The following forms, worksheets, checklists, and other tools aredesigned for the use of career coaches working with individualclients. You may photocopy these copyrighted documents, or you candownload them from the Internet at www.careercoachinstitute.comby joining CCI's Virtual Learning Community. A membership fee isrequired. All copies must contain the following credit: "O2003Marcia Bench, Career Coaching: An Insider's Guide. Reprinted with per-mission."

These documents may not be used in group seminars, trainingprograms, group coaching, or similar uses without the express writ-ten consent of the author. Such consent may require the payment ofa licensing fee, at the author's discretion.

298

CAREER COACHING

Job Satisfaction Inventory

Please circle the appropriate response after each item.1 = strongly disagree; 2 = no opinion; 3 = strongly agree

1. I like my current job.	!	2	3
2. I am clear about my career direction and life purpose.		2	3
3. It is easy for me to set goals for myself.	1	2	3
4. I usually attain the goals I set.	i	2	3
5. I have no fears about changing jobs.		2	3
6. I think of myself as a successful person.		2	3
7. I have high self-esteem.		2	3
8. Once I decide to make a change in my life, I usually moveahead and do so without making excuses or procrastinating.	1	2	3
9 I view chanae as a healthv occurrence	1	2	3
10. The work environment in my current job meets all my needs.	'	2	3
11. I know exactly which career field 1 want to enter (or in which1 want to stay).	1	2	3
12. I understand what motivates me to work, and I make job choicesbased on those factors.		2	3
13. I understand the inner needs that I feel a job should fulfill.		2	3
14. My inner needs are fulfilled through my work.		2	3
15. I know the signs that tell me when it is time for me to changejobs or careers.		2	3
16. I enjoy nearly all the tasks performed in my job.		2	3
17. My job allows me to satisfy my personal values and fulfill mypersonal goals as I do the work.	1	2	3

To determine your score, total all the numbers you have circled.The highest possible score is 51; lowest is 17.

Scoring:

40-51 High level of satisfaction

27-39 Medium level of satisfaction

<27 Low level of satisfaction

Authentic Vocation™Worksheet 1: Life Purpose

The Authentic Vocation process is designed to provide both fulfillment and a focusin your work, from concept to implementation. Please work through it thought-fully: take your time and allow your unique gifts and your true self to emerge.

We begin by exploring the first factor of your Authentic Vocation, life purpose.Find a quiet place and about an hour of undisturbed time, and respond to eachof the following questions on a separate piece of paper (or on your computer).

1. What do you love to do when you have spare time?

2. What aspects of your current job or life activities do you thoroughly enjoy?

3. What do you naturally do well?

4. What do you feel have been your ten greatest successes to date?

Success	What Makes It a Success for You

5. Is there a cause, value, or quality that you feel passionate about?

(cont'd)

CAREER COACH 1NG

6. What are the ten most important lessons you have learned in your life?

Lesson	What Makes It Significant/How You Use It

7. Think back over your life. Are there some issues or perceived problems thathave occurred over and over again?

8. What do you daydream (or dream) about doing?

9. Imagine you are writing your epitaph. What things would you want to beremembered for? W7hat things would your life be incomplete without?

10. What would you do if you knew you could not fail?

(cont'd)

Now, narrow down your responses to the most important aspects of your lifepurpose and write any themes you notice in the box below

Themes

To compose your life purpose statement, synthesize your responses to the ques-tions above, using the following format:

"My life purpose is to through ."

(essence) (expression)

The "essence" is the part of your life purpose statement that stays relativelyunchanged over your lifetime, and might be something like "to enhance peacein the world" or "to make the world a beautiful place" or "to help women findtheir own voice." The "expression" is the way(s) in which the essence is beingexpressed (or can be expressed) in your life right now; it will change as your lifecircumstances change. An example might be "working in a company thatvalues authentic communication, dedicating myself to conscious parenting,and volunteering at the local library once a month."

Now write your life purpose statement here:

"My life purpose is to

through ."

302

CAREER COACHING

Symbol Meditation

Instructions: This guided meditation may be used to help you clarify your lifepurpose. It is a more "right brain" process than answering the ten questions inAuthentic Vocation™ Worksheet 1 and draws on your inner wisdom. It can beread to you by your coach or a friend, or tape-recorded for playback.

Sit in a chair with a straight back, or on the floor with your spine erect. If youare on a chair, your legs should be uncrossed, feet flat on the floor. Your handsshould be lying loosely in your lap in a receptive position.

Relax your body completely. Begin with your feet, and move up through yourlegs, thighs, stomach, chest, arms, hands, shoulders, neck, head, and face. Takea few minutes to do this.

Now close your eyes and take a deep, slow breath. Count to 4 as you inhale, holdjust for a moment, and then release to the count of 2. Now again, slowly,breathe in. hold, and release.

When you are relaxed and breathing slowly, imagine a beautiful meadow.Everything is green and bright, the sun is shining, and there are beautiful flow-ers everywhere. You hear the sound of a brook babbling joyfully nearby. Youhave never felt so peaceful.

As you are sitting in this meadow, enjoying the tranquility and beauty of it, younotice a wise being coming toward you. You recognize it as your "Wise Self,"even if you have not seen it before. The being comes over to you and sits downnear you. You realize that it is making itself available to you to provide what-ever information you need for your growth and development.

You then ask this being to give you a symbol of your life's purpose, a symbol thatrepresents your purpose in all of its aspects. Your Wise Self gives you this sym-bol now. Notice what it is. Do not judge or question it; simply accept it. Decide toremember this symbol. Hold it in your hands and examine it. Does it have acolor? A shape? Is it large or small? Does it remind you of an object in the phys-ical world? How does it make you feel?

Thank your Wise Self for this symbol. Now take the symbol and place it insidethe center of your chest. This is your energy center of love, the highest lovethere is. Allow your symbol to energize you, to radiate light throughout everycell of your body. Feel it penetrate your being, allowing you to embodv itsessence. Allow yourself to experience what it is like to take the essence of thissymbol, your essential life purpose, into every aspect of your life. Your work,your relationships, your body, your possessions—all reflect your life purpose asif in a prism.

(cont'd)

303

You look across the meadow and see that your Wise Self is beckoning you to abridge. The bridge is surrounded by other beings, all very joyful and happy.There is a mood of celebration. You walk slowly toward the bridge, feeling thepresence of your symbol within you. You realize that the beings are celebratingyou and your newfound awareness of your life purpose.

Your Wise Self explains that the bridge is there to provide a connection betweenyour life purpose and the physical world in which you live. If you are now readyto begin to fulfill your life purpose, as embodied in the symbol, walk across thebridge. Your Wise Self meets you at the center of the bridge and accompaniesyou to the other side, where the other beings are celebrating and supportingyou. You and the other beings rejoice together that you have discovered your lifepurpose and that you are now allowing it to manifest in physical form.Everything that is necessary for the unfoldment of your life purpose will nowcome to you, easily, in perfect time, exactly when you need it.

You pause now to savor the moment. You congratulate yourself on this experi-ence of awakening, and on your dedication to your growth. You know thatwhenever you wish to remind yourself of your purpose and of the support youhave for the fulfillment of that purpose, or when you have questions about howto proceed on your path, you can simply return in your mind's eye to this bridge,this special place of celebration.

Then, when you are ready, you become aware of your physical body once more.You return to the present moment, and gently open your eyes.

Source: Marcia Bench (High Flight Press, 2003). CD available from Career Coach Institute.

304 CAREER COACHING

Authentic Vocation "Worksheet 2: Values

You are now ready to explore the second factor of your Authentic Vocation, val-ues. You will experience job fulfillment when values that are important to you areexpressed in your work and life. The company for which you work should share atleast the most important of those values. Otherwise you will experience constantturmoil and conflict, as well as a feeling that you "can't be yourself."

Values can be identified most easily by asking yourself, "Why do I work?" or,"What do I want out of my work?" Begin by asking yourself these questionsnow, and write down your responses.

I work because:

1.2.3.I

I want to obtain the following things from my work:

3.4.5.

Some commonly expressed values are listed below. Rank each of the listedvalues as (1) not important, (2) moderately important, or (3) very important toyou in your choice of career.

Values at work:

_ Enjoyment (having fun at what you do)

_ Helping other people (in a direct way)

_ Friendships (developing close relationships with co-workers)

_ Helping society (contributing to the betterment of the world)

_ Freedom (flexible schedule, independence)

_ Recognition (being acknowledged in a tangible way)

(cont'd)

305

Creativity (having the opportunity to express your ideas and yourself in your work;innovation)

Location (being able to live where you choose)Competition (matching your abilities with others')

Power and authority (being in a managerial or leadership position; supervising others; havingdecision-making authority)

Achievement (accomplishing desired objective; mastery)

Compensation (receiving money and other benefits commensurate with services rendered)

Variety (having a mix of tasks to perform and people to interact with during each day)

Security (a feeling of stability, no worries; certainty)

Prestige (being seen as successful; obtaining recognition and status)

Aesthetics (attractiveness of work environment; contributing to beauty of the world)

Morality and ethics (working and living according to a code or set of rules; enhancing worldethics)

Intellectual stimulation (working in an environment that encourages and stimulates thinking)

Public contact (working directly with others, as opposed to working alone or workingwith objects only)

Pace (busy versus relaxed atmosphere)

Risk (monetary or other types of risks—e.g., new product development or start-up enterprise)Others that are important to you:

List your top five values:I

2.I

Now, think about your current job. How many of the values for which youmarked "3" ("very important") are being fulfilled through that job? Your answergives you a very important insight as to why you may feel dissatisfied withthat job.

306

CAREER COACHING

Your Values

(an alternative to Authentic Vocation™ Worksheet 2)

This exercise will help you to clarify your values. You will notice that the check-list is divided into six sections with similar values clusters. Read your WorkExperience Stories from Authentic Vocation Worksheet 5 and scan the check-list. Put a check to indicate each value that applies to you. Add to the list othervalues that describe you. This exercise will take 15-30 minutes.

Values Clarification	Story tt	Totaltt
Realistic	1	2	3	4	5	6	7
Be able to move around in my work
Do hands-on work
Meet clear standards
See the results of my work
Work outdoors
Totals

Investigative	1	2	3	4	5	6	7	tt
Be able to structure my own work
Be recognized for my knowledge
Contribute new learning to a field
Demonstrate high degrees of skill
Engage in complex questions & demanding tasks
Totals

Artistic	1	2	3	4	5	6	7	tt
Be able to write or present ideas
Be free to express my uniqueness
Be involved in studying or creating beauty
Create new ideas, programs, or structures
Have personal control over my life & life-style
Totals

(cont'd)

307

Social	1	2	3	4	5	6	7	n
Be involved in helping others directly
Contribute to the betterment of the world
Feel that my work is making a difference
Have opportunities for self-development
Work with others toward common goals
Totals

Enterprising	1	2	3	4	5	6	7
Be able to get ahead rapidly
Be in a position to change opinions
Have a high standard of living
Have the power to influence others' activities
Impress others, have respect & status
Totals

Conventional	1	2	3	4	5	6	7	n
Carry out responsibilities and meet requirements
Complete work where attention to detail is required
Do work where employment is secure
Do work where tasks are clear
Have regular hours and predictable work
Totals

Insert additional values	1	2	3	4	5	6	7	tt

Congratulations on clarifying your values! Circle or highlight the top 5 values that are mostimportant for you.

308

CAREER COACHING

Authentic Vocation™Worksheet 3: Motivators and Interests

It is important to understand what motivates you to do something so that yournext job will satisfy these motivators. Many believe that making more money orgetting better benefits will keep them motivated. However, psychologists havefound that increasing amounts of money benefits, and status are only tem-porarily satisfying. What motivates most of us in the long run are challenging,interesting work; the opportunity to be creative; a chance to make a contribu-tion; a sense of achievement; and recognition for our achievements. What is itthat motivates you? The following exercise will help you answer this importantquestion.

My Motivators

Think of at least four instances in which you felt highly motivated to do anactivity, whether in a job, school, a hobby, or some other type of situation. Listthem on a separate sheet of paper, or on your computer. Now, consider whateach of these activities had in common. Were you in a similar setting? With sim-ilar types of people? Doing a particular kind of task you genuinely enjoy? Didyou feel a certain way (e.g., challenged, proud, etc.)? List those commonthreads. These are some of the things that will motivate you in your job. Canyou think of others? Add those to your list. Finally, list the five most importantmotivators that get you excited and/or dedicated to doing well at work.

Interests

Often, but not always, doing what interests us keeps us motivated. Rank the fol-lowing ten functional areas found within an organization in terms of interest,from 1 to 10. You may want to ask your coach to administer the Strong InterestInventory" and/or the Career Transition Report it generates to confirm yourchoices.

1 = most interested; 10 = least interested

Administration Information Systems

Customer Service Manufacturing & Production

Finance & Accounting Marketing

General Management Sales

Human Resources Research & Development

309

Authentic Vocation™Worksheet 4: Knowledge, Skills, and Abilities

You are now ready to explore the fourth factor of your Authentic Vocation, knowl-edge, skills, and abilities. During your career thus far, you have developed someknowledge through schooling, further honed your natural aptitudes, and devel-oped other skills on the job. On this worksheet you can assess how these assets fitinto the most commonly sought functional areas, simply by indicating whetheryou have managed or supervised that function, trained others in that skill, usedthat skill in a "hands-on" way, or obtained education in that skill.

Functional Skill Sets

Jobs consist of a combination of functional and/or technical skill sets, with man-agement required in many areas/jobs. You have probably used, in varyingdegrees, some of the skills from several of the following functional areas:

• Management

• Operations/Manufacturing/Distribution

• Research and Development

• Sales and Marketing

• Corporate Communications

• Human Resources

• Finance

• Administration

• Legal

• Information Systems/Information Technology/Internet

• Graphic Design/Desktop Publishing

• Creative/Artistic/Musical

On the checklists on the following pages, review each skill set/function and checkeach box that applies in each area:

• Management (M): supervised others in that function

• Training (T): trained others in how to do it

• Hands-on experience (H): performed the task directly

• Education (E): learned about it in school, whether or not used at work

Remember to read all sections, because your expertise overlaps from one skill setto another. But first, we look at management generically, since those skills are usedin conjunction with other functional areas by those in management roles.

