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HELPING SKILLS

Imagine you are talking with the parents of a 16 year-old female who is enrolled at your school. The student is an average student, has some involvement in extracurricular activities, a good attendance record, and above average scores on college aptitude exams. The parents are concerned that their daughter wants to study music. In 1-2 paragraphs, describe how you will use helping skills and communicate scope of practice and confidentiality in working with the parents.

THEORY

What theory or theories best describe(s) your work with your clients?

In 3–4 paragraphs, respond to the following statement:  Explain in detail which 1 or 2 career theory/theories introduced to you seem that most appropriate for the clients you serve.  We suggest the following format for your answer:

Describe your clients and their primary needs.

Name and describe each of the theory/ies including why you see it/them as framing your work with your clients.

ASSESSMENT

You have been asked to help design a career assessment program for middle school students, ages 13-14.

In 3 – 5 paragraphs, identify your choice of assessment and address the following:

Which factors would you consider in selecting an appropriate assessment?

How would you prepare the client for taking the assessment?

How would you administer the assessment?

How would you interpret the results and which steps would you ask the client to take next?

JOB SEARCH/ EMPLOYABILITY/ CAREER INFO

Consider a client in your practice who is seeking a job.

Respond in 3 – 5 paragraphs addressing the following topics:

Identify resources for addressing the challenges the client may face during a job search

Describe components of the job search process pertinent to the client situation.

Describe how different informational resources can be used to help the client.

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HELPING SKILLS

Imagine you are talking with the parents of a 16 year-old female who is enrolled at your school. The student is an average student, has some involvement in extracurricular activities, a good attendance record, and above average scores on college aptitude exams. The parents are concerned that their daughter wants to study music. In 1-2 paragraphs, describe how you will use helping skills and communicate scope of practice and confidentiality in working with the parents.

THEORY

What theory or theories best describe(s) your work with your clients?

In 3–4 paragraphs, respond to the following statement:  Explain in detail which 1 or 2 career theory/theories introduced to you seem that most appropriate for the clients you serve.  We suggest the following format for your answer:

Describe your clients and their primary needs.

Name and describe each of the theory/ies including why you see it/them as framing your work with your clients.

ASSESSMENT

You have been asked to help design a career assessment program for middle school students, ages 13-14.

In 3 – 5 paragraphs, identify your choice of assessment and address the following:

Which factors would you consider in selecting an appropriate assessment?

How would you prepare the client for taking the assessment?

How would you administer the assessment?

How would you interpret the results and which steps would you ask the client to take next?

JOB SEARCH/ EMPLOYABILITY/ CAREER INFO

Consider a client in your practice who is seeking a job.

Respond in 3 – 5 paragraphs addressing the following topics:

Identify resources for addressing the challenges the client may face during a job search

Describe components of the job search process pertinent to the client situation.

Describe how different informational resources can be used to help the client.

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Group Activity - 25 minutes for each round

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Group Activity - 25 minutes for each round

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Go to your assigned group:

Read the case. Refer to the NCDA writing tips if need

For round 1, select 1 out of the remaining 3 questions to write a draft outline for your answer in English.

For round 2, select 1 out of the remaining 2 questions to write a draft outline for your answer in English.

For round 2, read the last question to write a draft outline for your answer in English.

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HELPING SKILLS

You are working with a student who is considering a major in engineering. The individual is 19 years old and has experience working in a family retail business. He excels in school, earning A’s and B’s and also does quite well in sciences and math. He is pretty sure he wants to be an engineer. He says he is ready to make a decision. How would you use helping skills (reflecting, paraphrasing, listening, etc.) with this client?

THEORY

You are working with an alumnus who is considering changing their job. The individual is about 40 years old, has work experience, several children, and a bachelor degree. The client says she is not interested in doing some of the type of work she has done previously.  She is open to other possibilities and even training to gain entry to new kinds of work. What theory or theories will guide your work with this client?

ASSESSMENT

You are working with a 20 year old who is struggling with choosing a major. The individual has little work experience and already “sampled” a couple of different academic majors. Grades are very good, but the client just isn’t sure and feels lost about what to do next. The client says she might consider some of the academic areas she has already “sampled,” but she just isn’t sure.  Her parents are getting worried that she will be in college forever. How would you use formal and/or informal assessments to help this student make a decision about a major?

