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Personal Practical Resilience

Deakin University

2016

J u l i e W a r n o c k B. S c. ( H o n s ) M A P S

C h a n g e M a n a g e m e n t C o n s u l t a n t P s y c h o l o g i s t

2 4 B r u n n i n g S t r e e t, S t K i l d a E a s t V i c 3 1 8 3 E m a i l: j u l i e . w a r n o c k @ b i g p o n d . c o m

w w w . j u l i e w a r n o c k . c o m . a u T e l / F a x: ( 0 3 ) 9 5 3 1 2 9 3 1

M o b i l e: 0 4 1 8 3 5 3 1 6 6

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Agenda

Introduction

Aims and arrangements Guidelines for the day

Organisational change and resilience

Types of change processes in tertiary organisations Recent findings about resilience tips and traps

Summary: reactions to change, including change weariness

Emotions, and actions and reactions Factors that assist people through change, factors that hinder them Three different outcomes: leaving, compromise and resolution

Resilience

What it means Qualities of resilient people Recent findings about organisational resilience Personal reflection

Change management: Check List

Principles for being engaged and empowered through change Practical strategies

Strategies for resilience through rapid change

Actions for staying well and being empowered Different approaches taken by individuals and groups Discussing real actions for this change

Staying motivated using vocational 'type' (values and style) Vocational values, Holland's groups: skills, preferences, motivation Identifying personal style, energy and motivation Using personal values to assist resilience Motivation tips and tricks Real ways to help motivation in your self and others

Plans from here

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Managing change overview

Adapting to change

By nature, humans (individuals and groups) are usually adaptive and respond naturally to change in their environments, eg, when a staff member is asked to take on a different role they find out about the new responsibilities by asking and reading the job description.

However, as the rate of change increases, the capacity of individuals and groups to respond is tested. When the gradient of change is continuous and without plateaus of rest, many people struggle to cope and become stressed. For example, when roles change constantly, with little time to adapt or learn new skills, people become distressed that they cannot do their work well, and find the constant challenge eventually stressful rather than challenging. They also experience an emotional change from energising anticipation to draining anxiety. This response to change is a combination of personality type and past experiences of change and its consequences.

Individuals respond to change by adapting their past learning and experience to the current situation, eg, learning from one job (research = reasoning skills) is applied to a new, different job (executive management = designing organisational systems).

Group dynamics

In groups, these responses combine together to form a group response (group dynamics) which is often stronger than the response of the single individual. In organisations, the response to change can become an unplanned combination of individual and group responses (teams independently taking action, individuals gossiping) or a planned, guided and consultative series of adaptive steps led by management (change management).

Continuous change

Change management strategies in organisations in the 2000’s have developed in response to continual unrelenting change, and the resultant change weariness in staff. Change management is the process of guiding and directing the effects and responses of individuals and groups within the organisation so they are constructive and adaptive, and continue to serve the overall goals of the organisation, and the personal goals of staff.

Organisational change management comprises a set of principles within a change management framework, which are applied to the situations facing the organisation. It is the application of these principles to the particular organisational context and culture, that is the most challenging and significant aspect of the whole process.

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Psychological reactions to change Responses and needs through a change process Feelings: What helped?: What hindered?:

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Principles of change management Emotional reactions and energy Range: Nature of the feelings: Role that people adopt:

20% 60% 20%

Keys to change management: * * * *

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Change, emotions and resilience Emotional reactions:

Energy is released in people when they are in a change process A range of different feelings are evoked, most of them are negative The level and range of emotional reactions can be influenced People’s internal states (previous experiences, personality types) influence their reactions to change, and capacity to cope with it Resilience: 20% Energised

60% Have some energy, can be influenced 20% Drained of energy

Keys to change adaptation 1 Active involvement:

Find ways to be active around the goal of the change, as early as possible Be proactive in decisions about strategies to achieve the change Find a goal for yourself in the change

2 Empowerment: It is important to find ways to have real impact through the process 3 Communication:

Get information as early as possible Ask questions Find a safe place for off-leading, someone who is constructive to share this with Think carefully about when you voice negatives, fears, and worries without consequences - so this does not dominate your day Voice your concerns honestly, to someone who will take action to help address them

4 Safety:

Identify your personal safety needs and the ways they can be addressed. These are things unique to you, your previous history and your personality

5 Stay physically well:

Eat well, keep exercising 6 Reflect:

Most people have worked out techniques that assist them to get through change, Review your previous experiences to see what your methods have been

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Leader’s role 1. Build a shared vision

Have a clear vision of how things could be. Guide the team to a shared, agreed vision (and goals), hold and communicate this vision.