(cont'd)

310 CAREER COACHING

Note: Do not become discouraged if your knowledge, skills, and abilities fallprimarily in one or two areas; your coach will help you use the results strate-gically in your career design.

Management

Management encompasses supervising others or getting tasks done throughothers. Following are general skills used in management; add any not men-tioned as required.

M = Management; T = Training; H == Hands-on experience; E = Education

M T H E

BudgetingBusiness PlanningBusiness ReengineeringChange ManagementConsolidationCorporate FinanceCost ControlCross-Functional TeamsDecision MakingDeveloping PoliciesDiversificationDivestituresEmployee EvaluationsFinancing—Public/PrivateGovernment RelationsGrowth StrategiesHiring/Firing

International ManagementInvestor RelationsIPO Strategy/PositioningJoint Ventures

Labor RelationsManager DevelopmentMergers & AcguisitionsMethods & MeasuresMultisite ManagementNegotiationsOfficer/Board MemberOrganizational DevelopmentP&L

Project ManagementResource ManagementRestructuringStaff Development(Business) Start-upsStrategic PartnershipsStrategic PlanningSupervisionTurnarounds

(cont'd)

311

Operations/Manufacturing/Distribution Function

This function includes the day-to-day operations that enable the company toattain its daily goals in making a product, getting the product to the wholesalerand/or customer, or performing a service.

M T H E

Assembly

Automation EngineeringBidding

Call Center Operations

Configuration

Construction

Continuous Process Improvements

Contract Management

Control Systems

Distribution/Transportation

Document Control Management

Environmental Issues

Equipment Design

Equipment Maintenance & Repair

Equipment Management

Facility Management/Leases

Fleet Management

Installation

Inventory Control

ISO 9000 series

JIT/WIP/MRP

Labor Control

Lean Manufacturing

Logistics

Maintenance

Manpower Planning/BudgetingManufacturing EngineeringMaterials Handling/ManagementMethods & StandardsMultishift Management

New Product Development

Operations Research

Operations Supervision

Order Processing

Outsourcing

Plant Design & Layout

Policies & Procedures

Process Control Supervision

Process Engineering

Production Planning

Project Coordination

Project Management

Prototype Operations

Purchasing/Procurement

Quality Assurance/Control

Safety Engineering

Scheduling

Service Support

Shipping & Receiving

Start-up Operations

Supply Chain Management

Theory of ConstraintsManufacturing

TQM

Traffic ManagementTroubleshootingVendor CoordinationWarehousing

(cont'd)

312

CAREER COACH ING

Research & Development Function

R&D applies the processes, operations, and techniques of science and technol-ogy to create and improve products, processes, and services that may benefit anenterprise, an institution, or a society.

M T H E

Applied ResearchBasic ResearchChemical EngineeringContract AdministrationDesign and SpecificationsDiagnosticsElectrical EngineeringEngineering SupportEnvironmental, Health & SafetyFeasibility StudiesField StudiesLab ManagementLab/Facility Design & ConstructionManufacturing/Engineering LiaisonMechanical EngineeringModeling

New Equipment DesignPatent ApplicationProcess EngineeringProduct ApplicationsProduct Development

Product EngineeringProduct ReengineeringProduct TestingProgram DevelopmentProject ManagementPrototype DevelopmentQuality ControlR&D ManagementRegulatory ComplianceResearch PublicationsSecurity

Service DevelopmentSimulation DevelopmentSoftware ToolsStatistical AnalysisSynthesizingTechnical WritingTechnology Evaluation

(cont'd)

313

Sales & Marketing Function

Marketing determines strategies/opportunities to sell profitably and directs theflow of goods from producer to domestic or international consumers or users.The sales function must then achieve the targeted objectives and complete thetransaction with the end user.

M T H E

Account ManagementAdvertisingBrand ManagementBudgeting/Expense ControlBusiness DevelopmentChannel MarketingCollateral DevelopmentCompensation PlansCompetitive AnalysisContract NegotiationsConvention PlanningCorporate IdentityCustomer Relations/ServiceDirect SalesDistribution ChannelsDistributor RelationsE-commerce/B2BField Liaison

Field Sales (Outside Sales)

Forecasting

Goal Setting

Image Development

Import/Export

Incentive Programs

Inside Sales

International Business DevelopmentInternational ExpansionLogo Development

Market Research & Analysis

Market Rollout

Marketing Communications

Marketing Plans

Marketing Promotions

Media Buying/Evaluation

Media Relations

Merchandising

Multimedia Presentations

New Account Sales

New Product Development

Online Marketing & Advertising

Packaging

Pricing

Product Demonstrations

Product Introduction/Launch

Product Line Development

Product Management

Product Publishing/Sales

Product Sourcing

Product Specifications

Proposal Writing

Radio Media

Sales Administration

Sales Analysis

Sales Forecasting

Sales Kits

Sales Management

(cont'd)

314

CAREER COACHING

Sales & Marketing Function (cont'd)

MTHE MTHE

_ _ _ _ Sales Presentations _ _ _ _

_ _ _ _ Sales Promotions _ _ _ _

_ _ _ _ Sales Recruiting _ _ _ _

_ _ _ _ Sales Support _ _ _ _

_ _ _ _ Sales Training _ _ _ _

_ _ _ _ Showrooms _ _ _ _

_ _ _ _ Strategic Alliances/Partnerships _ _ _ _

_ _ _ _ Strategic Planning ______

_ _ _ _ Supply Chain Analysis _ _ _ _

_ _ _ _ Supply Chain Management _ _ _ _

Survey DesignTechnical Sales SupportTelemarketingTelevision MediaTerritory DevelopmentTradeshowsTrend AnalysisVideo Productions

Corporate Communications Function

The corporate communications function is responsible for planning, executing,and coordinating relationships of the company and its representatives with thecompany's various constituents to achieve acceptance of the company, itsobjectives, and its conduct. It also involves acquiring knowledge of the businessenvironment required for review and attainment of the company's objectives.

MTHE

Business-to-BusinessCommunication

Community Affairs/Relations

Corporate Image

Corporate Philanthropy

Corporate Publications

Corporate Relations

Educational Programs

Employee Communications

Employee Newsletters

Event Planning

Fund Raising

Government Affairs/RelationsIndustry/Association Relations

MTHE

Internet Communications

Investor Collateral

Media Presentations

Press Releases

Proposal Writing

Public Relations

Public Speaking

Risk Management Communication

Shareholder Relations

Speech Writing

Trade Relations

Web Site Development—html

(cont'd)

315

Human Resources Function

Broadly stated, human resources, or HR, refers to selection, staffing, develop-ment, and utilization of an organization's human capital (i.e., employees).Organizations design HR programs to develop their staff to their fullestcapacities and to maintain ongoing worker commitment.

M T H E

Affirmative ActionArbitration/MediationBenefits Vendor SelectionCareer Counseling/CoachingCareer DevelopmentClassified AdvertisementsCompany OrientationCompensation & BenefitsComputer-Based TrainingCorporate Culture & ChangeCost-Benefit AnalysisCourse DevelopmentDiversityDownsizingEEOC ComplianceEmployee CoachingEmployee CommunicationsEmployee DisciplineEmployee RelationsEmployee SelectionExecutive RecruitingGrievance ResolutionHR Generalist

HR Information Systems (HRIS)Human Resources ManagementIndustrial Relations

Interactive Training (Internet)International EmployeesJob AnalysisJob CompetenciesLabor NegotiationsNetwork OperationsOrganizational DevelopmentOutplacementPerformance MeasurementPolicies & ProceduresPsychological AssessmentRecords ManagementRecruitingRelocation

Salary AdministrationSuccession PlanningTeam BuildingTraining

Training AdministrationUnion CoordinationWage/Rate AnalysisWorkers' CompensationWorkforce Forecasting/PlanningWorkforce Security

(cont'd)

CAREER COACHING

Finance Function

The finance function plans, directs, controls, and measures the results of a com-pany's monetary operations. In addition, it strives to secure adequate operatingfunds at minimum cost, invest surplus funds to the best advantage, and main-tain a strong financial reputation for the company. It also involves maintainingrecords and preparing reports to meet corporate legal and tax requirements aswell as measuring the results of the company operations.

M T H E

Accounting ManagementAccounts PayableAccounts ReceivableAcquisitions & MergersActuarial/Rating AnalysisAngel FundingAuditing

Banking RelationsBudget ControlBudgetingCapital BudgetingCapital InvestmentCash ManagementCost AccountingCost ControlCredit/CollectionsDebt NegotiationsEconomic StudiesEquity/Debt ManagementFeasibility StudiesFinancial AnalysisFinancial PlanningFinancial ReportingFinancial Software PackagesFinancingForecastingForeign Exchange

General Ledger

Insurance

Internal Controls

Investor Relations

IPOs

Lending

Lines of Credit

Management Reporting

New Business Development

Operations Research/Analysis

Payroll

Pension & Fund ManagementPricing/Forecast ModelingPrivate PlacementsProfit PlanningRisk ManagementRoad ShowsSEC ReportingSpecial ReportsStockholder RelationsSystems Installation/TrainingTaxesTreasury

VC/lnvestor PresentationsVenture Capital Relations

(cont'd)

317

Administration Function

Administration deals with support seirelated matters. It oversees all aspects

M T H E

_ _ _ _ Concierge

_ _ _ _ Construction

_ _ _ _ Contract Negotiation

_ _ _ _ Credit Transactions

_ _ _ _ Customer Service

_ _ _ _ Equipment Purchasing

_ _ _ _ Facility Management

_ _ _ _ Forms and MethodsHVAC

_ _ _ _ Leases

_ _ _ _ Library

_ _ _ _ Logistics

_ _ _ _ Mailroom

_ _ _ _ Office Equipment

_ _ _ _ Office Management

zes, primarily focused on facilities andlogistics and the physical plant.

M T H E

_ _ _ _ Office Relocations

Office StaffTraining/Supervision

_ _ _ _ Parking

_ _ _ _ Policies & Procedures

_ _ _ _ Project Management

_ _ _ _ Real Estate

_ _ _ _ Reception

_ _ _ _ Records Management

_ _ _ _ Security

_ _ _ _ Space Planning

_ _ _ _ Telecommunications

Utilities

(cont'd)

318

CAREER COACHING

Legal Function

Those in the legal function perform tasks and responsibilities required by law orthe by-laws of the corporation; appraise and advise the company of all phases ofits operations and relations from a legal standpoint; counsel on, prepare docu-ments required by, and represent the company in connection with governmentalcontrols, requirements, and statutory obligations. This function is not restrictedto attorneys; many managers, HR staff, and others perform these tasks.

M T H E

Anti-Piracy InvestigationAntitrust

Board of Director Affairs

Case Management

City, County, State Issues

Contract Administration/Mgmt

Contract Preparation

Copyrights & Trademarks

Corporate Law

Corporate Secretary

Documentation

EEO, OSHA. EPA, FDA, etc.

Employment Law

Federal Issues

Financial Regulations

Government Contracts

Government/Legislative Affairs

Incorporation

Intellectual Property

International Agreements

Labor IssuesLeases & RecordsLegislative AffairsLicensingLitigationLobbying

Mergers & AcquisitionsPatents

Political RelationsPurchase AgreementsReal Estate LawRegulatory ComplianceSafety RegulationsSecurities RegistrationShareholder ProxiesStock AdministrationTaxes

Transactions

(cont'd)

319

Information Systems/Information

Those in this field work with hardware,supporting business objectives in high-

M T H E

_ _ _ _ Algorithm Development

_ _ _ _ Analog Design

_ _ _ _ Applications Database Admin.

_ _ _ _ Applications Development

_ _ _ _ ASP Applications SystemsProvider

_ _ _ _ Broadband Networks

_ _ _ _ Business Systems Planning

_ _ _ _ Cabling

_ _ _ _ Capacity Planning

_ _ _ _ Chip Design

_ _ _ _ Client Relationship Mgmt (CRM)

_ _ _ _ Computer-Aided Design

_ _ _ _ Computer Architecture

_ _ _ _ Computer Configuration

_ _ _ _ Computer Interface

_ _ _ _ Computer Operations

_ _ _ _ Computer Selection

_ _ _ _ Computer Systems Conversion

_ _ _ _ Data Center Operations

_ _ _ _ Data Mining

_ _ _ _ Data Processing Management

_ _ _ _ Data Security

_ _ _ _ Database Administration

_ _ _ _ Database Development

_ _ _ _ Desktop Publishing

_ _ _ _ Desktop Video Publishing

_ _ _ _ Diagnostics

_ _ _ _ Digital Design

_ _ _ _ Digital Signal Processing

Technology/Internet Function

software, networks, data, and personneltech areas.

M T H E

_ _ _ _ Distributed Processing

_ _ _ _ E-commerce/B2B

_ _ _ _ Electronic Data Interface (EDI)

_ _ _ _ Enterprise Asset Management (EAP)

_ _ _ _ Enterprise-Level Applications

_ _ _ _ Enterprise Resource Planning (ERP)

_ _ _ _ Equipment Selection

_ _ _ _ Field Support Engineering

_ _ _ _ Game Design

_ _ _ _ Graphics

_ _ _ _ Hardware ManagementHTML/XML

_ _ _ _ Information Management

_ _ _ _ Information Technology Admin.

_ _ _ _ Integration Software

_ _ _ _ Intranet Development

_ _ _ _ Languages—Java, C+++, etc.