JOB SEARCH/ EMPLOYABILITY/ CAREER INFO

You are working with an alumnus who wants to advance in her current company.  The individual is about 30, is a very good to exceptional performer, has 6 years with the organization, and a liberal arts background.  The client says she is open to learning about other possibilities and even training to gain entry to new kinds of work. While she enjoys her work and team, she wants to learn something new and grow. Respond in 3 – 5 paragraphs addressing the following topics:

Identify resources for addressing the challenges the client may in moving forward

Describe components of the job search/advancement process pertinent to the client situation.

Describe how different informational resources can be used to help the client.

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HELPING SKILLS

You are working with a client who wants a job. The individual is about 40 years old, has work experience, few barriers, and a high school education. The client says she is not interested in doing some of the type of work she has done previously.  She is open to learning about other possibilities and even training to gain entry to new kinds of work. In 1-2 paragraphs, explain how you will use these specific helping skills in working with this client. These skills include attending, reflecting (summarizing, paraphrasing), listening, encouraging, and questioning.

THEORY

What theory or theories best describe(s) your work with your clients?

In 3–4 paragraphs, respond to the following statement:  Explain in detail which 1 or 2 career theory/theories introduced to you seem that most appropriate for the clients you serve. We suggest the following format for your answer:

Describe your clients and their primary needs.

Name and describe each of the theory/ies including why you see it/them as framing your work with your clients.

ASSESSMENT

Provide an example of an assessment(s) to use with clients with whom you work or want to work. In 3 – 5 paragraphs, identify your choice of assessment(s), explain why it/they is/are appropriate, how you will interpret the assessments, and how they satisfy the client’s needs.

JOB SEARCH/ EMPLOYABILITY/ CAREER INFO

Consider a client in your setting who is seeking a job. Respond in 3 – 5 paragraphs addressing the following topics:

Information resources that will help

Challenges the client may face and strategies for addressing them

Identify resources (career information ones and others) for addressing the challenges the client may face

How you will assist the client with his/her needs.

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Developmental Theory (Donald Super) => Career Activity/Task/job in the past + Role

Work with her to define the life role she is prioritizing at the moment

Is she ready to go back to the student role?

Can she prioritize her other roles to fulfill her studying?

Is she the one main charge of finance role and family support?

Traits & Factor Theory (Holland)

Re-define the career interests

How are previous jobs relevant to her top Holland codes?

Which Holland code(s) she have never been utilize in her career journey?

Transition Theory (Nancy K. Schlossberg)

Situation/self/support/strategy

(Situation) Why she doesn't want to work for current company anymore?

(Situation) Why she want to change the career field?

(Self) Have ever she been experience transition like it or similar to this before?

(Self) How she deals with the stress during past transition?

(Support) Any finance/people/agency/other resources support her in current transition?

(Strategy) How you are currently plan for your study?

(Strategy) Learning Theories (Social Cognitive) - John Krumboltz to know how she can create a more satisfying environment to learn.

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1. Added information for the client:

2. Information resources that will help:

1. Career World Map

2. ILO

3. 26 ACT

4. Insider Career Library of Song An Social Enterprise

5. Job Search Sites

3. Challenges the client may face and strategies for addressing them:

1. Sufficient skills and knowledge for the targeted jobs

2. Financial burden

3. Life roles

4. Support system

5. Learning ability

4. Identify resources (career information ones and others) for addressing the challenges the client may face:

5. How you will assist the client with his/her needs:

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1. Identify resources for addressing the challenges the client may face during a job search

Career services professionals inside/outside of the school: can help the student to identify part-time job opportunities and provide guidance on balancing work and school.

Local sport centers:

Sport clubs in the school

Fanpage/Interest Groups on Social media channels: these kinds of groups gather the same interest individuals so they can share a lot of useful information as well as internships/part time jobs in the field.

Online job platforms: websites like VietnamWorks, TopCV …, and local job boards often list part-time positions suitable for students. These platforms allow students to filter job searches based on location, hours, and industry. On the other hand, they also provided many tips and knowledge related to the job world which provide more insight on the job search process to the student.