2. Be transparent

Be open and honest particularly about plans and decisions (including reasons for decisions).

3. Listen actively Provide opportunities for staff to express their concerns, and show they have been genuinely heard. 4. Build resilience In yourself, your staff and in your culture

Guide processes that result in establishing procedures that empower staff and ensure they enact their emotional responsibilities with respect to the leader, the team and themselves

5. Manage risk / Protect your staff

Ensure boundaries and emotional safety are established and maintained. Manage the relationship between team and outsiders Ensure workloads can be handled Address poor behaviour 6. Communicate

Communicate the vision consistently, frequently. Guide the agreement on communication channels, timing and

frequency Be appropriately open and honest particularly about plans and decisions (including reasons for decisions).

7. Enable (or don’t do it all) Provide opportunities to truly contribute, empower where possible. Remember To celebrate To ensure you last the distance To maintain a healthy life balance (physically and emotionally) To actively seek support inside and / or outside the workplace.

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Resilience The capacity to withstand stressors when events are overwhelming The capacity to find determination and reason to cope within very difficult circumstances The capacity to find a way through. Resilience is not a permanent capacity, people vary through their life:

-ve less +ve more Worn down Self renewal People who are less resilient feel People who are more resilient feel unable to find a way to cope, able to ‘self-renew’, to find yet and feel worn down in the face of another way to see situations change or challenge Resilience is a mix of: Emotional intelligence skills + learned resourcefulness + determination + optimism Resilient people

• experience determination in the face of difficulties • can face difficult realities and look for ways to adapt • are able to find opportunities that they then expand • have a system of meaning and values • have a healthy social network • are insightful • have skills of autonomy and independence • possess competencies of creative problem solving

Resilient people often

• Can use humour to ‘lighten’ or relieve situations • Manage to find an ‘up’ side in very difficult situations and then feel energised • Celebrate / play / have fun • Are able to regulate their emotional responses

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Resilient cultures Have resilient leaders who

• Are determined and persistent • Listen • Take uninterrupted time to reflect for themselves • Enact the values and agreements below • Have a sense of personal balance and act on it • Resist parenting staff and stay as much as possible in the ‘equal adult’ role

Have these fundamental elements

• Capacity to accept and face down difficult realities, prepare together ways to that allow staff to endure and survive hardship

• Ability to find meaning in aspects of their organisational life, usually through value systems that act as scaffolding in times of trouble

• Ability to continue to improve, the ability to problem solve without the usual or obvious tools

Are safe emotionally

• Shared clear agreements about which actions are safe/emotionally OK behaviour and those that are not

• Boundaries/agreements are established together by the leader and the group • Agreed steps for addressing interpersonal problems (approaching the person

concerned first, using non-triggering language etc) • Steps for resolving conflict at work • Leaders who act to follow up and cease bullying and other inappropriate actions • Clear complaint procedures • The right to say “No” owned by the leader and staff

Continue to be strategic

• Staff have real opportunities to reflect on processes • Managers and staff have time and space to innovate and improve processes and

systems • The leader gives him/herself personal time to reflect and consider innovation

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Resilient cultures Performance Cultures Adaptation

Characteristics

product oriented innovation oriented get it right experiment, learn protect, conceal speak up (safely) conform question

Skills needed operational visioning (strategic) internal focus (organisational external focus on alignm ent change and potential linear, rational intuitive, creative stop ambiguity tolerate ambiguity Have shared values and sense of meaning

• All members have agreed to goals for the work • Team members have agreed on values and the way these are enacted as

actions Have fun

• Remember to celebrate, including small wins • Use humour generously • Add fun into the work week

Have the following building blocks

• Fairness • Recognition of achievement and success • Open and honest • Attend to human needs: kitchens, decent aesthetics, • Are reflective

Tests of culture, how cultures are eroded

• Senior people whose behaviour is destructive, and this is not addressed • Honesty vrs concealing • Addressing problem behaviour vrs leaving or ignoring it • Tackling conflict vrs not

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Team member’s role 1. The shared vision

How can you make the vision meaningful fro you professionally and personally?