_ _ _ _ Linear Programming

_ _ _ _ Linux Operating System

_ _ _ _ Methodology Engineering

_ _ _ _ Microprocessors

_ _ _ _ Modeling

_ _ _ _ Multiplexors

_ _ _ _ Network Engineering

_ _ _ _ Network OperationsManagement

_ _ _ _ Object-Oriented Development

_ _ _ _ Office Automation

_ _ _ _ Performance Monitoring

_ _ _ _ Peripheral Equipment

(cont'd)

CAREER COACHING

Information Systems/Information

M T H E

_ _ _ _ Portal Design/Development

_ _ _ _ Process Development

_ _ _ _ Programming/Coding

_ _ _ _ Project Management

_ _ _ _ Release Management

_ _ _ _ Software Customization

_ _ _ _ Software Development

_ _ _ _ Software Engineering

_ _ _ _ Spreadsheets

_ _ _ _ Supplier Integration

_ _ _ _ Systems Analysis

_ _ _ _ Systems Applications

_ _ _ _ Systems Design

_ _ _ _ Systems Development

_ _ _ _ Systems/Software installation

_ _ _ _ Systems/Software Training

_ _ _ _ Systems Testing

_ _ _ _ Technical Evangelism

_ _ _ _ Technical Support/Help Desk

_ Technical Writing

Technology/Internet Function (cont'd)M T H E

_ _ _ _ Telecommunications_ _ _ _ Test Engineering_ _ _ _ Tracking SystemsUNIX

_ _ _ _ Usability Engineering

_ _ _ _ User Education/Documentation

_ _ _ _ User Interface

_ _ _ _ Vendor Relations

_ _ _ _ Vendor Sourcing

_ _ _ _ Voice & Data Communications

_ _ _ _ Web Development/GraphicDesign

_ _ _ _ Web Site Content Writer

Web Site Editor_ _ _ _ Windows Operating System_ _ _ _ Wireless Systems_ _ _ _ Word Processing

(cont'd)

321

Graphic Design/Desktop Publishing Function

This function involves using the visual arts to create marketing and advertisingmaterials, Web content, and similar collateral pieces for use in promotion.

M T H E

_ _ _ _ Action Scripting

_ _ _ _ Adobe Acrobat

_ _ _ _ Color Correction

_ _ _ _ Color Theory

_ _ _ _ Converting from Mac to PC,PC to Mac

_ _ _ _ Creating Client Mock-ups_ _ _ _ Creative Copywriting_ _ _ _ Dreamweaver_ _ _ _ E-mailing Files, AttachmentsFlash

_ _ _ _ FreeHand_ _ _ _ FTP'ing on InternetHTML Coding

_ _ _ _ Illustrator _ _ _ _

_ _ _ _ InDesign _ _ _ _

_ _ _ _ Mounting Artwork

Creative/Artistic/Musical Function

People with creative, artistic, or musical skills use these abilities in creativeexpression, often outside the context of the corporate environment.

Organizing Work FlowPhoto ScanningPhotoshop

Preparing PresentationsPre-Press, ProductionProcess ColorProject ManagementQuarkXPressSpot Color

Troubleshooting, ProblemSolving

Typography

Understanding Print BidsUploading Files to Internet

M T H E

Ability to ImproviseAttention to DetailCharacter DevelopmentComputer DesignCreative WritingDrawing

Eye-Hand CoordinationFine Motor ControlImagination, CreativityIntuition, Silencing Inner Critic

Manual DexterityMusical CompositionMusical Ear

Rhythm Theory, Application

Story Line Development

Visual Composition (Balance,Form, Color)

322

CAREER COACHING

Open List Approach to Skills

(an alternative to Authentic Vocation™ Worksheet 4)

You have developed some skills that you can use in your ideal job. Examplesmight be typing, setting up and maintaining a bookkeeping system, using atable saw or similar tools, selling, and a host of others, depending on yourfield(s) of expertise.

List as many of these work skills as you can think of below.1.

10.

11.

12.

You may be highly competent in some of the skills you have listed, but you maynot enjoy using those skills. Part of our objective in designing your ideal job is tocreate a job you enjoy, not just one you are good at doing. To help you in thisprocess, place an "E" next to each skill you enjoy using. These are the skills youwill want to focus on using in your ideal job. Finally, put an "A" next to thoseskills you consider to be natural abilities—things that come easily to you andthat you enjoy.© 2003 Marcia Bench.

323

Authentic Vocation™Worksheet 5: Work and Other Experience

You are now ready to explore the fifth factor of your Authentic Vocation, work andother experience. List your work and other experience in your professional life todate—by position and industry—in the table below

Position	Industry

For each position listed, you will now need to write some Work Experience Stories.The three elements of a Work Experience Story are

Challenge or circumstance when you began the project or task

Action you took to create a result or solve a problem

Result that followed, quantified whenever possible

Here is an example of a Work Experience Story:

Challenge. When I was promoted to sales and marketing director for Region 5, we werethe lowest-performing region of the thirty regional territories. My challenge was to bringthe sales and overall performance numbers up as quickly as possible.

Action. To do so, I met with the twenty-person sales staff jointly established someaggressive goals for the next six to twelve months, and developed a promotional strategyto increase customer awareness of our products, which included incentives for new pur-chases within a stated length of time.

Result. Within ninety days, sales were up by 15 percent, and by year-end we were sec-ond in the nation with $1.2 million in sales.

Now, write your Work Experience Stories on a separate sheet or onyour computer, for each position. They will also be integrated into your resumes,interview preparation, and so on. You should have at least eight to ten stories inall: at least one for each job held and at least one for each required skill or otherqualification in your ideal job(s). If you wish, you can use the functional activitydescriptions in Authentic Vocation Worksheet 4 to help trigger ideas for stories.

324

CAREER COACHING

Authentic Vocation™Worksheet 6: Job/Career Targets

You are now ready to explore the sixth factor of your Authentic Vocation,job/career targets. Now it is time to do some homework. (Did you think you weredone with that?) Use your responses to life purpose questions 1-3 in AuthenticVocation Worksheet 1. as well as Authentic Vocation Worksheets 2-5. as the basisfor some possible targets. You need to do some research on each to help you designa new job or career. Your local library and the Internet have a wide selection ofresources to assist you.

Begin by spending some time browsing through the 0*Net Web site athttp://online.onetcenter.org/. which will give you all the job classifications in var-ious major career fields. As you browse through this resource, jot down theStandard Occupational Classification (SOC) numbers and/or descriptions of up totwenty job or career classifications that sound like you would enjoy doing and feelyou could do well—even if you might need additional training or education to doso. The site also helps you match your skills to specific job requirements. Don'tchoose a code only because it fits your training or is in the line of work you arecomfortable in. Be open to new ideas. Ignore for now considerations about money,location, education, experience, licenses, and so on—we will return to them inAuthentic Vocation Worksheet 8. Do not rule something out because you do notthink you can make enough money doing it.

Now. narrow your choices down to your top ten favorites. Consider first thechoices that sound like the most fun, and second, those that are consistent withyour life purpose, leisure activities, favorite job tasks, and enjoyable natural skillsand abilities. In this part of the exercise, you may take into account such things aseducation, location, and other "practical" considerations to some extent—butdon't limit yourself too much. Mark with a star those that sound fun as well as arewithin the realm of practicality.

You should now have a list of ten career areas and/or job descriptions that soundlike fun to you and are at least within the realm of possibility. Now, let's return toyour list of values from Authentic Vocation Worksheet 2. Can you narrow yourlist of job types further by comparing your important values with each of your tenchoices? If you can see at the outset that your important values cannot be fulfilledin one of your chosen careers or jobs, consider eliminating it from your list, sinceit will not result in the satisfaction you are seeking. Note, however, that you maynot be able to determine that until you have a particular company in mind or havetalked to people working in that industry. Cross off any of your ten favorites thatare inconsistent with your important values and/or life purpose.

(cont'd)

325

Be careful not to eliminate areas before you are fully informed. If some of the itemson your list are areas you have not considered before, you may want to do somenetworking with others in the field or do some additional research on that careerarea before deciding whether you can fulfill your value(s) in that job.

If you want to continue this research in more detail, you may want to consultdirectories such as Dun and Bradstreet, Standard and Poor's, Thomas Registry,Moody's, local and state directories, as well as individual industry referencebooks. The U.S. Department of Labor's Occupational Outlook Handbook atwww.bls.gov/oco/home.htm is also helpful in generating ideas for expanding yourhorizons.

326

CAREER COACH ING

Authentic Vocation "Worksheet 7: Work Environment

You are now ready to explore the seventh factor of your Authentic Vocation, workenvironment. Your work environment can either enhance or detract from yourenjoyment of the work. The items listed below will help you evaluate each aspectof your work environment so that you can design it just the way you want.

1. Geographic location. Where would you like to work? In the state and citywhere you live—or somewhere else altogether? Perhaps this is a perfect timeto explore that possibility realistically. Would you like to work in an office oroutdoors? In an urban or rural setting? Do you want to travel as part of yourjob? Would you like your work to be home based?

2. Pace. A second aspect of your work environment is the pace of the businessor office. Do you enjoy an environment that is bustling and busy, or do youprefer a peaceful, slower pace? How many hours do you want to work eachweek?

3. Support. One way to avoid burnout is to surround yourself with a supportiveenvironment—one in which you have a sense of significance, autonomy,challenge, and support, and in which there are relatively few unmodifiablework stress factors. Mentoring programs, new employee orientation, andsimilar programs can also build support. Conversely, some people like a lot ofindependence. Indicate whether you prefer to have a low, moderate, or highdegree of support.

4; Compensation. How much money do you want to earn in your ideal job?What benefits do you require? List these on a separate sheet or on yourcomputer. You can also use the first two columns of Authentic VocationWorksheet 10, "Wants/Needs Analysis," in this regard. Do you prefer thepredictability of a salary or the flexibility of commission- or contract-basedwork?

5. Size. It is important to evaluate whether you work best alone, with one or twoco-owners, or in a large company setting. To help you evaluate your optimalwork setting, consider the following profiles of the solo worker, the partner,and the team personality.

The solo worker

• Is independent

• Prefers working alone; likes privacy

• Is highly creative and contemplative

• Has a few carefully chosen friends

(cont'd)

327

• Resists authority

• Is motivated by opportunity to create and to get credit for creation

• Likes to take risks

• Fears loss of control

The partner

• Enjoys (and needs) give-and-take feedback when making decisions and inconversation

• Is most creative in the context of a close relationship

• Has a few long-term friends

• Needs equal amounts of time alone and with others

• Is an excellent listener

• Feels that power comes from shared resources

• Shares risk-taking with partner

• Fears rejection by partner

The team personality

• Enjoys esprit de corps of large organization, including process of gainingconsensus

• Wants to be alone about 20 percent of the time

• Is motivated by competition

• Forms many friendships easily

• Is comfortable with authority figures

• Is most creative in context of praise from team members and from leader

• Enjoys belonging to clubs

• Shares risks with team members and leader

• Fears loneliness

You may find you have aspects of two of these profiles—or maybe even allthree—but you probably share more qualities from one than from any of theothers. Which one most closely describes you: solo worker, partner, or teampersonality?

If you are a team personality type, also consider how large a company youwish to work for. Though the team dynamic is present in a ten-employeecompany and a thousand-employee company, your day-to-day experiencein those two companies will be quite different. What size is your idealcompany/employer?

(cont'd)

328

CAREER COACHING

6. Primary function. Next, consider whether you prefer to work primarily withpeople, with data, or with things. Think about your hobbies and past jobs.What activities have given you the most joy—those involving interactionwith people, working with data or information, or working on things withyour hands?

7. Corporate culture. This is expressed in the company's vision, values, and mis-sion. Culture, or "how we do things around here." is another important fac-tor in work environment. Do you prefer a company that is conservative orradical, socially conscious or not, employee oriented or bottom-line/resultsoriented? Do you prefer that the company have a clear vision and mission orthat it "go with the flow"? Describe your ideal employer's culture.

Summary: What would your ideal day at work be like? Where would you be doingit? What other aspects of the work environment are important to you? Write outyour thoughts for future reference.

329

Entrepreneurial Quiz

Do you have the entrepreneurial personality? Find the answer by responding"yes" or "no" to each of the following questions.

Question	Yes	No
Is it important to you to accomplish something meaningful with your life?
Do you typically set both short- and long-term goals for yourself?
Do you usually achieve your goals?
Do you enjoy working independently?
Do you like to perform a variety of tasks in your job?
Are you self-disciplined?
Do you like to be in control of your working environment?
Do you take full responsibility for your successes and failures?
Can you place the needs of your business above your family when necessary?
Are you in excellent physical, mental, and emotional health?
Do you have the drive and energy to achieve your goals?
Do you have work experience in the type of business you wish to start?
Have you ever been so engrossed in your work that time passed unnoticed?
Do you consider "failures" as opportunities to learn and grow?
Can you hold to your ideas and goals even when others disagree with you?
Are you willing to take moderate risks to achieve your goals?
Can you af'ord to lose the money you invest in your business?
When the need arises, are you willing to do a job that may not interest you?
Are you willing to work hard to acquire new skills?
Do you usually stick with a project until it is completed?
Total

Scoring: Give yourself 1 point for each "yes" answer. You should have a score ofat least 15 if you are to be successful as a business owner. While it is not neces-sary to answer yes to all of these questions to be successful, you will want toevaluate what each "no" answer means to you and how significantly it mayimpact your ability to run your own business.

330

CAREER COACHINGIdeal Job Template

1. My life purpose is to

through

2. My top five values are:

a.b.c.d.e.

3. The factors and situations that motivate me are:

4. The knowledge, skills, and abilities that I enjoy using and want to use inmy next job are:

5. The things that I have enjoyed about my past jobs that I wish to re-createin my next job are:

6. My chosen career areas are:My ideal job titles are:

7. My ideal work environment is described by the following:Geographic area:

Pace:

Degree of support: Low Medium High

Compensation range: $ to $

Benefits:

Company size:

Preferred work style (solo, as a partner, or on a team):Primary focus (people, data, or things):

(cont'd)

Following is a description of my ideal job:

332

CAREER COACHING

Authentic Vocation™Worksheet 8: Business Reality

Now that you have explored your life purpose and the other six factors of yourideal job, you should have a fairly accurate picture of the next job/career you wishto pursue.

