Invest in the Growth of Your Career: Build Your Practice and Expand Your Services to Counsel Entrepreneurs

One of the few areas of business growth is entrepreneurship. In the teleclass, you will learn how to grow your practice, modeling business strategies that you offer clients who are starting their own businesses. You will: (a) identify entrepreneurial success factors, (b) define entrepreneurial style, (c) discriminate between potential and ability, (d) map out a process to implement your practice and to help clients start and grow their business.

Sally Gelardin, Ed.D., is a ceritified eLearning Career Development Facilitator Instructor (CDFI) and a Provider pf the Global CDF curriculum, a Nationally Certified Counselor (NCC), a Distant Credentialed Counselor (DCC), and a cerified Job and Career Transition Coach. Dr. Gelardin administers the Job Search Practitioner Certificate and teaches the eLearning GCDF curriculum and Distant Job & Career Transition Coach (DJCTC) Certificate Program. She serves as Womens Studies Portfolio Evaluator at the University of San Francisco, and consults throughout the U.S. and worldwide. Dr. Gelardin earned a M.A. in Education, a M.A. in Counseling Psychology , and an Ed.D. in International and Multicultural Education. She is a former President of the California Career Development Association (CCDA) and currently serves as an active contributing member of NCDA's Leadership Academy, Publication Committee, and Professional Development Committee. She is creator of Job Juggler's Lifelong Employability Program and Entrepreneur Kits for career professionals and their clients, Gelardin is editor of "Starting and Growing a Business in the New Economy: Successful Career Entrepreneurs Share Stories and Strategies" (NCDA, 2007) and author of "The Mother-Daughter Relationship: Activities for Promoting Lifework Success".

Contact: Dr. Sally Gelardin
415.312.4294

Paper based on a program presented at the 2007 National Career Development Global Conference, July 6-8, 2007, Seattle, WA.

INTRODUCTION
My first experience providing training in another country was an eye-opener. As co-instructer of the Career Development Facilitator training in Istanbul, I only had time to present half of the presentation material due to language barriers and technology challenges.

When I asked participants what their hesitations and fears were about the training, they responded that often presenters from other countries don't respect their prior experience and knowledge. "That won't happen in this training," I assured them. As usual, I learned more from my participants than they did from me.

What inspired me to present a workshop at the NCDA 07 Conference and to offer this paper on "Adapting Career Resources from One Culture To Another" is that my GCDF Istanbul training participants had made such compelling multicultural presentations that I wanted to share them with a larger group of career practitioners.

Since my Turkish colleagues were not able to join me in the workshop presentation on teaching carer competencies across cultures through the use of multi-sensory tools at the 2007 NCDA Conference, I feel very fortunate to share their perspectives through VISTA Online. As it turned out, I also had the good fortune to connect with additional creative colleagues in the U.S. and abroad who graciously agreed to contribute their wealth of experience to the paper and/or the workshop. All are Career Development Facilitators or CDF Instructors (and one Master Trainer); most are counselor educators.

OBJECTIVES
Hopefully, in the future, easily accessible online diversity (and other career competency) exercises that appeal to a variety of learning styles will be available to career educators and career practitioners. The specific objectives for providing these exercises are as follows:

(1) to overcome language barriers and honor cultural heritage,
(2) to build self-esteem and by help individuals get in touch with inner self and unexpressed thoughts,
(3) to allow individuals to express strengths and career-related concerns that relate to work and life in non-threatening ways,
(4) To provide online multi-cultural, multi-modal exercises that can be easily adapted from one country to another and can be instantly accessed online from anywhere in the wolrd.

DELIVERY MODELS
Giles and Ruth developed a beautiful metaphor of an iceberg to give us an opportunity to understand different perspectives. Their Iceberg Concept of Culture uses an iceberg to symbolize "an abstraction, a set of ideas, norms, customs, traditions, symbols and assumptions about life.” According to Giles and Ruth, to understand someone else’s culture, it is important to know one’s own -- there are things which are obvious in every culture and there are others which are “hidden under water”, e.g. the unconscious, body language, etc. If you are not aware of your biases, it could be helpful to take Project Implicit’s test to learn about how you make implicit associations.

To share career development competencies and to adapt career resources from one culture to another, career educators and practitioners can employ multimodal tools, such as world music, pictorial cards, and other brain-based (multi-sensory) tools. According to the Wikipedia definition, “Multimodal interaction” refers to multiple ways of interfacing with a system. Multimodal tools, based on the multi-intelligences discussed by Howard Gardner, are especially useful for counselors to work with families on career development issues. These assessment tools are included in the Tightrope Model of Career Decision Making, which includes a similar process to other widely used decision-making models (i.e., Krumboltz, Knowdell), including the following skills: (a) assess strengths, (b) explore resources, (c) identify current or future goal, (d) take action.

What makes the Tightrope Model unique is that it assesses more than the usual attributes: skills, interests, values, and personality traits, and even family or environmental influences. The model includes assessment of two additional factors: (a) preferred learning styles and (b) primary inner motivations.