2. Be active in strategies and actions

Speak up, take an active role in deciding how the change can be achieved,

Find actions that suit you

3. Listen to others, share constructively It is helpful to share your experiences with like-minded people. Assist others to move forward through reflective listening 4. Build your resilience Build constructive networks 5. Manage risk, at work and personally

Know yourself and your work, where might things be vulnerable, be proactive to identify this

Keep well physically and emotionally 6. Communicate

Lots, appropriately! Voice both the positive and the negative thoughtfully.

7. Empower yourself and others Be proactive, it is far healthier than waiting or being passive 8. Celebrate

When you or others achieve small of large things, stop recognise this and celebrate

.

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Staying well through change processes

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Handling emotive situations Skill: calming/listening Three keys: “I really don’t know think this is a good decision” “You seem worried about this decision?”

"Are you ( key feelings) about (key words) ? "

“You sound worried that this isn’t a good decision?” Or: Open questions: “Could you tell me more about your concerns” Applications 1. You 2. You 3. You

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Compassionate Listening/Reflecting Statements

Are you saying that you’re really X (the word/s they used to describe their emotion) with me for X (the words they used to describe the event/issue)?

Is your main concern X (the exact words they used to describe their main concern) and that is (the word/s they used to describe their emotion) for you?

Sounds like you’re really (the emotion they described) with me.

Sounds like I’ve really hurt/angered/upset/etc you.

Examples

Are you feeling annoyed because you think I cut you off when you were talking?

Are you saying that I forgot to include you in the conversation and that’s frustrating?

You seem really disappointed because I didn’t credit your contribution to our work?

You sound really frustrated by my lack of interest in changing the procedure.

You sound very worried that there will be a detrimental impact of the extra work I have given you on your wellbeing.

Are you saying you have been under a lot of pressure lately and when I asked you to do more for me, that I didn’t acknowledge this?

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Centering Centre or the centered state, a state of being that includes mind, body and spirit and affects the way we interact with our environment. It’s a way of being in the world, of experiencing the way life comes at you. When we’re centered, we’re in control of how we receive the life energy that others extend toward us. We’re in control of us. We aren’t in control of anything else. But we are in control of how we engage with the “anything else.” When we’re centered we’re in the present moment. And it’s a condition we can cultivate. The effects of centering are numerous; vitality increases, the senses are sharpened, and one is less affected by everyday irritations. The tendency to overreact is minimized and perspective is broadened. Finding one's centre First, 'Centre' is different for each of us. it can be "bringing yourself fully into the moment.” Especially if the environment is not calm, it is to find that quiet stillness at your core. Centre is a state of physical and emotional stability. It's a feeling of "I’m ready. I can handle this." The centered state is an “in-the-body” kinesthetic sense. The best way to find your center is to keep practicing, experimenting, and asking the question of yourself. Centering is a quality that includes confidence. When you centre, you feel in control of yourself and your actions. You feel balanced, and you experience an increase in self-esteem. Practicing Centering can be practiced anytime, anywhere. Your breathing is one of the best gauges of center. When you stop breathing (which often happens under stress), you become uncentered. Hold your breath now and you’ll see how off-balance you feel. One great way to practice moving in and out of the centered state is to begin to notice your breath. If you’ve stopped breathing, open your throat and let your breath and spirit flow. You’ll come back to center. In a difficult situation, meeting or conversation, or when you're suddenly in a conflict that you hadn't planned on As soon as you have the awareness that you're off center, you can re- center. Breathe, smile, and reconnect with your sense of stability. Expand your energy and connect with your surroundings. Acknowledge your opponent by listening. If he’s emotional, let him vent. Listening gives you space and time to breathe and calm yourself. As you center, you'll find that you have more options and can begin to use them.