Describe your ideal job using the following Authentic Vocation factors:My life purpose (AV Worksheet 1):

My values (AV Worksheet 2):

My motivators and interests (AV Worksheet 3):

My knowledge, skills, and abilities (AV Worksheet 4):

My work and other experience (AV Worksheet 5):

My job/career targets (AV Worksheet 6):

My work environment (AV Worksheet 7):

Note: Alternatively you can use the "Ideal Job Template" on page 330.

Then, incorporate these elements into a narrative summary on a separate screenor piece of paper describing the ideal job as though you already had it. (You canfill in any missing elements with the "Ideal Day Exercise" on p. 335.) For example:

I am working in a high-tech company of approximately thirty-five people, in SanJose, California, doing computer-assisted design. I make a salary of $85,000 andhave the following benefits: 401 (k) plan, three weeks' vacation annually, andmedical and disability insurance. I feel wonderfully satisfied in my work, since Iwork primarily with computers (my passion) and have two floating days off eachmonth (in addition to weekends) to pursue my main hobby, hiking.

(cont'd)

333

Business Reality

Your next step will be to filter your vision for your ideal job through the lens of"business reality."

Does your job target meet a need in the business world or workplace?

Or do you need to make some changes for that to occur? For many tradi-tional job roles there is always a market need. This includes salespeople,operations managers, and support staff. Other positions may requireresearch into sources such as the Occupational Outlook Handbook(www.bls.gov/oco/home.htm) and/or the Career Guide to Industries(www.bls.gov/oco/cg/home.htm) to determine whether the occupation youhave chosen is projected to be growing, stable, or declining over the comingyears.

Will your ideal job meet your financial goals? Using one or more of theInternet salary sites listed below, determine the average salary range for thetype of work you have described.

www.careers.wsj.com www.wageweb.com

www.jobsmart.org www.salary.com

www.abbott-langer.com www.bls.gov

My minimum: $ per year

My maximum: $ per year

Average for this occupation: $ per year

• Are there enough jobs available in this type of work? If the specific occupa-tion you have chosen does not appear viable, what related positions are avail-able? Use the OOH to keyword search, consult 0*Net at http://online.onetcenter.org, and ask people in your network—as well as your careercoach—for ideas.

For each target, determine:Desired company size:

Desired position/job/function/role:

Desired geographic area:

Size of target market:

a. Total number of organizations:

b. Number of probable positions fittingdesired criteria in each organization:

a x b = Total number of probable and suitable positions:

Source: Adapted from Kate Wendleton, Targeting the Job You Want (Franklin Lakes, NJ: Career Press, 2000).

(cont'd)

334

CAREER COACH ING

Do you know how long your job search should take ? The typical searchtakes three to six months, or one month for every $10,000 of salary. Whatplans have you made to support yourself financially during your search?Consider the folllowing factors, each of which may extend or reduce yoursearch time:

• Clarity about your job target(s)

• Geographic scope you will consider

• Whether you are making a career change

• Size of your network of contacts

• How marketable your skills are

• Market/economic conditions

• Your attitude, self-confidence, and personality style

• Financial reserves (including severance)

• Support from family and friends

• Amount of effort/commitment you invest

@ 2003 Marcia Bench.

335

Ideal Day Exercise

A powerful tool to help you break through your barriers is to describe your"ideal day." Even the instructions for the exercise are a stretch for many people!You must go beyond "I see myself as a sales representative for a consumer prod-ucts company working with Fortune 500 customers." That's a start! But for itto penetrate to the subconscious level—which is critical for activating the pow-ers of individual creativity—you must use both your intellect and emotions inthe exercise.

Instructions:

Imagine that you are writing a movie script depicting a day in your ideal life.You must describe every detail of the scenery, your feelings, and your activities,as well as the people with whom you are interacting. Describe your ideal day insuch vivid form that a movie director (someone besides you) could read yourdescription and instruct others in building the props, casting the characters,bringing the right personality and style to the acting, and sequencing the activ-ities the actors are doing! Include your work, your home, your family life, yourleisure activities, any special aspects in your environment, the pace, and eachactivity you do from dawn until bedtime. Imagine there are no restrictions ontime, money, or any other aspect. Ready? Write that description in the spacebelow, on a separate sheet, or on your computer. Take 10 to 20 minutes.

336

CAREER COACHING

Professional Balance Wheel

Within each of the eight areas depicted, circle the number that best rep-resents your level of satisfaction in that area of your career.

7 = completely satisfied; 1 = completely dissatisfied

Productivity Teamwork

Organizational Skills Enjoying Your Workday

2. Connect the numbers around the circle to form a wheel.

The rounder the wheel, the more balanced your life is. Imagine how your carwould travel if all the wheels were in this shape!

337

Are You Coachable?

Please circle the appropriate number next to each of the statements below.You should then review the results of this quiz with your coach so thattogether you can determine whether coaching is the right option for you atthis time.

1 = Not True; 2 = Somewhat True; 3 = True; 4 = Very True

	NT	w i	T1	VT V 1
1 am prepared to be on time for all coaching appointments as scheduled,and to give at least 24 hours' notice if 1 cannot.	1	2	3	4
1 am willing to take an active role in the coaching process and to followthrough on action steps as agreed with my coach.		2	3	4
1 am at a point in my life when 1 will try out new ideas and ways of doingthings, as agreed with my coach.		2	3	4
1 am willing to allow my coach to facilitate my process of discovery, and tofreely share the insights 1 experience.		2	3	4
1 am ready to willingly enter into a partnership with my coach to create alife—including work—that is even better than 1 have imagined.	1	2	3	4
1 am willing to be open, honest, and authentic with my coach.		2	3	4
1 am willing to recognize my own limiting issues and beliefs and to takeresponsibility for changing when it is in my best interest.		2	3	4
If at any time 1 feel the coaching relationship is not working for me, 1 willshare this with my coach and work toward a mutually acceptable solution.		2	3	4
1 have sufficient funds to invest in the coaching—1 see coaching as aninvestment in my personal and/or professional future.		2	3	4
1 do not have any depression, anxiety, other mental illness, or any otherissue that would interfere with my ability to be coached.		2	3	4
Total of all numbers circled:

Scoring:

33-40 You are very coachable and should be a delightful client!26-32 You are coachable

17-25 You may be coachable, but you will need to adhere to all agreements carefully10-16 Coaching may not benefit you now

3 38

CAREER COACH ING

Coaching Agreement Forms

Coaching Agreement Form "A

This agreement, between

"Coach") and

will begin on

., 200_, and will continue for a mini-

(referred to as "Client")

(referred to as

mum of three (3) months. At the conclusion of three months, this agreementwill convert to a month-to-month renewable contract.

Coaching Relationship. Client understands that coaching is an ongoing,interactive, professional relationship designed to help Client achieve his/herdesired results in work and in life. Coaching is not therapy; if Client desirestherapy, he/she should seek the services of a trained therapist.

Dates and Times. Coaching sessions shall take place each

(day of the week) beginning on , at

a.m./p.m. Unless otherwise agreed, coaching shall be done by telephone, andeach session shall be approximately 30 minutes in length (except for the ini-tial intake session, which shall run minutes). Client shall call Coach

at the agreed time; if the line is busy or goes to voicemail or Coach does notanswer, Client shall call again in 5 minutes. If Coach again does not answer,the session shall be deemed to be postponed.

Fees. The fee for the initial intake meeting is $ and for the initial

three months of coaching is $ per month (or, alternatively,

$ for the [XYZ Coaching Package], which shall include [insert

description]). Fees are payable (check one) in advance, in exchange for

a % discount off the full fee; at the beginning of each month at or

before the first session of each month. An average of four sessions per monthis used in calculating the monthly fee (if any). The monthly fee is not waivedfor periods when Coach or Client may be on vacation unless agreed in writ-ing. Assessments to be administered during the coaching interaction shall bebilled in addition to the monthly coaching fees unless otherwise agreed inadvance. [Optional: credit card information]

Cancellation. Client is required to give Coach at least 24 hours' notice ofintended cancellation of a weekly session, or the session is forfeited. There isa $25.00 fee assessed for each missed appointment. This fee is in addition tothe monthly fee. If a session is missed due to Coach unavailability asdescribed above, the session shall not be forfeited, but shall be rescheduled atthe Client's and Coach's mutual convenience.

(cont'd)

339

Coaching Agreement Form "A" (cont'd)

Client's Responsibilities. Client agrees to:

1. Arrive at each session on time.

2. Bring an issue or agenda to the session.

3. Turn off cellular phone, call waiting, pager, and other distractions dur-ing the session.

4. Let the Coach know if at any time the coaching is not working as desiredand use his or her best efforts to resolve any issues that may arise withCoach.

Coach's Responsibilities. Coach agrees to:

1. Hold all information disclosed in the coaching sessions in confidence.

2. Facilitate Client's progress toward his or her goals.

3. Use his or her best efforts within the guidelines of the coaching rela-tionship.

4. Adhere to the ethical standards promulgated by the InternationalCoach Federation. [Attach current version.]

Termination. This agreement may be terminated by either party upon atleast thirty (30) days' written notice to the other.

Entire Agreement. This written agreement constitutes the entire agreementbetween the parties. It shall be governed by the laws of the state of

. If any provision of this agreement shall be deemed

invalid, the remaining provisions shall remain intact. If any dispute shouldarise from this agreement, it shall be resolved according to rules of theAmerican Arbitration Association.

So agreed this day of , 200 .

Client Coach

340

CAREER COACHING

Coaching Agreement Form "B"

Date

Dear ,

I am pleased to have the opportunity to work with you in the capacity ofCoach, with the intention of facilitating your achievement of personal andprofessional goals and desired outcomes. These goals and outcomes will be ofyour own design. In the course of the coaching, I will not provide expertadvice, but rather will facilitate your process of discovering and achievingwhat you choose. The purpose of our interaction is to keep you on pur-pose and aligned with your intentions, and to support your success.

Coaching services will be provided at mutually agreeable times and places.Coaching services will consist of one half-hour in-person or tele-phone session (check one) per week for a period of three months, renewablemonth-to-month thereafter. The fees for the coaching services shall be

$ per month, due and payable at the beginning of each month. If you

desire to pay your three months of services in advance, you will be entitled toa % discount off the full fee. [Optional: credit card information]

The services to be provided by the Coach to you, the Client, are designedjointly with you. Client acknowledges that coaching is not expert advice,therapy, or counseling but is a professional service designed to facilitate yourforward progress on the issues of your choice.

All matters discussed in our sessions will be held in strictest confidence. TheCoach will be honest and straightforward, asking clarifying questions andmaking requests, among other techniques. As the Client, you will also behonest and straightforward, will appear for your sessions on time, will give atleast 24 hours' notice if you must cancel a session, and will bring an agendaor issue to be discussed to each session.

Our coaching relationship will be governed by the ethical standards promul-gated by the International Coach Federation. [Attach current version.]

If these terms are agreeable to you, please so indicate by signing in the appro-priate space below. I look forward to working with you.

Client Date Coach Date

Note: Do not use this or any other legal contract without review by an attorney or legal specialist in your jurisdiction.

341

Coaching Agreement Form "C"

Coach Name

Telephone

Address

E-mail

Name:

Fee: $.

Initial term:

per month, $

months, from

through

for the project

Session day:

Session time:

Number of sessions per month:

Duration:

(length of scheduled session)

Referred by:

Ground rules: 1. Client calls the coach at the scheduled time.

2. Client pays coaching fees in advance.

3. Client pays for long-distance charges, if any.

1. As a client, I understand and agree that I am fully responsible for mywell-being during my coaching calls, including my choices and deci-sions. I am aware that I can choose to discontinue coaching at any time.I recognize that coaching is not psychotherapy and that professionalreferrals will be given if needed.

2. I understand that "coaching" is a relationship I have with my coachthat is designed to facilitate the creation/development of personal, pro-fessional, or business goals and to develop and carry out a strategy/planfor achieving those goals.

3. I understand that coaching is a comprehensive process that may involveall areas of my life, including work, finances, health, relationships, edu-cation and recreation. I acknowledge that deciding how to handle theseissues and implement my choices is exclusively my responsibility.

4. I understand that coaching does not treat mental disorders as defined bythe American Psychiatric Association. I understand that coaching isnot a substitute for counseling, psychotherapy, psychoanalysis, mentalhealth care, or substance abuse treatment, and I will not use it in placeof any form of therapy.

(cont'd)

CAREER COACH ING

5. I promise that if I am currently in therapy or otherwise under the careof a mental health professional, that I have consulted with this personregarding the advisability of working with a coach and that this personis aware of my decision to proceed with the coaching relationship.

6. I understand that information will be held as confidential unless I stateotherwise, in writing, except as required by law.

7 I understand that certain topics may be anonymously shared with othercoaching professionals for training OR consultation purposes.

8. I understand that coaching is not to be used in lieu of professionaladvice. I will seek professional guidance for legal, medical, financial,business, spiritual, or other matters. I understand that all decisions inthese areas are exclusively mine and I acknowledge that my decisionsand my actions regarding them are my responsibility.

I have read and agree to the above.

Client signature Date

Note: Do not use this or any other legal contract without review by an attorney or legal specialist in your jurisdiction.

Coaching Intake Form

Name:

Address:

City, State ZIP:

Telephone: Day Evening Cell

Fax:

E-mail address:

Web site (if any):

Name of employer (if any):

Employer's address:

City, State ZIP:

My position/title:

Duration:

Duties:

Previous position/title:

Duration:

Duties:

Summary of prior work experience (attach resume or curriculum vitaedesired):

(cont'd)

344

CAREER COACHING

Previous assessments completed:

Assessment	MBTI®	DISC	PVQ	ECl	Proscan
Date
Result (if known)

What degree(s) and certifications do you have?

Degree/Certification	College/University	Major	Year Obtained

In the past, have you worked with:

A coach? Y/N How long/what years?

A therapist? Y/N How long/what years?

Major issues addressed:

What are the primary reasons you are entering into a coaching experience atthis time?

Marital status: (circle one) Married Divorced Single Widowed Other

Note: Our coaching relationship is confidential. Unless you disclose issues thatyour coach is required to disclose to the authorities (e.g., intent to harm your-self or others), all of the content of our conversations will be held in confidence.