PREFERRED LEARNING STYLES
Since most individuals learn through the multi-senses, employing visual, kinesthetic, auditory, and often multiple senses, can stimulate self-understanding and improve career decision-making. Just as walking a tightrope requires concentration on the present so that the tightrope walker doesn't fall off the tightrope, the Tightrope Model gently guides an individual in career transition away from past regrets and fear of the future to be in the "Zen" here and now. Challenges are easier to manage and problems are easier to solve when one operates from a state of present awareness.

PRIMARY INNER MOTIVATIONS
In her videotape, The Forces within Us, English chose to represent the three motivations within each of us by calling them the Goddesses of survival, passion, and quiescence – Survia, Passia, and Quiessa (English, 1998). According to English, by paying attention to our primary motivations , we can improve our ability to make career decisions.

EXERCISE FORMAT
Following was the suggested outline for each exercise:

Icebreaker
Purpose of presentation
Rationale (why topic is important)
Learning Objectives (1-3)
Materials (what materials will participants need)
Participants (who are your participants; i.e., CDF students)
Setting (classroom, group seating, etc)
Time Required
Lecturette (brief - key points)
Exercise (brief)
Assessment of Learning Objectives
Discussion

Click on the titles below to link to each exercise.

CAREER EXERCISES THAT CAN BE ADAPTED FROM ONE CULTURE TO ANOTHER

Road To Success Game
An especially delightful multicultural exercise, designed by Maha Alhendawi, my former CDF and counseling student from the country of Qatar, was the "Road To Success Game." M. Alhendawi is now a doctoral student in Special Education at Virginia Commonwealth University. Her game is not only helpful for understanding cultural biases (CDF Competency: Using Your Helping Skills with Diverse Populations), but also is an example of an informal assessment tool (CDF Competency: The Role of Assessment in Career Planning). The game can be used with several players (CDF Competency: Working with Groups). If the players are searching for a job that involves diverse populations, then the game could be helpful to prepare for the interview or for working with others on the job (CDF Competency: Job-seeking and Employability Skills).

I was intrigued by M. Alhendawi's exercise, both because it appeals to a variety of learning preferences (kinesthetic and visual), as well as one's inner motivation to have fun. To extend the multicultural learning experience, I asked my eLearning CDF students to apply The Road to Success Game to their own cultural background or to that of their clients. It was such an eye-opener to compare Maha's Qatar drawing cards with those of a Marin County CDF student or those of a CDF student whose origins are from Scotland. For example, in Qatar, a country with an incredible juxtiposition of Eastern and Western cultures, the first thing your host offers you when you visit is tea, then coffee. In health-conscious Marin, the first thing your host offers, more often than not, is mineral water, and in Scotland, a guest is usually offered tea only.

Working/Serving Others
Dr. Fidan Korkut, an instructor at Hacettepe University in Ankara, Turkey, created an exercise entitled "Working/Serving Others." She uses this workshop to prepare her students to learn about various work settings and and decide which population they would like to work with. Dr. Korkut prepared a questionnaire with 16 questions related to working with different populations, based on an exercise from Richard Bolles's Parachute Workbook.

Family/Career Values Map
Dr. Dean W. Owen, Jr. , Middle East Technical University, Ankara, Turkey, created the "Family Career Values Map." The purpose of his exercise is to clarify and allow exploration of the ways and extent to which parents and other elder family members influence many aspects of an individual's career development process. The experience of drawing lines between personal icons and each of the values they consider important, and then by drawing a line between their family icon and each value the family is thought to value, allows participants to compare, both kinesthetically and visually, their values with those of their family. The map then becomes a basis of discussion (listening and speaking), for a group of students or for a student/counselor session.

Field Choice Map
Together Dr. Korkut and Dr. Owen created a Field Choice Map to exlore the importance of identifying areas or broad fields of interest and ability. In Turkey, all 9th grade high school students are required to identify one of six fields in which they will concentrate their academic preparation during high school. This choice will determine not only the emphasis in high school study but will determine which area of the national university admission exam they will be permitted to take. Essentially this choice, made in the ninth year of school, will have long and far reaching consequences for every Turkish student. This process of recording their interest and ability/achievement in each of six fields highlights complementary and conflicting patterns of interest and ability in the six foundation fields.

Promote Yourself as a Professional
Each contributor created an exercise that related to his or her own strengths. For example, M. Fulya Kurter, Director of Bahcesehir University Career Center and Istanbul-based counselor and psychodrama group therapist, is an experienced career administrator, whose work requires public relations skills. She created an activity entitled "Do Your Self Promotion as a Professional, "inspired from the one of the games that is used in psychodrama group work and that is published in a book by a leading Turkish psychodrama group therapist Deniz Altinay (300 Warm Up Games, 1998). Altinay's game was adapted by M. Kurter to meet the objectives below.

In M. Kurter's exercises, similar to the "elevator speech," participants write on a piece of paper in two or three sentences why they need to be chosen as a career counselor or as a career developme facilitator. When they finish, they put their paper in a basket. Then all parrticipants pick up one "ad" from the basket and read out loud what it says. The participants then have to guess who is the owner of that "ad." The exercise is finalized after each of the participant's ads is read out loud and others in the group have identified the person who wrote the ad. Through this exercise, we learn about how others perceive us both individually and as a part of a culture, and how we perceive ourselves. When M. Kurter presented this exercise at the CDF training, I discovered that relationships are very important in the Turkish culture.