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The nature of anxiety and anger Anxiety Anxiety can become acute and situation-based or it can be chronic and free-floating. Acute anxiety has an identifiable cause Chronic anxiety is experienced as a low level constant worry and the person cannot readily name the cause Anger Anger is a useful emotion when used well. It can get you moving, stimulate you to be honest (say something you’ve been meaning to say), give you the energy to protect yourself or your values, to stand up for something. When the impulse to act is not thought through, it can lead to aggression and saying things ‘in the heat of the moment’ that are later regretted. Handling and understanding your own and other people’s anger: 1. anger behaves differently to other emotions and is the one people most commonly

struggle to express and/or to accept others expressing 2. anger produces an energy surge for defence purposes, it is easily escalated

Anger

Fear Insecurity

Defensiveness The explanation behind most emotional and irrational behaviour is fear Methods that seem aggressive such as questioning, to the fearful person often results in an increase in the need for defence Methods that seem aggressive to the fearful person will only increase the need for defensive behaviours

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Aspects of motivation Motivational theory: values and organisational alignment Alignment of aims, purpose and values between staff, teams and organization is the most fundamental aspect of organiational motivation. The better the alignment and personal association with organizational aims, the better the platform for motivation. Where people find it difficult to align and associate with the organizational aims, then most motivational ideas and activities will have a reduced level of success. Personal motivation Motivation is a complex area. It's different for each person. Erik Erikson's life stage theory is useful for understanding people's different motivational needs according to life stage. Motivational receptiveness and potential in everyone changes from day to day, from situation to situation.. People are motivated towards something they can relate to and something they can believe in. Visualisation Powerful positive imagery stimulates visualisation in the conscious and sub-conscious brain, which encourages self-motivation, developmental behaviour, confidence and belief. People become motivated to achieve and do better when they have experienced the feelings of success and achievement, regardless of context. Left and right sides of the brain Work and business-based training commonly concentrates on process, rules, theory, structure and logic, all of which tend to develop and use the left-side of the brain. However, modern successful organizations rely just as heavily on their people having well-developed 'soft' skills and attributes, such as self-motivation, confidence, initiative, empathy and creativity, which all tend to use the right-side of the brain. Positive feelings Experiencing these positive feelings is vital for the conscious and sub-conscious visualisation of success and achievement, essential for broadening people's horizons, raising their sights, setting new personal standards and goals, and increasing motivation. The use of role playing games and role play exercises is an especially effective motivational and visualisation technique,

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Aspects of motivation Building confidence for motivation: learning and success Learning something new and completely different liberates the mind. Facing a challenge, meeting it and mastering it helps build confidence. Breaking new tasks down into stages, providing clear instructions, demonstration, practice, time and space to make mistakes, doing it one stage at a time personal motivation styles and learning motivation Also, people work and learn in different ways, see the Kolb learning style model and Benziger thinking styles model for examples. motivation and creativity Creativity Creativity and initiative are crucial capabilities for modern organizational effectiveness. Successful organizations have staff that initiate, create, innovate, and find new ways to do things better, without being told. Using mind and body together in a completely new way encourages pro-active thought and lateral thinking, which opens people's minds, and develops creative and initiative capabilities. The brainstorming process, integrates well with team building activities and workshops. physical activity can be motivational Physical activity Physical activity also provides significant stress relief, and stress management. People concentrate and work better when they have had some light exercise and physical stimulus. Physical activity energises people and reduces stress and tension. Being thanked and saying thanks is hugely motivational Thanks and recognition Saying thanks and giving praise are the most commonly overlooked and under-estimated ways of motivating people. And it's so easy. Saying thanks is best said naturally and from the heart, so if your intentions are right you will not go far wrong. When you look someone in the eye and thank them sincerely it means a lot. In front of other people even more so. Motivational and professional growth and empowerment The motivation and capacity to do will come quite naturally from the new responsibility and empowerment to operate at a higher level.