Is this confidentiality policy acceptable to you? Y/N

(cont'd)

How would you rank your current level of satisfaction with each of the follow-ing areas of your life?

1 if A A rA3 Lire Area	very dausneu	odllST IcG	uissaiisiiea
Work
Emotional health
Physical health/well-being
Mental health
Finances
Spirituality/religion
Relationship with spouse/significant other
Relationship with children
Relationship with boss or co-workers
Social network/friendships

What was your greatest success in the past year?

In your lifetime?

What is your biggest challenge right now? Or put another way, what factors areholding you back from having everything you want?

Describe below your ideal life, assuming you could create your life exactly as youwant it to be.

(cont'd)

CAREER COACHING

What are your most important goals for the next six months?

What are you like when you are at your best?

How would you like me to be as your coach? (e.g.. demanding, gentle, challeng-ing, etc.)

What else would you like me to know about you and your current life situation?

Thanks for completing this form! Please e-mail the completed form to me atfcoach's e-mail address] at least 48 hours prior to our intake session.

Coaching Plan Worksheet

Use the following worksheet to design your Coaching Plan. Please completeeach column, working together with your coach, to outline the main goals youwill work on during your coaching.

Goals (with timeline)	Action Steps	Results

Guidelines for completing this worksheet are on the following page.

(cont'd)

348

CAREER COACHING

Remember:

Goals are what you want to accomplish, and should be specific, realistic, andmeasurable (including a timeline), and should depend solely on your efforts.They should answer these questions:

• "What do I want to change in my life in the next three to six months?"

• "What do I want to improve?"

"What is in my way that I need to overcome?"

Action steps are the steps you take to achieve your goals. They should answerthese questions:

• "What specific actions will I take to achieve my goal(s)?"

• "What action steps are most urgent (i.e., must be done first) and which areless urgent?"

• "If I need more resources, information, or contacts to achieve my goal,where will I find them?"

Results are the ultimate outcome of achieving your goals. For example, if yourgoal were to get your Web site designed and uploaded to the Web, the resultwould be providing a source of information through which to attract clientsand in turn build your business. These should answer these questions:

"What is the payoff for completing the action steps?"

• "How will achieving this goal help me fulfill my long-term or lifetime

goal(s)?"

"What will I have after completing this goal that I do not have now?"

349

Coaching Call Preparation Form

E-mail this form to [coach] at least 24 hours before your scheduled coachingcall at [coach's e-mail address].

Your name: Date:

My greatest wins since our last call:

The commitments I made to myself on our last call:

What I was able to do regarding those commitments:

Challenges I am facing:

Opportunities I am facing:

What I want to focus on with my coach today is:

(cont'd)

CAREER COACHING

After-Coaching Call Reflection Form

E-mail this form to [coach] within 12 hours after your coaching call at [coach'se-mail address].

Your name: Date:

The ways I benefited as a result of our call:

Commitments I am making to myself for this week:

Systems, habits, practices, or programs I am working on to help support myefforts:

Questions, ideas, or issues that I am still thinking about that we did not discuss:What I would like you, [coach], to do more or less of to coach me optimally:What you can do for me that I would like most is:

351

Authentic Vocation ' Worksheet 9:Job Search Marketing Plan Template

This worksheet is designed to be both a format for a coach/client co-designed jobsearch plan and a weekly client activity summary. Coach and client should worktogether to establish reasonable goals for client's job search activities for weeks1-6 (columns C-H) and total (column B) in each strategy (column A). Client shouldthen complete and submit an actual activity report (columns I-L) for each week.

Actual Activity

Offers

Inter-views

(J)

Calk

LettersSent

Designed for: Date:

Week 6

Week 5

Week 4

Week 3

Week 2

Weekl

Total

Strategy

Unpublished (_%)

Networking:

Associations

Alumni

Influential people

Friends/associates

Follow-up calls plusnew contacts

Direct targeted lettersto employers

News events

Published (_%)

Recruiters

CO"O<C

Job board postings

Job fairs

TOTALS

352

CAREER COACHING

Company Research Data Sheet

Use this data sheet to summarize your research on companies you are consider-ing targeting or with whom you have interviews scheduled. Make as manycopies of this sheet as needed, one per company.

Company name: Web site URL:

Address: Phone:

City, State ZIP: Industry:

Company overview:

History, size, growth:

Products and/or services:

Clientele/customer base:

Key contacts/management people:

Company culture:

Possible needs/areas of expansion:

353

Authentic Vocation"' Worksheet 10:Wants/Needs Analysis

Fill in the "Wants" and "Needs" columns on the worksheet as part of yourAuthentic Vocation discovery process, especially during your exploration ofAuthentic Vocation Factor 7, work environment. Then, when different job offerscome in, you can compare them in detail. Add additional "Job Offer" columns asneeded.

	Wants	Needs	Job Offer 1	Job Offer 2
	(yes or no,	(yes or no,	(yes or no,	(yes or no,
	or amount as	or amount as	or amount as	or amount as
Item	appropriate)	appropriate)	appropriate)	appropriate)
Compensation
odidi y
Bonuses/commission
Stock options
Relocation package
401(k) plan, match
Medical insurance
Holidays/vacation
Life insurance
Disability insurance
Sick/personal leave
Travel expense
reimbursement
and/or company car
or allowance
Severance package
Health club membership
Computer allowance
Tuition reimbursement
Other benefits desired

(cont'd)

354

CAREER COACHING

Item	Wants (yes or no,or amount asappropriate)	Needs (yes or no,or amount asappropriate)	Job Offer 1 (yes or no,or amount asappropriate)	Job Offer 2 (yes or no,or amount asappropriate)
Authentic Vocation™ Fit
Fvnroccoe m\/ lifoLXpi cbbcb Illy lllc purpose
Job/company inalignment with mykey values
Motivates me
Fits my desired job/industry target
Uses my knowledge,skills, and abilities
Leverages my pastexperience
Lmuooies uesireo wotkenvironment
Conforms to businessreality and meets myfinancial needs
Career Development
naming proviaea/required for skillsdpvpionmpnt
Future career growthopportunities
Cross-trainingencouraged
Career developmentplans used in perfor-mance evaluation andplanning

(cont'd)

355

Item	Wants (yes or no,or amount asappropriate)	Needs (yes or no,or amount asappropriate)	Job Offer 1 (yes or no,or amount asappropriate)	Job Offer 2 (yes or no,or amount asappropriate)
Life/Work Balance
% travel required
Flexible work options
Hours expected/required
Family-friendly policies(e.g., time off for rhilrlrpn'<; npprK allowed/encouraged)
Commuting time/distanrp from homp
Comnanv Analysis
Risk factor (e.g., start-up wpll-p^tahlkhpd VJ. VVCII CJluUIIJIICU company)
Tnrnnvpr IpvpK IUI IIUVCI ICVCIw
Ppvpnupc; pxnanrlinn l\CVCI IUCj C A (JU II u 1 1 1 LJ, static, or declining
Comnptitivp nrpssurps O U 1 1 1 \J C L 1 1 1 V C (J 1 CjjUI Cj in industry
Expected job stability
Merger/acquisitionpotential
Reputation (consultBetter Business Bureau,customers of company,and other staff)

356

CAREER COACHING

What Is Authentic Vocation ™?

Have you been feeling restless or discontented in your job? Like something ismissing, but you don't know what? The key may be a whole new approach tocareer development: Authentic Vocation.

Developed by Master Certified Career Coach " Marcia Bench, Authentic Vocationis different from other skills-based approaches used to identify your calling orideal work. It starts with your life purpose and builds a template for your idealwork from that critical base. The eight basic factors of Authentic Vocation areas follows:

1. Life purpose. What is the purpose or mission of your life that must beexpressed through your work?

2. Values. What values must be expressed in your work and life for optimalsatisfaction?

3. Motivators and interests. What motivates you to do something well?

4. Knowledge, skills, and abilities. Which of these do you have that youwant to continue using?

5. Work and other experience. What experience can you leverage in yournext position?

6. Job/career targets. What job titles and/or industries would suit your goals?

7. Work environment. What location, culture, and other workplace factorswould be critical in your ideal work environment?

8. Business reality. Is your target financially viable? Can you make a livingat it? If not, what needs to be adjusted so that you can?

The diagram on the following page illustrates how the first seven factors formthe template, which must be filtered through the eighth factor, business reality,to give you a true Authentic Vocation. If you are seeking greater fulfillment at ajob that also meets your financial needs and allows you to "have a life," thenAuthentic Vocation coaching may be for you.

For more information, call us at [coach's phone number] or e-mail us at[coach's e-mail].

[Coach name, company name, and contact information here]

(cont'd)

357

1. Life Purpose —
2. Values —
j. Motivators andInterests
M AUTHENTIC ■

4. Knowledge, Skills,
anrl AhilitioQdllu MUlllllcb	■ VOCATION ■

5. Work and Other _
experience
6. Job/Career _
TarnotcIdl LJclb
7. Work _
Environment

Authentic Vocation" Model of Career Design

358

CAREER COACH 1NG

What Do Career Coaches Do?

Career coaching is an interactive process of exploring work-related issues—leading to effective action—in which the coach acts as both a catalyst and facil-itator of individual and, in turn, organizational development and transforma-tion. Career coaches connect people with their passion, purpose, values, andother critical aspects of their ideal work. They equip their clients with careermanagement skills that can be used in future transitions, in addition to enhanc-ing their current work. They also facilitate their clients' process of developingand implementing a job search or business start-up plan to activate theirAuthentic Vocation™. The desired outcomes of career coaching for their clientsinclude enhanced self-awareness, clarity about life purpose and goals, increasedself-management, and improved quality of life.

What career coaches do:

Connect clients with a deeper level of motivation than "just a job"—clientsdiscover their passion and purpose to guide their decisions, empoweringthem to choose work they love, make a good living, and still have abalanced life

• Distinguish themselves from career counselors and consultants by facili-tating clients' development of career management skills, which enableclients to navigate present and future transitions

Probe for deeper levels of motivation that, when addressed, can cause alasting OuantumShift!™ rather than providing just a "quick fix"

Create effective coaching interactions by listening, providing feedback,asking powerful questions, observing, and modeling

Remove blocks to career progress, such as self-limiting beliefs, incompleteawareness of marketable skills, lack of purpose, and so on

• Improve clients' ability to market and sell themselves in the job marketregardless of economic conditions

• Increase individual potential for career growth and future earning power

• Assist clients in becoming "career self-reliant," taking control and owner-ship of their own career development

Enhance clients' job satisfaction through the discovery of their AuthenticVocation

Help clients effectively manage change and transition

Enable clients to achieve their desired balance between work and personallife

(cont'd)

359

What internal career coaches do (inside their organizations):

Increase employees' awareness of career paths and enhance fit to achieve"right person/right job"

Improve the capability of both employees and the client organization tomanage constant change and transition

Provide and model communication styles that enhance internal problem-solving skills, appreciate differences, and lead to long-term progress, ratherthan creating dependency on the coach

Promote a win-win balance of life/work priorities, using the desired statesof both employees and organization as benchmarks

Guide organizational systems to evolve their culture by increasingly valu-ing their employees, implementing career development as a priority, andoptimizing human capital

Establish and/or maintain a virtual or physical career center for employeeuse

Arrange for outplacement or other services to smooth the transition of dis-placed employees

Blend training, organizational development, career/employee develop-ment, and coaching at every level in the organization

To get results and to learn more about how to enhance your personal and/ororganizational capability, please call for more information. Your initial tele-phone consultation is free.

[Coach name, e-mail address, and telephone number]

CAREER COACHING

Evaluating Communication Clarity

QUESTION	YES	NO
Did the client understand what 1 said/asked? [How do you know?]
Did the client answer easily or pause before answering?
If the client (e.g., an introvert) paused after my question, were theyprocessing or were they confused? [Again, how do you know?]
Did 1 use the client's processing style in formulating my question(e.g., visual, auditory, kinesthetic, auditory-digital; thinking vs. feeling;sensing vs. intuitive)?
Did my question further the client's understanding of their issue, orcause further confusion?
Did 1 mirror back what the client said? Summarize/bottom-line?
Did 1 go deeper and probe to Level 2 or 3 aspects of the issue?
Did the client's perspective on the issue shift as a result of mycoaching?
Did 1 use as few words as possible?
Did 1 avoid asking more than one question at once or combiningtwo issues into one question?
Is the client more aware of his or her beliefs, systems of meaning-making,and/or self-concept because of my coaching and/or choice of language?
Did 1 avoid getting caught up in the client's "story" or "script" and focuson the facts in my language?
Did 1 avoid using language that conveyed my own prejudices or biases,but instead use gender- and race-neutral language?
Did my questions and/or feedback help the client distinguish factsfrom interpretation?
Was 1 direct, saying what 1 meant, and avoiding "beating aroundthe bush"?
Did 1 take time to prepare for the call, both mentally and by reviewingany notes from last time or coaching call prep forms prior to theappointment?

e 2003 Marcia Bench.

Coaching Competencies Self-Assessment Checklist

From time to time as a career coach, you can measure your competencies onthis self-assessment checklist of the seventy ICF competencies. Check "NC" fornot competent, "C" for competent, or "VC" for very competent.