I wonder if anyone would guess what I would write in M. Kurter's exercise. Usually my colleagues see me running around conferences. I prefer small intimate gatherings, with only one or two other people, in a beautiful outside garden setting. Here's what I would write, " I sit in my writing garden under dappled sunlight, inviting others to share their life stories. Together we bask in filtered light, figuring out how to create the future by reflecting upon the past and being fully in the present. "

Cafe Philo
The closest I came to realizing my dream was at an NCDA conference several years ago, when I brought togther a group of career authors and poets to discuss philosophical issues related to life and work. In a candlelit outdoor evening setting of "Cafe Philo, " we created a "listening circle." In this native American Indian activty, whenever individuals want to tell a story or recite a poem, they take the speaking stick. After a few minutes, the speaker passes the stick to the next person who is ready to speak and so it goes. The stick continues around the circle, with each person speaking in turn and the rest of the group listening. When the speaker passes the stick around the whole circle with no one speaking -- the stick is returned to the center and the listening circle is complete.

What Form of Transportation Are You?
Two more relationship-building multicultural exercises deserve to be shared. One was designed by Roberta Floyd, Detroit area-based Master CDF Trainer. She lays out on a table a bag full of toy vehicles (cars, pick-up trucks, fire engines, etc.). Then she asks the group, 'Which method of transportation represents you the most? What vehicle do you identify with and why?" Her region of origin, home of Ford Motor Company, is an example of how her environment influences her use of visual and kinesthetic tools to teach career competencies.

Honoring and Adapting to Cultural Differences
This exercise was designed by Deeta Lonergan, a career counselor and trainer based in Alaska. Ms. Lonergan designed an exercise on how people of different cultures introduce themselves. Alaskan native cultures are rich in storytelling. These stories are often accompanied by drumming and are acted out with dancing movement. In the Alaskan native culture, families of origin are important cornerstones of personal identity. Storytelling, drumming, and dancing appeal to several brain-based ways of learning (i.e., auditory, kinesthetic, verbal, inter-psychic). Imagine if interviewers asked an Alaskan native interviewee to present their stories through these multi-sensory ways, instead of just a dialogue of words!

Conclusion
The exercises above are just the tip of the “iceberg concept of culture” to give you a flavor of how multi-modal tools can be adapted from one culture to another. Through these exercises, we have provided you with a career and culture tool kit to achieve the following learning outcomes: (1) overcome language barriers and honor cultural heritage, (2) build self-esteem and help individuals get in touch with inner self and unexpressed thoughts, and (3) develop skills to support your students/clients to express their strengths and career-related concerns in non-threatening ways. We set up Internet links so that you can immediately access these multicultural exercises.

Author
Dr. Sally Gelardin, Ed.D. International & Multicultural Education
Principal, The Job Juggler
Adjunct Faculty, University of San Francisco
San Francisco, CA
Personal Profile
Job Juggler Lifelong Employability Program
Entrepreneur Kits


Contributors

Maha Alhendawi
Doctoral Student, Special Education
Virginia Commonwealth University
Richmond, VA

Dr. Fidan Korkut
Associate Professor
Hacettepe University
Ankara, Turkey

Roberta Floyd
Adjunct Faculty
Oakland Community College
Detroit, Michigan

M. Fulya Kurter
Bahçesehir Üniversitesi Kariyer Merkezi Direktörü
(BÃœKAM)
Istanbul, Turkey
http://www.bukam.bahcesehir.edu.tr

Natalie Kauffman
Director, Center for Career & Service-Learning
College of Notre Dame of Maryland
Baltimore, MD

Marilyn Harryman
Counselor, Bay Area Career Center
Adjunct Faculty, Laverne University
San Francisco, CA

Deeta Lonergan, Career Transitions
Counseling - Training - Consulting - Coaching
2600 Denali Street, Suite 430
Anchorage, Alaska 99503
www.careertransitions.biz

Dr. Dean Owen
Professor
Middle East Technical University
Ankara, Turkey

Author:
M. Fulya Kurter
Bahçesehir Üniversitesi Kariyer Merkezi Direktörü
(BÃœKAM)
www.bukam.bahcesehir.edu.tr

Purpose

To provide practice for career professionals, in a group setting, to practice promoting their practice/business and receiving feedback from their colleagues.

Rationale

In order to perform career counseling properly it is important to highlight the required competency areas related to the profession. According to NCDA’s Professional Standards, a career counselor needs to be competent in promotion and public relations which is defined in GCDF curriculum as “ knowing how to help market career planning services.” This competency is recognized as “program promotion, management, and implementation and also involves the knowledge of “mount a marketing and public relations campaign on the behalf of career development activities and services."

Marketing career development programs is an important part of the work of career counselors and career development facilitators regardless of their work setting (high school, university, job placement centers etc.).