Challenges: limited experience, network, expertise knowledge, knowledge about the occupation and the job market, supporting resources

2. Describe components of the job search process pertinent to the client situation.

Information about self: interests, strengths, academic abilities

Job search: research occupation, industry, employer, etc. → consider narrowing down the possible occupations because the client’s Holland codes are Enterprising and Realistic which make him afraid of spending time to read and research.

Decision making: determine goals (narrow down what to do, location, etc)

Define strategy: Online/offline search, Network: professional, personal, opportunistic

Preparation:

CV preparation

Interview preparation

Take action:

Interview:

Take offer:

3. Describe how different informational resources can be used to help the client.

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Find out parents concerns about their daughter’s decision to study music, ask open questions to encourage them sharing, active listening to show our care about their story

Ask questions to discover the daughter’s career main decision maker (father/mother/herself)

Sharing with parent about the value of choosing career by interest and ability of the daughter. (career tree - Phoenix)

Invite student for a conseling and share with parents about the scope of practice and confidentiality when working with students

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HELPING SKILLS

You are working with a student who is considering a major in engineering. The individual is 19 years old and has experience working in a family retail business. He excels in school, earning A’s and B’s and also does quite well in sciences and math. He is pretty sure he wants to be an engineer. He says he is ready to make a decision. How would you use helping skills (reflecting, paraphrasing, listening, etc.) with this client?

THEORY

You are working with an alumnus who is considering changing their job. The individual is about 40 years old, has work experience, several children, and a bachelor degree. The client says she is not interested in doing some of the type of work she has done previously.  She is open to other possibilities and even training to gain entry to new kinds of work. What theory or theories will guide your work with this client?

ASSESSMENT

You are working with a 20 year old who is struggling with choosing a major. The individual has little work experience and already “sampled” a couple of different academic majors. Grades are very good, but the client just isn’t sure and feels lost about what to do next. The client says she might consider some of the academic areas she has already “sampled,” but she just isn’t sure.  Her parents are getting worried that she will be in college forever. How would you use formal and/or informal assessments to help this student make a decision about a major?

JOB SEARCH/ EMPLOYABILITY/ CAREER INFO

You are working with an alumnus who wants to advance in her current company.  The individual is about 30, is a very good to exceptional performer, has 6 years with the organization, and a liberal arts background.  The client says she is open to learning about other possibilities and even training to gain entry to new kinds of work. While she enjoys her work and team, she wants to learn something new and grow. Respond in 3 – 5 paragraphs addressing the following topics:

Identify resources for addressing the challenges the client may in moving forward

Describe components of the job search/advancement process pertinent to the client situation.

Describe how different informational resources can be used to help the client.

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Starting:

To build the rapport with attending and questioning skill to confirm what he expects to meet us.

To understand big picture of his background, Lego activity with encouraging and reflecting skill to know his history of learning and developing engineering interest

Information gathering:

Keeping building the rapport and dive deeper his problems with key framework (Problems with self-awareness or job marketing information or career planning) and attending, questions and listening skills

Verify his Holland Code(s) and touch point with his experience in family business and why he doesn't want to continue with family business via questioning, listening, reflecting, summarizing/paraphrasing skills

Confirm his information/results related to natural sciences subjects/examination and his top Holland codes

Goal(s) setting:

Keeping building rapport and re-confirm the whole consulting session goals and objective today session with attending, listening and reflecting

Action taking:

Keeping building rapport and double-check his understanding of engineering major, and career related to engineering, and how he is capable of learning and working for his engineering career dream with attending, questioning and reflecting skills.

Identity his gaps in self-awareness or engineering job market to send him homework (Interviewing experts/senior students/lecturers, researching job description/company information related to engineering) via summarizing skill

Ending:

Ask about his emotions, any questions with questioning, reflecting skill

Remind them to fill out the feedback form, the homework with the deadline agreed and the time for the next consulting session with summarizing skill

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1. Context of the client:

1. Change irrelevant jobs

2. Holland Codes:

1. Differentiation Pairs: Realistic and Social

2. Top 3: Realistic, Social, Conventional

3. Problem: Not satisfied with the current job

2. Identify your choice of assessment(s):

1. Holland

3. Explain why it/they is/are appropriate:

1. Holland: To figure out if his Holland Codes results are compatible with his interests, strengths, and career decisions.