NC C VC Competency

_ _ _ 1. Understand and exhibit the ICF standards of conduct

_ _ _ 2. Understand and follow ICF ethical guidelines

_ _ _ 3. Clearly communicate the distinction between coaching and other related professions

_ _ _ 4. Refer clients to other professionals as needed

_ _ _ 5. Understand and effectively discuss with clients the guidelines and parameters ofthe coaching relationship (e.g., logistics, fees, scheduling, inclusion of others)

_ _ _ 6. Reach agreement about what is appropriate in the relationship and what is not

_ _ _ 7. Determine whether there is an effective match between coaching style and client needs

_ _ _ 8. Show concern for clients'welfare and future

_ _ _ 9. Demonstrate personal integrity

_ _ _ 10. Establish clear agreements, keep promises

_ _ _ 11. Demonstrate respect for clients

_ _ _ 12. Provide ongoing support for and champion new behaviors (including those involvingrisk taking and fear of failure)

_ _ _ 13. Ask permission to coach in sensitive areas

_ _ _ 14. Am present and flexible during the coaching process; "dance in the moment"

_ _ _ 15. Access my own intuition, trust my own inner knowing

_ _ _ 16. Am open to not knowing, take risks

_ _ _ 17. See many ways to work with clients, choose in the moment what is most effective

_ _ _ 18. Use humor effectively

_ _ _ 19. Confidently shift perspective, experiment with new possibilities for own action

_ _ _ 20. Demonstrate confidence in working with strong emotions

_ _ _ 21. Attend to clients and clients'agenda

_ _ _ 22. Hear clients' concerns, goals, values, and beliefs concerning what is possible

_ _ _ 23. Distinguish words, tone of voice, and body language

_ _ _ 24. Summarize, paraphrase, reiterate, mirror back

_ _ _ 25. Encourage, accept, explore, and reinforce clients' expressions

_ _ _ 26. Integrate, build on clients' ideas and suggestions

_ _ _ 27. Bottom-line

(cont'd)

362

CAREER COACHING

NC C VC Competency

_ _ _ 28. Allow clients to vent, or "clear" a situation

_ _ _ 29. Ask questions reflecting active listening, understanding of clients' perspective

_ _ _ 30. Ask questions that evoke discovery, insight, etc.

_ _ _ 31. Ask open-ended questions

_ _ _ 32. Ask questions that move clients toward what they desire

_ _ _ 33. Am clear, articulate, and direct in giving feedback

_ _ _ 34. Reframe, articulate to enhance clients' understanding

_ _ _ 35. Clearly state coaching objectives

_ _ _ 36. Use appropriate language

_ _ _ 37. Use metaphor and analogy

_ _ _ 38. Go beyond what is said

_ _ _ 39. invoke inquiry

_ _ _ 40. Identify clients' underlying concerns

_ _ _ 41. Help clients discover new thoughts, beliefs, perceptions, emotions, moods, etc., tohelp them achieve what is important to them

_ _ _ 42. Communicate broader perspectives to clients, inspire commitment to shift viewpointand find new possibilities

_ _ _ 43. Help clients see different, interrelated factors affecting them

_ _ _ 44. Express insights in useful, meaningful ways

_ _ _ 45. Identify major strengths vs. areas for learning and growth

_ _ _ 46. Ask clients to distinguish between trivial and significant issues

_ _ _ 47. Brainstorm and help clients to define actions to deepen new learning

_ _ _ 48. Help clients focus on and explore concerns and opportunities central to coaching goals

_ _ _ 49. Engage clients to explore alternative ideas and solutions and evaluate options

_ _ _ 50. Promote active experimentation and self-discovery

_ _ _ 51. Celebrate client successes

_ _ _ 52. Challenge clients' assumptions and perspectives to provoke new ideas, possibilities

_ _ _ 53. Advocate points of view aligned with clients' goals and, without attachment, engageclients to consider them

_ _ _ 54. Help clients "do it now"

_ _ _ 55. Encourage stretches and challenges as well as a comfortable learning pace

_ _ _ 56. Consolidate collected information, establish coaching plan

_ _ _ 57. Create plan with results that are attainable, measurable, specific, and with target dates

_ _ _ 58. Make plan adjustments as warranted

(cont'd)

363

NC C VC Competency

_ _ _ 59. Help clients identify and access resources for learning

_ _ _ 60. Identify and target early successes

_ _ _ 61. Clearly request actions to move clients toward their goals

_ _ _ 62. Demonstrate follow-through by asking clients about actions committed to during priorsession

_ _ _ 63. Acknowledge clients for actions taken, learnings since last session

_ _ _ 64. Effectively prepare, organize, and review with clients information obtained duringsessions

_ _ _ 65. Keep clients on track between sessions, hold attention on coaching plan

_ _ _ 66. Focus on coaching plan but remain open to adjusting it

_ _ _ 67. Can move back and forth between big picture and current situation

_ _ _ 68. Promote clients' self-discipline, hold clients accountable (including specific plan andtime frames)

_ _ _ 69. Develop clients' ability to make decisions, address key concerns, develop self_ _ _ 70. Positively confront clients when they do not take agreed-upon actions

TOTALS

Calculate your total in each column. Retake this self-assessment periodically tomeasure your progress. Is your "very competent" score increasing?

364

CAREER COACHING

Resources for Career Coaches

Professional Associations

Coaching

• International Coach Federation: www.coachfederation.org

• Coachville: www.coachville.com

• Professional Coaches and Mentors Association: www.pcma-online.comCareer Development

• Association of Career Professionals International (ACP):www.acpinternational.org

• Career Masters Institute: www.cminstitute.com

• International Board of Career Management Certification (IBCMC):www. ibcmc.com

• International Career Development Conference: www.careerccc.com

• National Career Development Association: www.ncda.org

• State Career Development Associations: www.ncda.org

Books

Career Coaching and Career Development

Baber. Anne, and Lynne Waymon, How to Fireproof Your Career. Berkley, 1995.Beck, Martha. Finding Your Own North Star. Crown, 2002.Berman-Fortgang, Laura. Take Yourself to the Top. Warner, 1998. . Live Your Best Life. Warner, 2001.

Bolles, Richard, and Howard Figler. The Career Counselor's Handbook. Ten SpeedPress, 2000.

Buckingham, Marcus, and Curt Coffman. First, Break All the Rules. Simon andSchuster, 1999.

. Now Discover Your Strengths. Simon and Schuster, 2001.

Enelow, Wendy. 101 Ways to Recession-Proof Your Career. McGraw-Hill, 2002.Gallwey, W Timothy. The Inner Game of Work. Random House, 2000.Levoy, Gregg. Callings. Three Rivers Press, 1997.

Lore, Nicholas. The Pathfinder: How to Choose or Change Your Career for a Lifetimeof Satisfaction and Success. Fireside, 1998.

Change and Transition

Bridges, William. Transitions. Perseus, 1980. . Managing Transitions. Perseus, 1991.

Perkins-Reed, Marcia [Marcia Bench]. Thriving in Transition. Simon andSchuster, 1996.

365

Changing Workplace

Bridges, William. Creating You & Co.: Learn to Think Like the CEO of Your Own

Career. Perseus, 1998.

. Jobshift: How to Prosper in a Workplace Without Jobs. Perseus, 1995.

Goleman, Daniel. Working with Emotional Intelligence. Bantam, 2000.

Handy, Charles. The Hungry Spirit: Beyond Capitalism—A Quest for Purpose in the

Modern World. Broadway, 1999.Handy, Charles, and Warren Bennis. The Age of Unreason. Harvard Business

School Press, 1998.Johnson, Spencer, and Ken Blanchard. Who Moved My Cheese? Putnam, 1998.Naisbitt, Nana, Douglas Philips, and John Naisbitt. High Tech, High Touch.

Nicholas Brealey, 2001.Rifkin, Jeremy. The End of Work. Tarcher, 1996.

Coaching Techniques

Crane, Thomas. The Heart of Coaching. FTA Press, 2002.Hargrove, Robert. Masterful Coaching. Pfeiffer and Co., 1995.Richardson, Cheryl. Take Time for Your Life. Broadway, 1999.Whitworth, Laura, Henry House, Phil Sandoval, and Henry Kimsey-House.Co-Active Coaching. Davies-Black Publishing. 1998.

Corporate Career Development

Bridges, William. The Character of Organizations: Using Personality Type inOrganization Development. Davies-Black Publishing, 2000.

Hendricks, Gay, and Kate Ludeman. The Corporate Mystic. Bantam, 1996.

Knowdell, Richard. Building a Career Development Program. Davies-BlackPublishing, 1996.

Niemela, Cynder, and Rachael Lewis. Leading High Impact Teams. High ImpactPublishing, 2001.

Senge, Peter, Art Kleiner, Charlotte Roberts, George Roth, Rick Ross, and BryanSmith. The Dance of Change: The Challenges to Sustaining Momentum inLearning Organizations. Doubleday, 1999.

Whyte, David. The Heart Aroused. Currency/Doubleday, 1996.

Creativity and Motivation

Cameron, Julia. The Artist's Way. Tarcher/Putnam, 1992.Csikszentmihalyi, Mihaly. Flow: The Psychology of Optimal Experience. HarperCollins, 1991.

DeBono, Edward. Six Thinking Hats. Little Brown and Co., 1999.

Von Oeck, Roger. A Whack on the Side of the Head. Warner Books, 1992.

3 66

CAREER COACH ING

Executive Coaching and Leadership Development

Bolman, Lee G., andTerrence Deal. Leading with Soul. Wiley, 2001.

Fitzgerald, Catherine, and Jennifer Garvey Berger. Executive Coaching: Practices

and Perspectives. Davies-Black Publishing, 2002.Goldsmith, Marshall, ed. Coaching for Leadership: How the World's Greatest

Coaches Help Leaders Learn. Jossey-Bass, 2000.Goleman, Daniel, Annie McKee, and Richard E. Boyatzis. Primal Leadership:

Realizing the Power of Emotional Intelligence. Harvard Business School

Press, 2002.

Job Search Techniques

Baber, Anne, and Lynne Waymon. How to Fireproof Your Career. Berkley, 1995.Wendleton, Kate. Building a Great Resume. Career Press, 1999.

. Interviewing and Salary Negotiation. Career Press, 1999.

. Getting Interviews. Career Press, 2000.

. Targeting the Job You Want. Career Press, 2000.

Ladder of Inference

Argyris, Chris. Increasing Leadership Effectiveness. Wiley, 1976. . Reasoning, Learning and Action: Individual and Organizational. Jossey-Bass, 1982.

. Knowledge for Action. Jossey-Bass, 1993.

. On Organizational Learning. Blackwell, 1993.

Argyris, Chris, Robert Putnam, and Diana Smith. Action Science. Jossey-Bass,1985.

Argyris, Chris, and Donald Schon. Theory in Practice. Jossey-Bass, 1974.Senge, Peter. The Fifth Discipline Fieldbook. Currency Doubleday, 1994.

Life Purpose and Work

Adrienne, Carol, and James Redfield. The Purpose of Your Life. Eagle Brook, 1999.Leider, Richard. The Power of Purpose. Berrett-Koehler, 1997. . Whistle While You Work. Berrett-Koehler, 2001.

Perkins-Reed, Marcia [Marcia Bench]. When 9 to 5 Isn't Enough. Hay House,1990.

MBTP Assessment

Hammer, Allen L. Introduction to Type" and Careers. CPP, Inc., 1993.Hirsh, Sandra Krebs, and Jane A. G. Kise. Introduction to Type* and Coaching. CPP,Inc., 2000.

Tieger, Paul, and Barbara Barron-Tieger. Do What You Are. Little, Brown, 2001.

CAREER COACH'S TOOLBOX: COACH TOOLS

367

Recruiters

Gurney, Darrell. Headhunters Revealed! Hunter Arts Publishing, 2000.Resumes

Criscito, Pat. Designing the Perfect Resume. Barrons, 2000.

. Resumes in Cyberspace. Barrons, 2001.

Crispin, Gerry, and Mark Mehler. CareerXroads. MMC Group, 2003.

Enelow, Wendy. Best Resumes for $100,000+ Jobs. Impact, 2002.

Farr, J. Michael, and Louise M. Kursmark. America's Top Resumes for America's

Top Jobs. Jist Works, 2002.Yate, Martin. Resumes That Knock 'Em Dead. Adams Media, 2001.

Sabbaticals

Dlugozima, Hope, James Scott, and David Sharp. Six Months Off. Henry Holt,1996.

Rogak, Lisa Angowski. Time Off from Work. Wiley, 1994.Self-Employment

Edwards, Paul, and Sarah Edwards. Working from Home: Everything You Need to

Know About Living and Working Under the Same Roof. Tarcher, 1999.Gerber, Michael. The E-Myth Revisited. Harper Business, 1995.All Business, www.all-biz.com/CCH Business Owners, www.toolkit.cch.comEntrepreneur Magazine, www.entrepreneurmag.comInformation for Small Businesses, www.sec.gov/smbusl.htmNational Foundation for Women Business Owners, www.nfwbo.orgSBA: Small Business Administration home page, www.sba.gov/Small Business Development Centers, http://sbinformation.about.com/

smallbusiness/sbinformation/library/reference/blstate.htmhttp://smallbizmanager.com/

Spirituality and Work

Barrett, Richard. Liberating the Corporate Soul. Butterworth-Heinemann, 1998.Belf, Teri-E. Coaching with Spirit. Jossey-Bass/Pfeiffer, 2002.Briskin, Alan. The Stirring of Soul in the Workplace. Berrett-Koehler, 1998.Casto, Michelle. Get Smart! About Modern Career Development. Get Smart!

Publishing, 2000.Coombs, Ann. The Living Workplace. Warwick, 2002.Fox, Matthew The Reinvention of Work. Harper Collins, 1994.

368

CAREER COACHING

Guillory, William. The Living Organization: Spirituality in the Workplace.

Innovations International, 2001.Heider, John. The Tao of Leadership. Bantam. 1988.

Jaworski. Joseph. Synchronicity: The Inner Path of Leadership. Berrett-Koehler.1996.

Jones. Tom. A Career Devotional Journal. Career Life Publishing, 2002.

Klein, Eric, and John Izzo. Awakening Corporate Soul: Four Paths to Unleash thePower of People at Work. Fair Winds Press. 1999.

Mitroff, Ian. A Spiritual Audit of Corporate America. Jossey-Bass Business, 1999.

Peppers, Cheryl. Bringing Your Soul to Work: An Everyday Practice. Berrett-Koehler. 2000.

Renesch, John. Getting to the Better Future: How Business Can Lead the Way to

New Possibilities. NewBusinessBooks. 2000.Richmond. Lewis. Work As a Spiritual Practice. Broadway, 1999.Sisk, Dorothy, and E. Paul Torrance. Spiritual Intelligence: Developing Higher

Consciousness. Creative Education Foundation, 2001.Williams, Nick. The Work We Were Born to Do. Element Books. 1999.