This activity is inspired from the one of the games which is used in psychodrama group work, which can be named as “do your self promotion” and which is published in a book by a leading Turkish psychodrama group therapist Deniz Altnay (300 Warm Up Games, 1998) and adapted by the author to meet the objectives below.

In psychodrama literature, warm up techniques are lableled with different titles, such as “action methods,” encounter techniques,” or "nonverbal exercises.” “Game” itself in psychodrama has a significance in terms of reducing resistance to increase interaction and growth in the group. While choosing the right game, it is important to consider the transition and the next theme or stage the leader wants to move on. This humorous activity is adapted to make an introduction to the topic/competency area mentioned here.

Learning Objectives

1. To increase self confidence of the group members and facilitate group cohesion within the group.
2. To help the participants to overview their own qualities as future career counselors or facilitators.
3. To emphasize the importance of PR and promotion in our work.

Materials

1.Sheet of papers equal to the number of particaipants in the class and pencils
2. One small box or basket

Participants

GCDF students or counselors who are trained to work at career development field.


Setting
No special preparation is needed. Movable chairs in U or round style at a class setting is suitable for this activity.

Time required
Approximately 40 min.
Can change depending on the number of the group.

Lecturatte:
Can be a GCDF trainer or counselor trainer

Exercise:

“Do your self promotion as a professional”

1.The group leader makes a brief introduction to help to group members overview their positive professional qualities then tells the group that they will be doing their self promotion as a career counselor to thier target population.
2.The leader gives the instruction that they will be writing down on piece of paper briefly in two or three sentences describing themselves in terms of “why she/he needs to be chosen as a career counselor or career development facilitator?”.
3. The leader emphasizes that it will be like an ad so needs to be brief and creative as much as possible and tells them that no names will be mentioned on the papers. (Anonymity is important)
4. As each member finishes her/his part, puts the paper folded in the box or basket the leader holds
5. Each participant then picks up one of the ads from the basket and reads out loud to the class.
6. The participants then make guesses about who can be the owner of that “add”!
7. The exercise is finalized after each of the participants’s ad is read out loud and clarified.


Discussion:

-What made some guesses easy, but some harder?

(For the the ones which was easy for the group can be regarded as “they are more clear about communicating themselves.”)

- How we can add value to, what sort of our activies by enhancing our skill on PR and promotion?

* PSYCHODRAMA:Conceived and developed by Jacob L. Moreno, MD, psychodrama employs guided dramatic action to examine problems or issues raised by an individual (psychodrama) or a group (sociodrama). Using experiential methods, sociometry, role theory, and group dynamics, psychodrama facilitates insight, personal growth, and integration on cognitive, affective, and behavioral levels. It clarifies issues, increases physical and emotional well being, enhances learning and develops new skills.(http://www.asgpp.org)

Suffix, "-drama" implies a more emotionally intense process. Settings that are wary of intensity thus are turned off by this term. Yet schools, businesses, and other settings can make use of the methods when they're called "action methods," "experiential techniques," "role playing," "behavioral simulations," or some similar mixture of words. This is by no means deceitful, because these approaches need not be deeply emotionally evocative (http://www.blatner.com/adam/pdntbk/Psychodrama-FAQ.html)

Author
Deeta Lonergan

Icebreaker
Let’s introduce ourselves

Purpose of Presentation
Demonstrate the difference between what American business culture and Native Alaskan Tlingit Indian cultures include in introductions.

Rationale (why topic is important)
Introductions are the beginning, the first step in any meeting. They set the stage for what is to follow.

Learning Objectives
(1) Honor cultural heritage and overcome language barriers
(2) illustrate the differences in how people “introduce” themselves

Participants
CDF students, Human Resource Professionals, Job Interviewers

Setting
Classroom, employment interviews, conferences, meetings

Time Required
10 minutes

Lecturette
Alaska Native cultures are rich in story telling. These stories are often accompanied by drumming and are acted out with dancing movement. Families of origin are important cornerstones of personal identity.

Exercise
1) Brainstorm: When we are asked to introduce ourselves in a formal setting, i.e. job interview,
conference participant, what information do we include? (Capture comments on easel pad paper.)
2) Invite two or three participants to introduce themselves to the group.
3) Play CD or video with Native Alaska Drumming and story telling to set the background and engage
the right side of the brain.
4) Introduce myself from the Native Alaskan, i.e. Tlingit Indian perspective including family of origin
information.
5) Ask participants to jot notes of how they would alter their introduction of themselves from this new
perspective. Share with large group. (Capture comments on easel pad.)

Discussion
Discuss differences. What happens when we don’t honor/allow these traditions? What is the richness? What do we miss? How doe this effect what follows? i.e. job interview.

Bio
Deeta Lonergan grew up in Boise, Idaho. She has three younger brothers. Her parents met on the Alaska Highway. Her mother worked for the Army Corps of Engineers. Her father was a bush pilot. She has a BA in German/Secondary Education from the University of Portland and an M.Ed. in College Student Personnel Administration from Western Washington University. She moved to Anchorage in 1971. She was adopted into the Saxman Tribe of the Tlingit Indians, Raven Clan in 1973. She has a daughter, Courtney, and a son, Brady. She spent 24 years in higher education at Alaska Methodist University, Anchorage Community College and the University of Alaska Anchorage as a counselor, professor and Academic Dean. She is a career counselor strategic coach, trainer and management consultant. She is President of Career Transitions, a National Certified Counselor, Career Development
Facilitator Instructor, Certified Sports Counselor and MBTI Certified.