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Holland’s Vocational Types

The following typology from John Holland’s work, provides such a framework. Job satisfaction: values, skills and people The three keys to job satisfaction and fulfillment are: values, skills and people. It results from doing work that you find personally valuable, using and developing skills you want to use and working amongst like-minded people. The six types: RIASEC Holland devised six vocational groups of jobs that share similar skills, values and types of people, ie, social work, nursing and physiotherapy all share the value of caring for people, using interpersonal skills and working with people who like helping others. The six groups are: * Realistic * Investigative * Artistic * Social * Enterprising * Conventional Typing jobs Jobs are typed according to the skills and values that are involved in performing the work. Jobs are given two or three codes. For example, being a musician involves liking working with people and helping them to learn (S), enjoying working in a creative field, thinking of different ways to teach skills (A). Hence, Music Teacher is given the type SA. The code that describes the majority of tasks is put first. Exercise: Job Codes ________________________ _______ ________________________ _______ ________________________ _______

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Holland’s vocational types (continued) Typing people and yourself People can type themselves by looking at the skills and values they share with the different vocational types. You type yourself by using the codes to identify your vocational values and the skills you want to use and develop. You need to agree with 80% of the skills and values of a type, for it to be your vocational type. Most people feel they are best represented by 2 or 3 codes. Your vocational type combines these in descending order, the strongest one is put first. For example, if “Jennifer” most identifies with (I), and next with (S), and last with (C) her type is ISC. Person Codes ________________________ _______ ________________________ _______ ________________________ _______ Opposite types There are opposites amongst the types, where the values of one group of jobs (type) are almost opposite to the values of another: Realistic people like to work alone and not spend much time talking, but Social people like to work in teams and consider discussion a productive work tool. is opposite to Realistic Social

Investigative Enterprising Artistic Conventional Job satisfaction Job satisfaction is when you are energised and motivated by the activities of your job. When you use the skills you want to use and, at the end of the day, you feel the work you have done is valuable, this results in a sense of fulfillment. This is a match between your vocational code and the code of the job. For example, Dentistry is ICS and “Kate” is also ICS, so it is very likely that she would enjoy being a dentist and find the work valuable. Job stress Job stress is when your job requires you to work in areas that are not matched to your personal values or skills. This can mean you are doing activities that are very draining and often this causes feelings of stress, fatigue, loss of self confidence and depression.

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Holland’s vocational types (continued) Realistic People in the Realistic type are: practical direct stable reliable frank physically strong persistent robust natural modest Realistic people like:

q work that results in something practical and useful q using tools q “hands-on” activities q using technical and / or mechanical skills q activities which involve fixing, building and repairing q jobs where you can see the results q wearing casual clothes q keeping physically fit q working alone q being outdoors and / or working in rural settings q camping, being in nature q working on concrete problems with measurable goals q to show others how things are done rather than describe it q definite, straightforward instructions q using machines q reading magazines about boats, cars, fishing, motor bikes, etc q doing things rather than talking about them

Realistic people do not like:

q spending a long time talking about things instead of doing them q talking about themselves q group activities q work that has no visible results

Typical Realistic professions: see later

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Holland’s vocational types (continued)

Investigative

People in the Investigative type are:

curious analytical independent original self-motivated logical creative focussed unconventional quick thinkers

Investigative people like:

q solving problems q trying to understand the world q learning, and recreational activities which involve learning q to question rules and traditions q developing new ways of doing things q thinking through problems from several different perspectives q working independently q observing how things work q new facts and theories q time to think and work alone q to ask "why?" and "why not?" q buying things like telescopes, computers, microscopes, etc q conducting research or analysis q not to be involved in leadership or power issues q designing their own work methods q being unconventional in attitudes and values q being totally involved in things which interest them q working with abstract models and theories

Investigative people do not like:

q repetitious activities q being given the answer to a problem before working it out for themselves q being told what to do q highly structured situations with many rules

Typical Investigative professions: see later

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Holland’s vocational types (continued) Artistic People in the Artistic type are: intuitive expressive creative emotional sensitive independent impulsive non-conforming intense introspective Artistic people like:

q art, drama, photography, music, poetry, dance ....... q work which involves creative or lateral thinking q co-ordination of projects q using visual and / or verbal skills q being able to work autonomously on projects q spontaneity and freedom q to be seen as unique q to make creative contributions q recognition for their achievements q coming up with creative ideas to solve problems q opportunities for self expression q irregular, changing hours q using design skills; thinking design or practical design q producing work which is unique or special q trying something new q cultural activities like gallery openings, film viewings, etc q working in small groups q variation in each day