Teleclasses

www. teleclass .comwww.teleclass4u.com

www.teleclassinternational.com (CCI's vendor of choice)

Appendix 1

Frequently Asked QuestionsAbout Career Coaching

In our discussions with prospective students over the past severalyears, some questions arise frequently and can be answered in arelatively straightforward way. Our answers to these questions arelisted below If you have more questions about career coaching orthe CCI training, please visit the FAQ section on our Web site atwww.careercoachinstitute.com or e-mail us (contact information isprovided at the end of this book).

Q: I'm thinking about career coaching but don't want to go back to schoolDon't career coaches have to have a master's degree in counseling?

Career counselors are required to have a master's degree in forty-seven of the fifty U.S. states; coaches are not. Currently, thereare no educational requirements in most states in the U.S. forcoaches. However, some states subject some coaches to state reg-ulations; check with your state's employment or labor departmentfor the requirements where you live. Career coaching is not the

369

370

CAREER COACH ING

same as career counseling, as we will see below Anyone wantingto become a counselor should certainly get a degree in that field!But career coaching is a discrete skill, the primary prerequisitefor which is coach-specific training and a knowledge of careerdevelopment principles. Whether practicing in the U.S. or abroad,degrees in counseling or psychology are not required to be ahighly effective coach.

0: If I can talk to people about their job-related issues, then can't I callmyself a career coach?

The short answer? No. While there are no specific requirementsfor career coaches, career coaching does require specific trainingin coaching competencies. A coaching interaction is much morethan a mere conversation; it has a strategic component and atransformational impact that puts it at a much higher level than amere conversation. And clients' professional future is at stake: Areyou willing to risk giving uninformed "advice" versus becoming,through training and experience, a trained professional—or refer-ring the client to one?

0: Since I've been doing career counseling or career consulting for years,can't I just use the "career coach" label since it seems to be the latest thingin career development?

Again, the answer is no. Coaching is much more than simply arepackaging of career counseling; rather, it is a discrete approachand skill set that must be learned. (The eight chapters onQuantumShift! coaching in this book just scratch the surface!)Career counselors often have a more structured approach to theirwork with clients, usually work in person, and are frequentlyexpected to give clients advice about which career path or jobopportunity they should pursue. Career coaches, on the otherhand, are charged with asking questions and using other coach-ing skills to elicit clients' own answers, drawing on their inner wis-dom. And their services are usually provided by phone and/or theInternet (e-mail and/or chat). If someone is giving advice, he orshe is not coaching.

371

0: I'm already a coach, so when people come to me about job-related issues,cant I call myself a career coach?

Maybe, if you meet certain conditions. Remember, there are nolegal requirements in most states in the U.S. for coaches to get spe-cific training or register with a government agency to call them-selves coaches. If you have received formal coach training andhave an effective coaching model that you are using, your coach-ing skills may be transferable. However, to coach individuals incareer issues also requires knowledge of career development theo-ries and principles as well as the science/art of resume writing,helping clients capitalize on their strengths and minimize weak-nesses in an interview, components of an effective job search cam-paign, and the like. Specific training in these areas is needed tosupplement coaching skills for individuals to truly call themselvesa career coach. Our Authentic Vocation model and the chapterson job search mechanics in this book—as well as Career CoachInstitute's training programs in career coaching—will help fillthat gap.

Q: Aren't other kinds of coaching, such as business and executive coaching,more "advanced'1 and specialized than career coaching? It seems like careercoaching is just a place to begin one's practice; career coaching by itselfisn't a substantial enough specialty area on which to build a practice. Oris it?

To put it simply, career coaching is not as easy as it looks! But it ismore than a viable practice specialty; it is the only coaching spe-cialty that is recession-proof! Business for career coaches actuallyincreases during economic downturns. The best career coachesmake six-figure incomes. Some of them choose to supplementtheir actual 1:1 coaching with writing books, e-zines, and articles;teaching; training; conducting teleclasses; or speaking, becausethey enjoy the variety of activities around the career developmenttheme. But far from being a "basic beginning" for a coaching prac-tice, it is a very viable ongoing business, with continuous opportu-nities to learn, grow, and refine one's skills.

372

CAREER COACHING

0:1 don't think career coaching would be right for me because I don't enjoywriting resumes, practicing interviewing, and helping clients with negotia-tions; do I have to do those things?

No! This is one of the best things about career coaching: you cando it in whatever way fits your personality and preferences! Somecareer coaches prefer to focus on the career discovery part of theprocess, helping clients figure out "what they want to be whenthey grow up," as we like to put it. Others prefer the tangible,immediate results obtained in the job search mechanics, includingdesigning a job search strategy, writing (or critiquing) resumes,role-playing interviews and negotiation sessions, and the like. Andstill other independent practitioners do all of this! Internal careercoaches (those employed by an organization) may have additionalresponsibilities such as establishing a career center, benchmark-ing job competencies, implementing a career development plan-ning process, and the like. So career coaching is a field that can betailored to the individual coach's preferences.

0: I notice that your Authentic Vocation"* model explores several areasbefore it gets to skills and work experience. Isn't it best to focus on whatI'm good at in determining my next job?

This is a premise of many career development theories. It can beeffective with new graduates or new entrants to the workplace, orto those wishing to find a new job within the same industry and/orposition they have held in the past. However, for the majority ofpeople who will seek out career coaching (having exhausted theirown resources and ideas about what would most fulfill them), askills-based model will not achieve their desired result. Instead, theprocess must begin at a deeper level with their overall life purposeor mission, values, and the like in order to match what they dowith what they love and what has meaning for them. CCFsAuthentic Vocation model does this.

0: Isn't it difficult to make money at career coaching, especially duringtough economic times?

APPENDIX 1

373

On the contrary! Career coaching is the one specialty in the coach-ing field that is recession-proof and actually expands during eco-nomic downturns. Why? When the economy turns down, compa-nies lay off more workers, requiring outplacement services (whichhave added coaching as one of their services to such companies)as well as career centers (which can be set up and/or staffed bycareer coaches). In addition, there are more individuals in job orcareer transition during these times, and those who are not areoverworked and worried about whether they will be the next to belaid off. So while individual clients have less disposable income toinvest in coaching, independent practitioners can fill their practiceby offering group coaching and/or affiliating with an outplace-ment firm or other organization to serve these clients.

0: Why should I pay for career coaching when I can get helpful advice aboutmy career from my family and friends?

Remember the old saying, "You get what you pay for"? There areseveral reasons family and friends' advice may not be in your bestinterest regarding your career. First, they lack the objectivity andtraining that a coach has. And second, even if the change you areconsidering is good for you, it may make them uncomfortable ifthey prefer that you stay as you are, causing them to discourage orsabotage you (often subconsciously). And finally, they may beunwilling to provide the unconditional support (even "cheerlead-ing") that a coach will do as you pursue your dreams.

0: Isn't career coaching usually done in person?

One thing that is fascinating to most people when they first dis-cover coaching (as a prospective coach or a client) is that mostcoaching is done by telephone. This is appealing to coachesbecause it allows them a flexible life-style, which increasing num-bers of workers are seeking. But it is also appealing to the clientbecause of its convenience! In fact, if you receive training via tele-class—a kind of conference-call format used by Career CoachInstitute along with its self-paced training program, where class

members gather "virtually" over the phone for the weekly ses-sions, you are receiving the very best preparation to be a highlyeffective telecoach. Coaches learn to hone their listening abilitiesto listen "between the lines" to the client's energy shifts, hesita-tions, excitement, style, and other cues that lead to deeplythought-provoking questions from the coach. A minority ofcoaches coach in person, but between the logistics required tophysically get together, the need for professional office space, and thesometimes distracting visual cues that are added with in-person coaching, telephone coaching can be the superior medium.

ICF

Coaching Core Competencies

Author s note: This appendix contains a summary of the InternationalCoach Federation Coaching Core Competencies. A fuller explanationlisting all seventy coaching skills embodied in the competencies isavailable on the ICF Web site, www.coachfederation.org.

The eleven core coaching competencies listed on the followingpage were developed to support greater understanding about theskills and approaches used within today's coaching profession asdefined by the ICF. They will also support you in calibrating the levelof alignment between the coach-specific training expected and thetraining you have experienced.

These competencies are also used as the foundation for theICF credentialing process examination. The core competencies aregrouped into four clusters according to those that fit togetherlogically, based on common ways of looking at the competencies ineach group. The groupings and individual competencies are notweighted—they do not represent any kind of priority in that they areall core or critical for any competent coach to demonstrate.

375

CAREER COACHING

A. Setting the Foundation

1. Meeting Ethical Guidelines and Professional Standards

2. Establishing the Coaching Agreement

B. Co-Creating the Relationship

3. Establishing Trust and Intimacy with the Client

4. Coaching Presence

C. Communicating Effectively

5. Active Listening

6. Powerful Questioning

7. Direct Communication

D. Facilitating Learning and Results

8. Creating Awareness

9. Designing Actions

10. Planning and Goal Setting

11. Managing Progress and Accountability

Note: These competencies are current as of 2002. For the expanded and up-dated version, see www.coachfederation.org/credentialing/en/core.htm.

Appendix 3

Starting a Career DevelopmentInitiative at Your Company

This appendix is provided for those readers who work within anorganization that does not currently have a career development pro-gram—and could benefit from one. The following guidelines shouldhelp get the program established. For further assistance, please con-tract the author (see p. xvi).

Phase 1: Identify apparent needs. In this phase, the coach or chiefcoaching officer must determine the nature of the company's needsfor career development. For a career development initiative to work,buy-in must exist at all levels of the organization, ideally with the firmcommitment of the executive team. The first step in determiningwhether this commitment exists is to conduct interviews with keystakeholders to determine the following:

• Consequences of not offering career development (lack of suc-cession planning, low morale, etc.)

• Possible benefits of a career development program

377

378

CAREER COACHING

• Definition of terms: What is career development for this firm?Does it apply throughout the organization or just to top manage-ment or entry-level workers?

These initial interviews can be conducted with management aswell as human resource and organizational development profession-als and team leaders of key functional areas. If desired, a set of uni-form questions can be asked of each individual to gather initial data.

Phase 2: Establish a task force to confirm needs and strategize anapproach. The second step in both ensuring commitment at multiplelevels and setting the foundation for organization-wide success of theprogram is to establish a cross-functional task force. Representativesfrom each functional area including the executive team, HR, OD,Finance, Operations, Marketing, IT, and other departments with akeen interest in developing their staff—should be invited to partici-pate. The task force should meet regularly (weekly or biweekly) withthe chief coaching officer (if any) or senior OD or HR professionalchairing the meetings. Their charge is to do the following:

• Decide on the best approach to confirm actual company needs forcareer development services. Will an employee survey be used, orsomething else? How will it be administered?

• Identify best practices. This task force will also be charged withlocating/identifying best practices in internal career develop-ment programs in companies within its industry and/or of com-parable size and structure.

• Determine the best mix of services to offer. For example, wouldan onsite or virtual career center work better? Do the employeesneed mentors or opportunities to shadow workers, or simply tohave more training options to build new skills? Will individualcoaching be provided by managers or by outside coaches? Whatkind of career development process would be most beneficial?The Authentic Vocation™ and OuantumShift!™ approaches can bevery appropriate and powerful for this use.

• Plan how the initial program will be launched once the survey orother data gathering is complete. Will a pilot program be offered

APPENDIX 3

379

in one division or location (our recommendation)? If so, whenwill it begin? What will it include? Will all positions be analyzed,and will competency models be created? Do those already exist,or will another system be used to help match employees withsuitable opportunities?

Care should be taken to avoid the three common mistakes many com-panies make in designing the approach: (1) relying unduly on train-ing; (2) failing to identify strengths; and (3) settling for surface-levelperformance coaching (see p. 107).

Phase 3: Initiate preliminary/pilot program. Within several weeks ormonths after the task force is convened and the approach has beendetermined, it is time to launch the initial program. A strategy to eval-uate successes or "failures" (areas to be improved before full-fledgedrollout) must be established before services are offered. All feedbackfrom both participants and service providers must be tallied andneeded changes integrated following the pilot or preliminary program.

Phase 4: Ensure confidentiality and clear standards for execution.

One of the issues that can make or break an internal career develop-ment program is breach of confidentiality Balancing management's"need to know" what is happening within the coaching or othercareer development activities against the employees' need for assur-ance of confidentiality leads, not infrequently, to misunderstandings.The best time to head off such issues is at the beginning, with clearprinciples for operation that assure confidentiality—usually absentdisclosure of criminal, illegal, or other information that must be dis-closed to appropriate company or legal authorities. An anonymousfeedback mechanism should be designed.

Phase 5: Encourage participation company-wide. Ready, set, coach!But what if no one wants to participate? It is the job of the task forceand all those in leadership roles to encourage people to avail them-selves of the career development services. If necessary, the task forceshould provide initial incentives or require at least one session with acoach or in the career center to give each employee an opportunity tosample the new services. Information sessions for each department,

380

CAREER COACH ING

brown bag sessions, notices on the company intranet, newsletter,and/or bulletin boards, and the like can help spread the word. Eachparticipant should then complete a feedback form (anonymously ifdesired) on the services they received so that the program can be con-tinually improved. Especially glowing reviews can be published, eitheranonymously or with the employee's permission, for the informationof others who have not yet joined the program.

Individual employees will in turn need to address various needsdepending on where they are in their own career development. Somewho are still in the competency-demonstration stage will want to findthe best matches of opportunities in the organization that will lead toincreases in income and responsibility. Authentic Vocation Factors4-8 along with competency modeling and skill/interest assessments,all under the facilitation of a skilled coach, can be very useful for theseemployees. Others who have entered the quality-of-life phase and/orare approaching retirement will have different needs. For these peo-ple, Authentic Vocation Factors 1-3 and developmental assessmentssuch as the Myers-Briggs Type Indicator instrument and others, againwith the guidance of a competent and sensitive coach, can providethe help these employees need. Still others will be transitioning frommanager to leader, struggling to communicate with different personal-ities or learning styles within the team or company, or feeling stifled oroverextended in their current position. Coaching—particularly usingthe OuantumShift! approach—can also assist with these issues. Someemployees will simply not be able to meet their needs within the firm, orthe company may find it necessary to scale down operations and staff.Career development services can soften the blow and ease the transitionout of the company for people in either of these situations.