Authors
Dr. Fidan Korkut, Hacettepe U., and Dr Dean W. Owen, METU, Turkey

Icebreaker
Participants talk about what they want to be

Purpose of presentation
To exlore the importance of identifying areas or broad fields of interest and ability.

Rationale (why topic is important)
In Turkey, every ninth grade high school student is required to identify one of six fields in which he/she will concentrate their academic preparation during high school. This choice will determine not only the emphasis in high school study but will determine which area of the national university admission exam they will be permitted to take. Essentially this choice, made in the ninth year of school, will have long and far reaching consequences for every Turkish student. There are six fields: Sciences, social sciences, Turkish-mathematic, Forgein language, Art, and Sports.

Learning Objectives (1-3)
Participants will acquire an increased insight in the fields of choice and the importance of reasoned selection.

Materials (what materials will participants need)
Pencil, Field Choice Map Form

Participants (who are your participants; i.e., CDF students)
High school 9th grade

Setting (classroom, group seating, etc)
It can be used in a classroom with a group or individually in a counseling session.

Time Required
It can take total 40 minutes: Just 10 minutes to complete the scale, but sharing and discussion the results can take longer.

Lecturette (brief - key points)
Talking about how field choice can effect our future, career choice, how important to know relationship between our interest and ability and perceived success.

Exercise (brief)
Participants are asked to record their interest in the 6 basic fields on a 10 point scale horizontal scale. The process is then repeated for ability/achievement on a parallel scale. Each field on the interest scale is then joined by a line to the same field on the ability/achievement scale. This process highlights complementary and conflicting patterns of interest and ability in the 6 foundation fields. Click HERE to view example.

Assessment of Learning Objectives
Feedback from the participants

Discussion
Participants are guided through the process of interpreting their Field interest/ability map to assist in identifying likely patterns for success and likely patterns that may contribute to failure.

Author
Dr. Fidan Korkut, Hacettepe University, Ankara, Turkey.

Icebreaker
Talking to participants about whether they know or not which population they want to work with.

Purpose of Presentation
Understand and explore the kind of persons that are easy to work with.

Rationale (why topic is important)
During their education our students go to different institutions (we have undergrad students for counseling programs) to learn about different work settings. Some return from this visit quite happy and some return saying that they have discovered that they could never work in such a place or with such clients.

Learning Objectives (1-3)
It is important to know who are our favorite people to work with , like Bolles ( 1998) said.

Materials (what materials will participants need)
A list for statements about different kinds of people (as developmental level- kids, youth, adults, elderly- , healthy or handicapped, etc).

Participants (who are your participants; i.e., CDF students)
High and university students, adults, CDF students.

Setting (classroom, group seating, etc)
t can be used in classroom with group or individualy in counseling sessions.

Time Required
It can take total 50 minutes: Just 10-15 minutes to fill out the form, but sharing and discussion the results can take longer.

Lecturette (brief - key points)
The exercise is designed to allow participants to explore the types and kinds of people with whom they would like to work in future. The form below has 15 items and 5 likert type questionanire. They are rating themselves and they are thinking about realy what they want.

Working with Others Questionnaire

Please rate your personal response from (1) I completely disagree to (5) I completely agree.

1. ---- I think that I can work with children/youth under state care.
2. ____ I feel comfortable with elderly people.
3. ____ Working with children seems fun to me.
4. ____ Communicating and being with adolescents is easy for me.
5. ____ I think it is interesting to work with handicaped persons.
6. ____ I would love to help and work with poor people
7. ____ Instead of working with group, I prefer to serve individally
8. ____ It is so much fun working with very young kids.
9. ____ I believe that it is easy to work with collage students.
10. ____ Working with weathly persons can be so easy and comfortable.
11. ____ I would prefer to work with educated people.
12. ____ Healthy persons are easy to work for me.
13. ____ I am confortable with adults
14. ____ I could feel comfortable with youth at risk.
15. ____ I am sure that I can be relaxed if I work with the opposite sex.
16. ____ I believe I can work with people of different races, colours, and religions.

Assessment of Learning Objectives:
Comments from participants.

Discussion:
With what kind of people would you like to work in future? How can it effect your career choice?

Reference
Bolles, R.N. (1998). The what color is your parachute workbook. Berkeley: CA, Ten Speed Pres

Author
Dr. Dean W. Owen, Jr., Middle East Technical University, Ankara, Turkey.

Icebreaker
Participant introductions with descriptions of famiy members’ occupations.

Purpose of presentation
To examine family influences on career values and choice.

Rationale (why topic is important)
In Turkey, families (parents and older siblings) have significant effects on career decisions. Turkish youth typically remain dependent upon their families until marriage and part-time or full-time work by students his very rare, indeed. Because of this pattern Turkish youth frequently feel obligated to accomodate the wishes and desires of their parents as a demonstration of fedelity, honor and respect. The exercise is designed to clarify and allow exploration of the ways and extent to which parents and other elder family members influence many aspects of the career development process.