Artistic people do not like:

q rigid, highly structured jobs or organisations q being criticised q jobs which are very predictable q getting into trouble for being late

Typical Artistic professions: see later

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Holland’s vocational types (continued) Social People in the Social type are: generous ethical understanding helpful responsible humane cheerful tactful popular idealistic Social people like:

q training / curing / developing / teaching people q facilitating and participating in discussions q working in groups q organisations concerned with the welfare of others q groups which are co-operative and not competitive q listening and showing empathy for others q being team members and / or leading teams q resolving and reducing conflicts q dealing with issues of moral and humanistic value q to feel appreciated for the work they perform q everyone to enjoy their work q loyalty in others and being loyal themselves q to assist people in trouble q dealing with people most of the time q making significant contributions to people’s lives q discussing philosophic questions q attending group activities q helping develop and maintain good morale

Social people do not like:

q activities where there is no contact with other people q jobs or organisations with poor morale q being in competitive, confronting groups q working with machines

Typical Social professions: see later

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Holland’s vocational types (continued) Enterprising People in the Enterprising type are: energetic persuasive self confident status conscious argumentative ambitious risk takers competitive aggressive adventuresome Enterprising people like:

q making things happen q using their drive to achieve organisational goals q to frequently achieve outcomes q challenge and risk q competitive situations q prestige and status q being decisive and taking action quickly q using persuasive and political skills q being in charge of their own departments, teams, companies, etc q recognition and advancement q giving speeches and presentations q leadership q entertaining and partying q achieving a fast-track career path q activities with high visibility to senior management q money and material possessions q buying expensive cars, going on expensive holidays q achieving positions of power and status

Enterprising people do not like:

q discussion where nothing is achieved q working in a career without advancement q being average q long periods of concentrated, precise work

Typical Enterprising professions: see page 13

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Holland’s vocational types (continued) Conventional People in the Conventional type are: practical conscientious orderly precise persevering conservative calm self controlled dependable loyal Conventional people like:

q well structured, large organisations q to follow through and complete tasks q using methods proven to be successful q logical, practical tasks q definite, clear rules and procedures q security in their job q to know all the facts about a job before starting q minimal change or disruption q making reports, charts and maps q to organise and maintain office procedures q creating well ordered workplaces q achieving order and stability at work q calm work environments q to be accurate and precise q to have work done promptly q material possessions and status q using office manuals q saving money or buying conservative things, eg, houses, furniture

Conventional people do not like:

q radical ideas q ambiguous situations q constant change q unsystematic behaviour

Typical Conventional professions: see later

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Potential areas of work Realistic: Science: working in fields such as botany, biology, geology, agriculture, horticulture, engineering; scientist, research assistant, technician, veterinarian, zoo keeper, etc Government rural services: (parks ranger, fire detection, wildlife management) Health: masseuse, hospital orderly, technician, ambulance officer, occupational therapy Farming and associated professions, eg, shearer, farm hand, etc Mining and construction: (builder, engineer, miner) Manufacturing and trades: (carpentry, electrical, gardening, food) Transport: (driver, courier, etc) Armed forces Information Technology: (technician, warehouse assistant) Police work, corrective services: (prison officer, warden, police officer) Recreation / Athletics: recreation officer, athlete, coach, official Aviation: (pilot small, large aircraft) Investigative: Information Technology: (analyst, programmer, designer, help desk person) Health / medical / paramedical professions: (dentist, doctor, medical specialist, pharmacist, radiographer, hospital supervisor, physiotherapist) Economics, finance, accounting: (accountant, credit analyst, auditor, financial advisor) Psychology: (counsellor, research, industrial, clinic, educational) Sciences and research: (researcher, laboratory assistant, technician, most fields) Business: (Personal assistant, advisor, policy writer, process design, etc) Engineering Architecture and building: (draftsperson, builder, architect) Aeronautics Journalism, writing, graphic design Tertiary education: (lecturing and research, mathematician, sociologist, biologist, etc) Veterinary science, agricultural science, etc Artistic: Advertising, public relations, marketing Design: computers (program design or graphics, interior, clothing, machinery) Publishing, journalist, editor, writer, designer – magazines, books, newspapers Music: (singer, composer, performer) Galleries, museums: (actor, wardrobe designer, gallery assistant) Entertainment and cultural industries, film, TV, theatre, media (editor, writer, director, set designer, actor, director, costume design, stage director, scriptwriter, etc) Hospitality and travel: chef, waitress, travel guide or consultant, hotel manager Paramedical: (Social work, occupational therapy, psychiatric nursing, massage) Fine arts: (painting, sculpting, jewellery making and design, etc) Teaching (creative / artistic skills, ballet, painting, music) Libraries: (lending officer, researcher, display, etc) Innovation and research