4. How you will interpret the assessments:

1. Holland:

1. Send the quiz before the session

2. Require the client to finish before the session

3. Elaborate and clarify the test results, especially:

1. Realistic and Social are the Top 2.

2. Conventional is the next Top, hence, clients always look for a concrete answer and are more stressed in difficult times.

4. Confirm the results in the session

5. Send the reading link after the session to ensure understanding, especially with 4 High, 4 Low, and Differentiation Pairs

5. How they satisfy the client’s needs:

1. Holland:

1. To understand his own career interest

2. To figure out any consistency, differentiation

3. To define the congruence between career interest and career choice

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ADDIE model:

Analyze the group of students’ learning demands and habits: interview with teacher/school representative

Design:

Learning objectives: self understanding/exploration related to career development plan

Agree on program duration

Number of students

Develop:

Choose the assessment method to teach which are Easy to understand and visual, accessible => Card sort

Choose the activities

Agree on the evaluation of achievement outcomes

Implementation:

Set up the location: less table, give room for the activities

Teaching equipments preparation: the cards, games, music,

Coaching assistants: agree on outline…

Teaching material: ppt, activity instruction, link to padlet/mentimetor, exercise

Rehearch to check time keeping=> Review the content if needed

Evaluation::

Test

Reflection

Questionaires

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Describe your clients and their primary needs.

Grade 10 students, study in public school, good at almost all majors but no specific interest in those subjects. Parents are worried about her future career and want her to have a stable job.

Primary needs: student: want to find a high paid job; parents want to find a stable job.

Name and describe each of the theory/ies including why you see it/them as framing your work with your clients.

Holland:

explore interests and identify occupations that match the student's interests and strengths

Why Holland?

Suitable with the student’s perspective

Easy to conduct and

People will be more satisfied and productive if the job is compatible with their interest

There’s no platform like O*net in VN….

What will Holland help the student?

The detailed explanation of Holland code helps the student to understand better about her, natural tendency

Donald E. Super’s Career Development Theory

Emphasizes that career development is a lifelong process and the student

Emphasizes that there are many factors that impact the student’s career decision

Planned Happenstance Theory:

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Describe the client: Female student apply to university, living in Hanoi (The capital of VN), has defined her career interests and 3 career option which are: Secondary school Art/Musical Teacher, Designer, Journalist

Primary need: CSP introduce how to discover the career insights of the 3 potential options since the students

Challenges:

Students may lack of self research capability

Lack of company resource to support K12 students career exploration

Steps to work with students:

1. Introduce to online resources: Career One stop, ILO, LinkedIn, Danh mục nghề nghiệp Việt Nam, các sách giới thiệu nghề… => Overview requirement of the jobs

2. Introduce experts in practice contacts for student to do informative interview in order to explore the career. => Insights and challenges of the jobs

3. Encourage students to take internship, apprentice, industry talk workshop… => Learning by doing and involving

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1. Đi challenge trước: profile: 30(M) đang ở thành phố, muốn học lên để advance => Challege nào không move forward => Không có network, không có skill, không có promote ladder, xem lại reality check?

2. Resources: (Linkedin) Tìm hiểu thị trường lao động đang xảy ra việc gì? Họ đang requirement skills gì, công ty/job description đang cần làm gì? Thử nộp đơn 1 công ty xem bản thân tới đâu.

3. Components: Situation/components cần support nhất? Nhìn lại họ: Bằng cấp, certificate; nhìn xung quanh họ có role(s) gì?

4. Advice: Quay về resources nào sẽ quay lại dùng => Tham gia networking event hay là các khóa học

1. Advance a degree: Learning master's degree (MBA, marketing, HR, Finance - online program from IDP) => Improve knowledge

2. Advance skill: Learn a new skill certificate (Coursera,...) => Imrpove skills (employablity/specialized)

3. Open scope of work (Ask manager/director): Experience new functions, tasks from different departments (to broaden horizons)

4. Advance network: Career fair, alumni networking events (to gain more accessibility to job opportunity)

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1. WHAT/ WHICH RESOURCE:

School Career Department support alumnus

Alumnus who works in the same industries?

Line Manager + TA + OD to see her internal career path, any training or new project she can take more responsible, conquer and expand herself

Any support from company for her to study more & grow internally

Networking via Industry Conference: to observe new roles in other industries and companies and informational interview

Scan Job Board to see some positions that similar and higher than her positions and to see her matching percentages with those jobs.