Learning Objectives (1-3)
Participants will be able to identify personal and family career values and expectations.
Participants will be able to generate a map of career values.
Participants will be able to identify complementary and competing career values as well as possible areas of agreement and disagreement between personal and family career expectations.

Materials (what materials will participants need)
Two different coloured pen and the family career values map form (see attached form).

Participants (who are your participants; i.e., CDF students)
Primarily high school students, university students, & CDF students.

Setting (classroom, group seating, etc).
It can be used in classroom with as a group excercise or equally well in an individual counseling session.

Time Required
It can take total 50 minutes: Just 10-15 minutes to fill out the form, but sharing and discussion the results can take longer.

Lecturette (brief - key points)
Talking about how values can effects our choice, how family’s values can influence, even in subtle ways, our values.

Exercise (brief)
Participants are asked to review a master list of career values which appear listed vertically down the middle of the form. Participants are asked to draw a line between their personal icon and each of the values they consider important then the participant is asked to repeat the process by drawing a line between their family icon and each value the family is thought to value. The resulting values map then becomes the basis for discussion.

Assessment of Learning Objectives
Assessment of learning objectives can be best done by soliciting feedback and comments from participants.

Discussion
The exercise is simple, requires little in the way of planning or materials but is capable of focusing the attention of participants on the extent to which family values and expectations and become a significant contributing factor in career exploration, planning, preparation and many other aspects of the career development process.

Family Value Map

Directions
For each of the ideas appearing in the list down the middle of the page (click HERE to view diagram), ask yourself two questions:

Question 1: Is this important to me in my future job or work. If it is then draw a line from that phrase to “Important for me”. If it is not important for you then draw no line.

Question 2. Ask yourself if this is important to my family and their hopes for my career and for me. If it is then draw a line from the phrase to “Important for my family”. If you believe that it is not important for your family then draw no line. Continue until you have looked at every item in the list.

Excellent salary
Creative freedom
Flexible work schedule
Independence
Supervisory Responsibility
Frequent opportunity for travel
Fast paced work
Working with many colleagues
Regular work schedule
High status
Routine job duties
Frequent days off
Steady & dependable salary
Opportunity for rapid promotion
Taking risks
Remaining close to parents home
Working alone
Opportunity to make things
Chance to plan my workday
Opportunity to work with data
Excellent job benefits
Steady work pace
Opportunities for international travel
Variety and change at work
Be an expert
Work on the frontiers of knowledge
Help others
Help society
Experience adventure/excitement
Take risks/have physical challenges
Feel respected for your work
Compete with others
Have lots of public contact
Influence others
Have intellectual status
Have recognition through awards/honors/bonuses
Work in an aesthetically pleasing environment

Author:
Maha Alhendawi, the designer of this game, was a former CDF student of mine from the country of Qatar.

Apply Maha's game with your clients to their cultural background or or to your cultural background. Paula and Nicole used the same questions that Maha uses, but adapted the multiple choice responses to their own or their clients' cultural background. That's a great adaptation! Thank you! Let's have everyone do that!

Drawing Cards
Your clients (or you) can make new "Drawing Cards" (7 questions and 3 alternative answers to each question) to apply to their/your situation.

Road To Success Instructions
Update #5 under "Objectives" and replace "Qatar" under "Actvity" with your clients' or your country (or your/their ancestors' country or specific region of a country) of origin.

This game is not only helpful for understanding cultural biases (Unit 2: Using Your Helping Skills with Diverse Populations), but also is an example of an informal assessment tool that you can adapt for your own use or to use for your clients (Unit 5: The Role of Assessment in Career Planning). The game can be used with several players (Unit 9: Working with Groups). If the players are searching for a job that involves diverse populations, then the game could be helpful to prepare for the interview or for the job (Unit 8: Job-seeking and Employability Skills).

IN A RESPONSE TO THIS POST, share your experience of adapting this game with your clients to their background or to your own cultural background. Present your clients' or your "Drawing Cards" and note their/your country (and other cultural influences) of origin.

N A RESPONSE TO THIS POST, write your own multiple choices to Maha's questions. Write the letter of the correct answer to your multiple choice questions below your questions.

1. How does a man greet another man in Qatar?
A. Shake hands
B. Kiss each other 3 times on one cheek
C. Kiss each other 4 times on both cheeks

2. How does a woman greet another woman in Qatar?
A. Shake hands
B. Kiss each other 4 times on both cheeks
C. Kiss each other on one cheek more than 4 times ?

3. When a host offers something to eat or drink to a guest
A. the guest should say no several times and the host should insist several times until the guest eats or drinks the thing that is offered?
B. The host should not insist on the guest’s eating or drinking. In this way the host allows the guest to do whatever makes the guest feel comfortable.