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Potential areas of work

Social: Welfare organisations; Foster Parents, PLAN, CARE, Good Samaritan, Red Cross etc: (social work, psychology, counselling, mediating, training, facilitating) Health / medical / paramedical professions: (nurse, clerk, doctor, clinic receptionist, physiotherapist, psychologist, ambulance officer) Education: (primary and secondary teacher, welfare officer, teaching assistant, early childhood teacher, child care, kindergarten teacher and assistant, principal, etc) Human resources: Personnel, industrial relations, mediation, recruitment, training Religious organisations: (priest, teacher) Law: (counsellor, negotiator, probation officer, police person) Tertiary education: (lecturing, tutoring, research in areas such as social worker, psychologist) Therapies: natural therapies, dietician, kinesiologist, counsellor, masseuse, social worker

Enterprising: Business: senior management, CEO, department head, middle management Finance: stock broking, money markets Events: management, production, eg, large scale public events and shows in sport, art, etc Racing, gaming, etc Banking: (international, corporate) Marketing, advertising, public relations Travel industry: (agency management, consultant) Real estate: (agent, auctioneer) Retail: (sales, buyer, manager) Politics: (politician, adviser, assistant) Hospitality industry: (hotel management, chef, restaurant owner, etc) Entertainment industry: film, TV, radio, etc: (producer, announcer, etc)

Conventional: Finance industry: banks: (branch manager, head office management, teller, department manager) Credit companies, accounting and tax: (tax agent, internal auditor, accountant) Business: (administration assistant, secretary, manager) Insurance Libraries Armed forces: (enlisted personnel, NCOs) Health: medical, paramedical: (dentist, nurse, clerk, technician, medical records, etc) Trades, building, construction, plumber, carpenter Information technology: data entry Public Service: (transport, customs, local government, parking inspectors) Research: assistant, technician, etc

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Work and study strategies Realistic people * do some work every day that has a result you can see * employ hands-on methods * use outside venues when possible * go outside at least a couple of times a day * make the work useful and practical * keep physically fit * ensure you have time alone every day Investigative people * keep finding new challenges * ensure you are constantly learning * ensure you have private time to think each day * follow your interest as it is fired * do several things at once * take an unstructured approach, vary your hours, times, places * do what you are motivated to do whenever you can * never use the word “should” to yourself, use “I choose” * make the last 20% fun somehow * work intensely, then not at all Artistic people * add change to everyday * build in as much freedom as you can, start when you like, work where you like * reward yourself first, not last * change styles, colours, as much as possible, eg, paper * work in aesthetically pleasing surroundings * accept and plan that you work best at the last minute * make sure your creativity is expressed, if possible at work, if not, at home * follow inspiration * you flourish under appreciation - make sure it happens * monitor your creativity - find out what helps, eg, time out from the problem

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Work and study strategies (continued) Social people * work with “happy” people * organise a mentor for your self * work in harmonious environments * work with someone or in a group as much as possible * do something for another person, eg, mentor someone * include socialising in your work activities * engage in projects that are humanitarian * show your work to someone who will be supportive and praise you Enterprising people * every day / week do something towards your personal goal * you will find study tedious so have other activities happening alongside it which build towards your ambitions * do activities such as networking, something that makes money, attending

seminars about business * reward yourself with quality rewards, eg, expensive restaurants * work with quality articles, eg, good paper, equipment * take a structured approach * tell yourself every day how your work helps you achieve your personal goal Conventional people * you usually love the organised side of study, so do it! For example, label everything, systemitise it all * make it neat * have a regular reliable work style, eg, regular hours * work methodically and thoroughly * make lists of clearly defined tasks and tick them off * don’t let others interfere with your methods * protect your needs for orderliness and structure * take pride in your conventional practices

