational interviewing guidance, personal reflections writing, upper-level classes observations, and  faculty interviewing.

But all of this already exists  – if the student is given the properly designed program and support – during high school. Students as young as incoming 9th graders (freshmen in high school) have demonstrated the cognitive ability to leverage a program that addresses all of the points made by Perry and Tiedelman. In fact, most high school students who have participated in the Career Coaching for Students™ program have demonstrated complete ability and competency to leverage the program.

High School StudentsThe Best Solution

The significant disconnect identified in this article and the fact that colleges and universities are far from delivering a solution was the motivation behind the development of the Career Coaching for Students program, developed by Carl Nielson, an executive coach and organizational development consultant with over 20 years in human resource management. “I initially developed this program in 2007. As of 2015, it has been delivered to thousands of students through high school sponsored programs, local public workshops and one-on-one in family homes and webinars throughout the United States. The “distance-coaching” webinar-based program has been received very positively with reports of consistent student success and enjoyment. Students in India and China have also participated in the program along with U.S. students via webinars.” stated Nielson. But we’ve hardly scratched the surface.

“Perry’s stages of development and Tiedeman’s work around decision making are important for parents to understand, states Nielson. “The Career Coaching for Students program moves the student through the multiplicity stage (the ability to recognize that various options exist when one right answer is not known) and relativism (students can truly begin deciding based on what they know about themselves). The program also supports the development of the students decision-making skill based on Tiedeman’s decision-making process. The student is able to work through the exploratory phase and make significant progress in the crystallization period where they begin making progress toward a decision but do not actually make one. The student begins weighing the advantages and disadvantages of a particular decision with the use of a SWOT (strengths, weaknesses, opportunities and threats) analysis, considers other alternatives, and understands some of the consequences of these alternatives. The truth is that I was describing the Career Coaching for Students program as a Decision Making Skills Workshop several years ago, well before I stumbled onto David Tiedeman’s research. Between the solid alignment to theoretical research and extremely biased positive feedback from students and parents, I believe Career Coaching for Students™ is the only solution for high school students at this time.”

Conclusion

It is not only possible, it is essential that high school students be given the opportunity to develop in ways that position them to make good life decisions, including choosing a major and career before spending thousands of dollars and risking self-esteem. You are encouraged to take advantage of the Career Coaching for Students Self-Directed Home Study offering (high school or college level version) – which includes three hours of one-on-one coaching. This program is available for customized implementation within a high school’s core curriculum or as an after-school program.

Would you like to discuss the program in more detail with Carl Nielson? Click here.

Carl Nielson is Chief Discovery Officer of Success Discoveries and Managing Principal of The Nielson Group, an organizational development consulting firm that provides executive development coaching, team development and assessments for hiring. As creator of the Career Coaching for Students program for high school students and Career and Success Skills Mastery for College Students and Recent Grads, Carl has helped thousands of students find a better way through the career exploration process that works.