4. The most respectful way to call an adult is by
A. his/her first name
B. his/her last name
C. recognizing his/her eldest son such as (Ali’s father or mother)

5. The first thing a host offers you when you visit
A. Tea then coffee
B. Coffee then tea
C. Coffee and tea at the same time so that you choose what to drink

6. In a restaurant
A. Every one pays for himself with separate bills
B. Everyone asks the other person how much he or she should pay
C. Everyone should offer to pay and everyone should insist on paying, but eventually only one person should pay for everyone.

7. If you were invited to a dinner, what is the appropriate time to leave
A. 3 hours after dinner
B. Right after dinner within fifteen minutes to half an hour
C. When the host says out loud, okay thank you everyone for coming.

CORRECT ANSWERS: 1.B, 2.C, 3.A, 4. C, 5.A, 6.C, 7.B

Update #5 under "Objectives" and replace "Qatar" under "Actvity" with your clients' or your country (or your/their ancestors' country or specific region of a country) of origin.

This game is not only helpful for understanding cultural biases (CDF Unit 2: Using Your Helping Skills with Diverse Populations), but also is an example of an informal assessment tool that you can adapt for your own use or to use for your clients (CDF Unit 5: The Role of Assessment in Career Planning). The game can be used with several players (CDF Unit 9: Working with Groups). If the players are searching for a job that involves diverse populations, then the game could be helpful to prepare for the interview or for the job (CDF Unit 8: Job-seeking and Employability Skills).

IN A RESPONSE TO THIS POST, share your experience of adapting this game with your clients to their background or to your own cultural background. Present your clients' or your "Drawing Cards" and note their/your country (and other cultural influences) of origin.

Author:
Maha Alhendawi, Qatar

Purpose
To prepare participants for interactions with people from Qatar

Objectives
1. Culture is communication. By learning about another culture we can communicate effectively with ease on both parties
2. Building cultural understanding
3. Increase awareness of how people encode messages and how cultures influence people’s behavior and thinking
4. Creating a space in the human mind for acceptance as well as enhancing awareness of our biases and the assumptions that we make.
5. To instruct participants in Qatari customs and culture
6. To inform participants of potential pitfalls to be avoided when visiting Qatar
`

Participants
2 observers and 3 players; 2 play, one facilitator (draw cards, ask questions and give directions where to go).

Time Required
7- 10 minutes

Materials
The Road for Success board, drawing cards.

Introduction
This activity will expose the players to questions about another country culture and customs. For this play the country is Qatar. Before playing the game, players should be instructed in the location of Qatar and the spelling of the country’s name.

Game Board
The players will draw a card and give it to the facilitator without looking at it. The facilitator reads the multiple choice question on the card for player #1, and scores his answer. The points for each correct answer is 3 points which means moving 3 places on the Game Board. If player #1 offers a wrong answer, then the facilitator directs the question to player #2. Each correct answer enables the player to move 3 places on the board. An incorrect answer causes the player to stay on his place without moving any further. Landing on the space marked “Fired!” Cancel all your progress and makes you start over” must return to the beginning of the game and try again. In addition any player landing on the space marked “Fired” Must go back and start over again.

This game could be adapted to any other country or culture by making a new list of questions and answers.

Drawing Cards
Your clients (or you) can make new "Drawing Cards" (7 questions and 3 alternative answers to each question) to apply to their/your situation.

Road To Success Instructions
Update #5 under "Objectives" and replace "Qatar" under "Actvity" with your clients' or your country (or your/their ancestors' country or specific region of a country) of origin.

This game is not only helpful for understanding cultural biases (Unit 2: Using Your Helping Skills with Diverse Populations), but also is an example of an informal assessment tool that you can adapt for your own use or to use for your clients (Unit 5: The Role of Assessment in Career Planning). The game can be used with several players (Unit 9: Working with Groups). If the players are searching for a job that involves diverse populations, then the game could be helpful to prepare for the interview or for the job (Unit 8: Job-seeking and Employability Skills).

IN A RESPONSE TO THIS POST, share your experience of adapting this game with your clients to their background or to your own cultural background. Present your clients' or your "Drawing Cards" and note their/your country (and other cultural influences) of origin.

Maha Al-hendawi Bio
I'm from Qatar. My BA was in Education, I taught high school students in Qatar. Then I decided to pursue an MA in counseling (MFC). I came to the US in 1999 and earned an MA from the University of San Francisco. During this time, I had a chance to meet with Dr. Sally Gelardin who opened my eyes to the world of "career counseling & development field" I became very interested and earned a CDF certificate in conjunction with the Masters in Counseling Program. Upon completing my Masters degree, I went back home (Qatar), worked for 5 years in counseling both as a Marriage and Family Counselor and as a Career Counselor. One of my accomplishment is that I published four children's stories in Arabic. Now, I'm working on writing another story (bilingual). In 2006, I returned to the US to pursue a PhD. Here I am studying at Virginia Commonwealth University so that I can experience both the West and the East Coasts of the US.

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HGHLIGHTS

Manage small business counseling service. Help entrepreneurs grow their businesses, resource capital, create new products, develop government proposals, plan marketing strategy, and create a budget plan. Active voice for entrepreneurial issues through professional presentations on small business trends and current issues in the workplace, training programs, media interviews, and publications/media kits.