Identify any related courses relating to her current job that she can be benefited from.

Touchpoint in process: Tailor HOW in job application skills

Create portfolio

Interview/ Mock

Follow up in first 2 months if she take new job

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1. Describe the client and primary needs:

1. Symptoms: Tired in work, not satisfied with current job

2. The real problem: No congruence between career interest and career choices

2. Describe the theory and why:

1. The Vocational Choice Theory by John L. Holland

1. Explore interests and identify occupations that match the student's interests and strengths

2. Why Holland?

Easy to conduct

Certified to conduct

People will be more satisfied and productive if the job is compatible with their interest

2. Developmental Theorists - Donald Super

1. Emphasize that career development is a lifelong process.

3. Social Cognitive Career Theory - Lent,

Brown, & Hackett

1. Emphasize many factors related to social surroundings (family, friends, relatives, learning space) impact his career decision.

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Interest:

O*NET Interest profiler - https://www.mynextmove.org/explore/ip

Compare her academic accomplishments with real-life experience

Check which area she is confused about: skills, values or interest?

Skills:

Structured Interview to check if there is any transferable skills from school projects or teamwork

Values/Motivator:

Career Drivers Inventory Indigo - https://huongnghiepsongan.com/congcuindigo/

Check if she is motivated by something different from social norms

Ask for her Idol/ Successful role model to see her values in career.

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Which factors would you consider in selecting an appropriate assessment? - Analysis: interview with homeroom teacher about whether the students have any exposure to career development services (depends on the situation):

Extend of career’s perspective of target students

Age appropriate

Minor groups (like Khmer, ..)

Available time schedule

Family influence

Financial condition

How would you prepare the client for taking the assessment?

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Integrative Life Planning - Sunny Hansen

Find out primary needs:

Use Transition Theory - Nancy K. Schlossberg to scan for any change during and after job transition:

Situation - a transition is triggered by a situation -

Self - the individual copes with transition using their strengths and experiences

- Use Traits & Factor Theory - Holland to Explore Previous work & Favorite Occupation Interest, what she love most about previous work and what she is interested in, and her natural strengths.

- Check her education/Bachelor's degree to see if

Supports - the people and resources available to help deal with transitions - Alumni System of her school, any support for her to study higher, or recommendations from her professor

Strategy - a plan to get through and past the transition

Insights: Bachelor of which major, did it match with new job/direction

Motivated Skills & transferable skills

Interest

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Attending skills

We first use attending skills to let him feel welcome and build trust, and start using active listening to hear him,.....

Keeping warm Eye-contact with him at all time

If he shy, we can write down his story

Warm voice

Keep attention to his stories

Active Listening + Empathy

Asking Open-Ended Questions:

Search for his concern, why he is ready to make decisions but still meeting CSP

Listen WHY he wants to study engineer but not any other job

Summarizing + Paraphrasing:

Clarify & visualize his stories

Making orders & priorities of his stories & intentions

Reflecting:

Reflecting emotions: “I sense that…..”, “Do you feel……” - by calling emotions by names using Wheel of Emotions

Reflecting intentions & demand: using keywords to reflect his demand

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Bạn này assumed có thể trường hợp đặc biệt 6 nhóm thấp/cao chưa hiểu rõ bản thân nên qua Holland Code cũng sẽ xác định được tìm ra hướng đi đồng hành phù hợp (như trải nghiệm thêm)

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after understand Holland score, encourage the students to have more experience to reconfirm the score.

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Có thể bổ sung strength based approach ạ. Vì các bạn mà 6 nhóm đều cao thì các bạn cũng bị mông lung, cái gì cũng làm đc 1 tý . Nên có thể nhấn mạnh việc phần quan trọng của việc tập trung thế mạnh lại để bạn tìm ra được skill/.. chọn làm mũi nhọn tập trung rèn luyện

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Holland Theory nên được gọi rõ ra là The Vocational Choice Theory by John L. Holland và sau đó mình nhấn mạnh vào việc: (1) sử dung để giải thích cho HS hiểu về giá trị của việc tìm hiểu 6 nhóm sở thích và (2) sử dung công cụ đánh giá để tự khám phá bản thân. Chỗ này ý em là làm rõ ra cách mình sẽ làm.

