Category: For Teachers

How I do career counselling

I use a double-diamond strategy when I do career counselling.

Define the Problem

The “problem” can be a general one, like “what to do next”.

Part 1 Research

The research part is information gathering. 

• I ask about their favourite subjects and results. I write it down on paper. I don’t use a computer during the session.

• The student identifies a few significant people in their network, parents, aunts and uncles, family friends, and what they do.  Students are likely to choose a career that they know something about. 

• We then get down to identifying values. Use your favourite tools. You must unearth what is important to the students. I use coloured pens and fluro coloured paper and do the activities that I outline in the In Focus Careers Year 10 Magic Happens Handbook. There are lots of tools around. Find what works for you

Problem Definition

Based on all the information we have talked about, we then narrow it down so that we can define the problem more specifically.

For example:

I want a job where I can do sport and help people and use the skills I learned in my media class.

 Break

We go for a walk. We will be tired after that concentrated talk. 

There is no contrived agenda during the walk. We just relax, but often the student will reveal information that helps me to identify solutions. 

Part 2 Solution Design

This part is easier. I bring up the Careers Bullseyes or Career Ladders on my computer.

The student identifies careers that match the priorities we identified during the research.

I have recently discovered the A-Z Guide of Apprenticeships and Traineeships. I will also use that in future to broaden the options that we explore.  

The discussion that follows is about opportunities generated from my knowledge of courses, employment and networks that could support the student’s goal.

We then narrow down the opportunities to a specific goal: 

To find a media course that would help me work in the disabled sport industry. 

At the end of the session, I undertake to get their personal career plan to them that day. They commit to doing at least two of the actions within a few days. 

Follow-up Plan

• As soon as the student leaves, I write up a project plan with 3 separate goals and 3 or 4 associated actions that work towards each goal.  The plan is about 4  pages long. 

• I send that to the student. They can contact me any time. Many do as they are motivated and happy to be getting somewhere.

• I continue to encourage and support and nag and deliver suggestions until the student achieves a direction that they are happy with. 

Hope that helps.

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