• Nationally Certified Counselor (NCC) with private practice in SF Bay area. Perform intake, keep records of progress, guide small business clients in the decision-making process and the development of problem-solving skills, make referrals, provide resources, follow ethical guidelines.
• San Francisco Bay Area presenter and keynote speaker
• Coordinator of in-person and distance-delivered professional development institutes, teleconferences, and workshops on the topic of entrepreneurism for professional organizations and educational institutions
• Author of books, articles, and multimedia kits for entrepreneurs and adults in transition
• Guest editor for professional journal and consultant for the California Career Information System
• Approved Center for Credentialing and Education Provider and Trainer
• Originator of a free blogging and networking online community for entrepreneurs

PROFESSIONAL EXPERIENCE

THE JOB JUGGLER, PRINCIPAL, 2002 - PRESENT
Conduct in-person and distant trainings for small business counselors, entrepreneurs, small business consultants, and workers in transition. Design and develop products for entrepreneurs and practitioners who work with entrepreneurs.

CALIFORNIA CAREER DEVELOPMENT ASSOCIATION (CCDA) 1996 – Present
PRESIDENT/PAST PRESIDENT/PRESIDENT-ELECT/BOARD MEMBER/EX-OFFICIO BOARD MEMBER
Managed 600-member professional organization. Represented CCDA on Executive Committee of International Career Development Conference (ICDC)

NATIONAL CAREER DEVELOPMENT ASSOCIATION (NCDA) 1995 - PRESENT
LEADERSHIP ACADEMY/PUBLICATION COMMITTEE/PUBLIC RELATIONS COMMITTEE/MEMBERSHIP COMMITTEE
Developed initiatives to expand support for state professional development, to develop professional development activities electronically

UNIVERSITY OF SAN FRANCISCO, COUNSELOR//ADMINISTRATOR 1995 - 1999; ADJUNCT NSTRUCTOR/CONSULTANT/WOMEN'S STUIDES PORTFOLIO EVALUATOR 2000 - Present
Incorporate Internet-based training with live classroom training; integrate interactive learning modalities with lecture, assessment, and demonstration techniques, review portfolio submissions of adult students.

OWNER/MANAGER, INWEAR/MATINIQUE, 1985-1993
Owned and served as full-time manager of a 2600 sq. ft. internationally-based, retail fashion business for men and women in the Village at Corte Madera, Marin County, CA

EDUCATION

ED.D., International & Multicultural Education, University of San Francisco
M.A., Education, Counseling Psychology, University of San Francisco
M.A., Education, Urban Teacher Preparation Program, Syracuse University
B.A., Education, University of Massachusetts

CONTINUING EDUCATION

National Career Development Association (NCDA) Career Development Facilitator (CDF) Instructor, 2001, and CDF eLearning Instructor, 2006
Parachute Jumpmaster Training. 2005
Distance Credentialed Counselor (CCE), 2004
Approved Global CDF Provider (CCE), 2002
California Registered Professional Counselor(RPC), 2002
Certificate of Achievement Working Ahead Instructor (NECA), 2002
Job and Career Transitions Coach (NETWORK) 2001
National Certified Counselor (NBCC), 1998
Certified Active Living Model Counselor (USF), 1995

AWARDS

• As President of California Career Development Association (CCDA), received award for Outstanding State Career Development Association by NCDA
• Earned NCDA 2004 Merit Award for significant contributions to the field of career development
• Received awards for Sales Increase/Displays by Village at Corte Madera Management
• Awarded multicultural research grant from California Career Development Association
• Earned Student Affairs Recognition Award for Outstanding Contributions to the Division of Student Affairs, University of San Francisco
• Received Recognition Award for five years of service, University of San Francisco
• Awarded Certificate of Commendation for completion of Executive Development Program, Bureau of Personnel and Standardization, Executive Office for Administration and Finance, Commonwealth of Massachusetts

ORGANIZATIONAL AFFILIATIONS

Past Board Member, Redwood Empire Small Business Development Center
Cyber-Technology Committee, American Counseling Association
Leadership Academy, National Career Development Association
National Employment Counseling Association
Career Planning and Adult Develpment Network
Professional Businesswomen of California

• Writing a Book is Good for Business: A Conversation with Sally Gelardin. Search "Sue Aiken." Career Convergence Online Newsletter. National Career Development Association. 
• Interview with Jacqueline Marcell on weRadio.com. 
• Audio Interviews with Richard Bolles, Warren Farrell, John Krumboltz, and other career experts.
  
• Interviewed on "You're Hired! Television Show"series of tele-interviews with TV host Steve Piazzale.
• Conducts tele-interviews with leading counselors and career professionals for the California Counseling Association.

Marin Business Showcase, Alumi Associations of the University of California Conference, Professional Businesswomen of California Conference, International Society for Performance Improvement Conference, International Career Development Conference, SofTECH, Marin Professionals (Experience Unlimited Program), California School Counselor Association, California Counseling Association, California Career Development Association, Marin Center for Independent Living Assisted Technology Fair, Sonoma County Job Link, American Association of Uniersity Women, University of San Francisco (USF) Santa Rosa Regional Campus, Family Business Program (USF)