P.S. Holland Theory nằm dưới nhóm Trait and Factor Theory ah :)

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The student can read more information about the 3 potential careers in Song An Career Library Thư viện người thật việc thật (in case if the student is reluctant to talk with expert)

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Challenges mention "Lack of self-study capability" but the resources have not yet resolved this one (only solved the second: Information)=> Recommend a resolution about figuring out or measuring the learning capability (Make a short-term plan of learning plan)

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1. If it's not possible for the student to do informational interview, I can introduce the student to read Người thật Việc thật on Songan website.

2. There are plenly of Fb groups about those careers, the student can look up on it to know more about the jobs

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HS có thể lên website của các cty/tập đoàn lớn/MNC, vào mục Career để đọc về JD của 1 (vài) nghề, từ đó sẽ có thêm kiến thức chung và cả key words của công việc mà bạn ấy muốn tham khảo.

ví dụ:

1/ 4P career (VN & worldwide):

2/ TikTok: https://careers.tiktok.com/position

3/ Lazada: https://www.lazada.com/en/careers/

4/ Grab: https://www.grab.careers/en/

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What

Service (Phục Vụ)

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Operation (Managerial Level)

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Pizza 4P's is Vietnam-based Japanese Italian pizza restaurant. Always the best with our mission of "Delivering Wow, Sharing Happiness"

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Join trại hè hướng nghiệp em quên tên ở ngoài Hà Nội ạ

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Học sinh nên tìm hiểu các cơ hội làm tình nguyện, dự án cộng đồng với vai trò liên quan đến ngành bạn muốn học

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cho học sinh đọc sơ qua về các môn học tại trường đại học của ba nghề này

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Khi thân chủ cảm thấy muốn thay đổi công việc, nên nhìn lại 1 chút về toàn bộ "self component", có thể gợi ý làm đánh giá Indigo để xem lại động lực, hành vi, và kỹ năng để có thểm tham khảo trước khi qua bước hỗ trợ.

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Hỗ trợ TC đóng gói lại những gì đã có và cần trang bị dựa trên gap giữa vị trí hiện tại và vị trí mong muốn trong tương lai

Nên làm rõ cách CVHN đồng hành với TC từ việc trang bị Job application skills -> Selection Rounds -> Onboarding/Probation

Sử dụng Hidden job market qua professional network như thế nào

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2. Component: refer back to the manual for a more structured answer

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Client is a high to top performers and seniority of 6 years at the current organization

=> Can be a key talent of the org to receive more favorable benefits

=> Ask the current organization for Secondment / Internal transfer, Company-sponsored Academic Learning, Sabbatical Leave

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khi thân chủ đang rất giỏi mà muốn thay đổi nghề , lĩnh vực thì một trong những yếu tố cần xem xét là mong muốn của thân chủ về giá trị nghề nghiệp có gì đặc biệt không

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if not affordable for the Indigo test, how about suggest the client to read the Indigo result sample (at Song An >> Kenh tai nguyen >> hieu minh >> trac nghiem) then self evaluation?

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The student can have access to the Indigo Motivator for free at this link. It's important that the CCSP needs to have a conversation with the student afterward.

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Dùng Structured Interview để hỏi thân chủ xem thân chủ nghĩ gì về việc mình được thử nhiều thứ (lý thuyết super - vòng đời)

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Có thể xem thử dùng rainbow career để appreciate việc bạn thử exploration trải nghiệm và nhìn cả từ present và future rainbow sẽ giúp bạn có niềm tin chinh phục major hơn

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Với mỗi assessment, nhóm nên làm rõ các ý sau:

1. Lợi ích của assessment này sẽ giúp TC đáp ứng nhu cầu/giải quyết vấn đề gì?

2. Cách triển khai assessment

3. Cách debrief assessment result

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cân nhắc để sử dụng phối hợp các assessment liên quan đến động lực, giá trị, vòng đời, đặc biệt là các vai trò ưu tiên trong cuộc sống

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Nhóm mình tuyệt vời, cảm ơn nhóm mình <3 Saranghae

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Nhóm mình tuyệt vời, cảm ơn nhóm mình <3 Saranghae