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Personal energy map Energy map In a concentric circle put the majority of activities and people, that are part of your ‘average’ working week Then using arrows indicate to scale the impact of these activities and people on your energy: Activity A (energizing) Activity B (very draining) Me Me Review Which are the most energizing activities and interactions, do you get enough of these, and are they timed well for you to benefit most from them? Where do you lose most energy, why, and can you alter this?

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Personal reflection Things that matter to me: values (for hints see later page) Skills and experience I bring and want to use Opportunities I seek: areas to explore, gain exposure to Development I would like: skills, experience, knowledge Desired advancement, plans, etc Areas of research that I want to pursue Type of department, company, organisation that I want to join Changes or things I need to explain

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Career Goal, values and strengths; samples

Freedom, being respected change

Creative challenge intellectual challenge practical orientation

Diversity reward recognition Having influence having authority being heard

Belonging autonomy balance

Development opportunities social justice

Leadership opportunities integrity

Being physically active compassion

Risk learning innovation

Ethics

Wisdom love of learning open minded

Originality Emotional Intelligence perspective

Fairness loyalty leadership

Self-control modesty bravery

Perseverance kindness generosity

Optimism resilience humour

Passion

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Exercise

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Reading List

Bolles, Richard Nelson. What Color is Your Parachute Simon & Shuster 2012 www.jobhuntersbible.com/

'brain rules' 12 principles for surviving and thriving at work, home and school Medina, John Scribe Publications Pty Ltd 2011, 2013 www.brainrules.net

Building Resiliency How to Thrive in Times of Change Centre for Creative Leadership Pulley, Mary Lynn and Wakefield, Michael 2001 www.ccl.org

Building Resilient Organisations Robb, Dean. OD Practitioner Vol 32, No. 3, 2000

Cameron, Julia, The Artist’s Way Pan Books 2000

Craddock, M, The Authentic Career, Following the Path of Self-Discovery to Professional Fulfillment New World Library Novato CA 2004

Holland, John. A Theory of Vocational Personalities and Work Environments www.self-directed-search.com/

How Resilience Works Coutu, Diane. Harvard Business Review May 01, 2002

Jones, J, Aguirre, D, and Calderone, M, 10 Principles of Change Management Strategy and Business Issue 35 2nd quarter 2004 http://www.strategy+business.com/resiliencereport/resilience/rr00006?pg=0

Kotter, JP, Leading Change: Why Transformation Efforts Fail Harvard Business Review March-April 59-67 1995

The Resilience Factor: 7 keys to finding your inner strength and overcoming life’s hurdles Reivich K. & Shatte A. (2002). New York Broadway Books

Glossary of feelings

worried excited guilty determined

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pleasant confident reliable amazed sympathetic interested satisfied joyous delighted overjoyed gleeful thankful ecstatic satisfied glad cheerful elated jubilant playful courageous energetic optimistic provocative impulsive disinterested fearful terrified suspicious

frightened timid restless doubtful threatened wary thrilled encouraged surprised certain serene reassured loving considerate affectionate sensitive passionate touched sympathetic concerned fascinated intrigued inquisitive engrossed curious positive eager

enthusiastic bold brave daring challenged optimistic confident hopeful strong sure rebellious tenacious secure angry irritated enraged hostile annoyed bitter resentful incensed infuriated cross indignant disappointed ashamed powerless

dissatisfied miserable desperate confused doubtful uncertain indecisive perplexed embarrassed hesitant shy stupefied disillusioned skeptical distrustful unsure helpless inferior vulnerable hesitant despair frustrated distressed woeful pathetic afraid keen

excited enthusiastic bold brave daring challenged optimistic confident hopeful sad sorrowful grief-stricken anguished desolate desperate pessimistic unhappy lonely aggrieved mournful nervous scared anxious earnest panicky alarmed