Phase 6: Evaluate results and continue to improve the program.

Whatever the ultimate format and range of services the companyimplements, it will need to track results. Evaluation forms should becompleted by the users of the service—anonymously if desired. Atleast once a year a broader survey should be administered. It shouldevaluate not only the employees' satisfaction with the services andideas for improvement, but also return on investment in the form ofbusiness results stemming from the career development work.

Notes

Introduction

1. Gallup organization poll, "American Workers Generally Satisfied, but Indicate Their JobsLeave Much to Be Desired," September 3, 1999.

Chapter 1

1. U.S. Bureau of Labor Statistics, Number of Jobs Held, Labor Market Activity and EarningsGrowth Among Younger Baby Boomers: Results from More Than Two Decades of a LongitudinalSurvey (Washington, D.C., 2002).

2. Daniel H. Pink, "The Future of Free Agency: Changing the Economics of Work," keynotespeech delievered at Association of Career Professionals International Conference, June 6,2003, San Juan, Puerto Rico. See also Daniel H. Pink, Free Agent Nation: The Future ofWorking for Yourself (Warner Books, 2002).

3. Laura Tiffany, "Hottest Business Ideas for 2002," Home Office (June 2002).

4. See www.coaching.com/Marketing/Common/whatis2.html.

5. James K. Harter, "Taking Feedback to the Bottom Line," Gallup Management Journal March15, 2001, http://gmj-gallup.com/management_engagement/article.asp?i=239.

6. Gerald Olivero, Denise Bane, and Richard Kopelman, "Executive Coaching As a Transfer ofTraining Tool: Effects on Productivity in a Public Agency," Public Personnel Management(winter 1997).

7. Manchester, Inc., "Executive Coaching Yields Return on Investment of Almost Six Times ItsCost," www.mpsgroup.com/news/viewarticle.asp?art=20010104_.l&type=pr.

8. Cecilia Capuzzi Simon, "A Coach for 'Team You': Many Who Want a Winning Record in theGame of Life Are Skipping the Shrink and Hiring a Life Coach Instead," Washington Post,June 10, 2003, HE01.

381

382

CAREER COACH ING

9. John Naisbitt and Patricia Aburdene, Megatrends 2000: New Directions for Tomorrow(Avon, 1991). See also Nana Naisbitt, Douglas Philips, and John Naisbitt, High Tech/HighTouch: Technology and Our Accelerated Search for Meaning (Nicholas Brealey, 2001).

10. As of this writing, several states have legislation and/or litigation pending to bring coach-ing under the definition of therapy, and to require coaches to comply with state licensingrequirements. Contact the ICF or your government authority for current requirements.

11. Great Circle Learning, "Mentoring for Performance Improvement," www.gclearning.com,1998.

12. Thomas Crane, The Heart of Coaching (San Diego, CA: FTA Press, 2002).

13. Daniel Goleman, "Leadership That Gets Results," Harvard Business Review (March 2000).

Chapter 3

1. Families and Work Institute, "Feeling Overworked: When Work Becomes Too Much,"www.familiesandwork.org, May 16, 2001.

2. Charles Garfield, Peak Performers: The New Heroes of American Business (New York: Avon,1986), 85-87.

3. Abraham Maslow, Motivation and Personality, 3d ed. (New York: Harper and Row, 1983).

, 4. Mihaly Csikszentmihalyi, Flow: The Psychology of Optimal Experience (HarperCollins.1991).

5. James K. Harter, "Taking Feedback to the Bottom Line," Gallup Management Journal (March2001). 35.

Chapter 4

1. Laura Day, Practical Intuition: How to Harness the Power of Your Instinct and Make It Work forYou (New York: Broadway, 1997).

Chapter 5

1. Viktor E. Frankl, Man's Search for Meaning (Washington Square Press, 1997).

2. This tool is also available to members of the CCI Virtual Learning Community. Seewww.careercoachinstitute.com.

Chapter 6

1. For further details, see Marcus Buckingham and Curt Coffman, First, Break All the Rules(Simon and Schuster. 1999): or "Taking Feedback to the Bottom Line," Gallup ManagementJournal (March 2001), available online.

2. Frederick Herzberg, Bernard Mausner, and Barbara Bloch Snyderman, The Motivation toWork (John Wiley, 1959: reprint. Transaction Publishing. 1993).

3. See www.hayresourcesdirect.haygroup.com/Values/Assessments_surveys/Personal_Values_Questionnaire/FAQs.asp.

Chapter 7

1. Marcus Buckingham and Donald 0. Clifton, Now Discover Your Strengths (Simon andSchuster, 2001).

2. Daniel Goleman, Working with Emotional Intelligence (New York: Bantam, 1998). 12.

3. Ibid.

4. U.S. Department of Labor Employment and Training Administration. "Workplace Basics:The Skills Employers Want" (Washington. DC, 1989, updated 1996).

Chapter 9

1. See my book Thriving in Transition (Simon and Schuster. 1996).

NOTES

383

Chapter 10

1. Families and Work Institute. "Feeling Overworked: When Work Becomes Too Much,"www.familiesandwork.org. May 16. 2001.

2. Daniel Goleman, Working with Emotional Intelligence (New York: Bantam. 1998).

3. Tim Kane, president of Telework America, interview by author. July 28, 2003.

4. Donald D. Davis and Karen A. Polonko, "Telework America 2001 Summary."International Telework Association and Council (ITAC), October 2001.

5. "Teleworking Comes of Age with Broadband." ITAC. April 2003.

Chapter 11

1. Julia Cameron. The Artist's Way (New York: Tarcher/Putnam. 1992).

2. Kate Wendleton. Targeting the Job You Want (Franklin Lakes. NJ: Career Press. 2000). 107.

Chapter 12

1. See Danah Zohar. The Quantum Self (Quill/William Morrow. 1990). 31-32.

2. Manchester. Inc.. "Maximizing the Impact of Executive Coaching" (survey). 2000.

3. Marcus Buckingham and Donald 0. Clifton, Now Discover Your Strengths (Simon andSchuster. 2001).

4. Gerald Olivero. Denise Bane, and Richard Kopelman. "Executive Coaching As a Transfer ofTraining Tool: Effects on Productivity in a Public Agency." Public Personnel Management(winter 1997).

5. John Byrne. "How to Lead Now." Fast Company (August 2003).

6. Shunryu Suzuki. Zen Mind, Beginner's Mind (New York and Tokyo: Weatherhill. 1980).

7. Gregg Levoy, Callings: Finding and Following an Authentic Life (Three Rivers Press. 1998).

8. See Fred A. Wolf. Taking the Quantum Leap (Perennial, 1989).

9. Joseph Jaworski, Synchronicity: The Inner Path of Leadership (San Francisco: Berrett-Koehler. 1998). 124.

Chapter 14

1. International Coach Federation. Coaching Core Competencies B(3)(d) and (0: seewww.coachfederation.org/credentialing/en/core. htm.

2. Ibid.

Chapter 15

1. Chris Argyris and Donald Schon, Theory in Practice (San Francisco: Jossey-Bass, 1974).Chapter 16

1. Chris Argyris and Donald Schon, Theory in Practice (San Francisco: Jossey-Bass, 1974).

2. Ibid.

3. Napoleon Hill. Think and Grow Rich, reissue (Random House, 1990).

4. Julia Cameron. The Artist's Way (New York: Tarcher/Putnam. 1992).

Chapter 18

1. Laura Day. Practical Intuition: How to Harness the Power of Your Instinct and Make It Work forYou (New York: Broadway Books. 1997).

2. International Coach Federation, www.coachfederation.org/credentialing/en/core.htm.

3. Ibid.

4. Diane Fassel. Working Ourselves to Death (San Francisco: Harper. 1990).

5. Susan Jeffers. Feel the Fear and Do It Anyway (Fawcett. 1988).

384

CAREER COACHING

Chapter 19

1. Bob Nelson and Kenneth Blanchard, 1001 Ways to Reward Employees (Workman, 1994).Chapter 20

1. See, e.g., CCI's job/career design series of books available at www.careercoachinstitute.com.

2. See Richard Bolles, What Color Is Your Parachute? (Ten Speed Press, 2002); See alsowww.jobstar.org/hidden/hidden.cfm.

3. C. G. Jung, Synchronicity (Princeton University Press, 1973).

4. Mary Guindon and Fred Hanna, "Coincidence, Happenstance, Seren-dipity, Fate, or theHand of God: Case Studies in Synchronicity," Career Development Quarterly (March 2002).

Chapter 21

1. See www.jobstar.org/hidden/hidden.cfm.

2. See Richard Bolles, What Color Is Your Parachute? (Ten Speed Press, 2002); See alsowww.jobstar.org/hidden/hidden.cfm.

Chapter 22

1. See www.jobstar.org/hidden/hidden.cfm.Chapter 24

1. John Stewart and Gary D'Angelo, Together: Communicating Interpersonally (McGraw-Hill,1988), 169.

2. John T. Molloy, New Dress for Success (Warner, 1988).

3. See "Job Interview Tips: Best Times," Pagewise 2001, www.avsands.com/HowTo/inter vie wj obsm_uga_av. htm.

Conclusion

1. Jack Kornfield, A Path with Heart (Bantam, 1993).

2. Mihaly Csikszentmihalyi, Flow: The Psychology of Optimum Experience (HarperCollins,1991).

Index

abilities: description of, 66; worksheet for,

309-322Aburdene, Patricia, 6accountability, 199achievement, 53

acknowledge and redirect technique forshortcomings, 268

action, eliciting of: description of, 136; indi-cators of success, 138-139; questionsfor, 137-138; viability testing of action.136-137

action steps, 122-123

active listening. 172

ads: newspaper, 221-225; trade magazine,225

advice giving, 145, 147affiliation, 53affirmations, 158

agenda: coach's vs. client's, 201; establishingof, 128-129; exploring and elaboratingon, 130-136; intuition vs., 170-171;questions for determining, 129

agreement forms, 338-342

analogy, 195-196

application, employment. 254-255Argyris. Chris, 152, 154attitudes, 96-97

auditory communication style, 191auditory-digital communication style, 192Authentic Vocation: abilities, 66; businessreality. See business reality; careerdesign as viewed by, 35; characteristicsof, 30-31; definition of, 30-31, 356;description of, 29-30; "engagement fac-tor" and, 34; experience. See experience;factors involved in, 31, 275, 356; inter-ests, 61-63; job targets, 80-81; knowl-edge, 65; life purpose. See life purpose;model of, 357; motivators. See motiva-tors; principles of, 32, 39; scalability of,35; testimonials regarding, 36-37; val-ues. See values; work. See work; workenvironment. See work environment;worksheets, 299-301, 304-328

Bane, Denise, 107blaming, 189blessing interview, 267

385

386

CAREER COACHING

"blind spots," 131bottom-lining, 174-175Buckingham, Marcus, 107burnout. 84

business reality: description of, 89-90; fail-ing of test, 98; financial feasibility eval-uations, 92; market need determina-tions, 90-92; midcareer clients, 91-92;worksheet for, 332-334

Cameron, Julia, 89

career: information resources, 82; self-identity through, 179

career changers: job search strategy for, 213;networking for, 217: tips for. 216-217

Career Coach Institute: coaching as definedby, 9-10; description of, 6-7; studentsin, 14-16

career coaching. See coaching

career counseling: career coaching vs.,11-12. 15

career development: Authentic Vocationmodel of. See Authentic Vocation; mod-els of, 34

career development program: company-wideparticipation encouraged, 385-386;confidentiality, 385; improvement of,386; need for, 383-384; preliminary/pilot program, 385; results of, 386;task force for, 384-385

career ladder, 74

career management skills: coaching of, 11;QuantumShift! coaching goals for, 111

career paths: lateral, 75-76; midcareer, 91;portfolio, 75-76; "pro-tirement," 76;zigzag, 74-75

Career Transition Report. 62

Cartesian Coordinates, 143-144

change: discontinuous nature of, 108; jobsearch vs., 95; life purpose and, 48;unpredictable nature of, 108

chronological resume, 244-246

client: accountability of, 199; attitudes.96-97; beliefs of, 155; career coachtraits sought by, 18-19; career manage-ment skills for, 11; coach's beliefs about,15 5; commitment by, 95. 115; commu-nication, 1 76; confronting of, 199-200;contact network, 95; emotional state of,171; emotions. See emotion(s); familysupport, 97; focus of, 198-201; geo-graphic scope/limits, 94-95; ideal work

for, 11; identity issues for. 166; intakesession with, 117-119; introverted,96-97, 213; job search strategy specificto, 213-214; lack of follow-through by,199-200; materials for, 116; mentalstate of, 171; midcareer, 91; personalitystyle, 96-97; prospective. See prospec-tive client; rewarding of, 198; self-awareness, 110; self-confidence, 96-97;successes of, 198

Clifton, Donald O.. 107

closed-ended questions, 189

coach: catalyst role of, 10; coaching plan roleof, 123-124; counselor vs.. 11-12;facilitator role of, 10; fees, 114; inter-nalizations by, 163-164; manager as,14-15; masterful, 290-291; personalinvolvement, 289; prospective client'smatch with. 115; reasons for contact-ing, 113-115; resources for, 364-368;responsibilities of. 358-359; self-care,287-289; traits of, 18-19, 290-291

coaching: after-call reflection form, 350;agreement forms, 338-342; call prepa-ration form, 349; career counseling vs.,11-12, 15; company benefits of, 5; com-parisons with other roles, 15; consultingvs.. 12, 15, 145-147; continuum of,209; definitions of, 8-11; elements of,10-11; ending of, 201-202; fees for,114; frequently asked questions.369-374; growth of, 6; history of, 3,6-8; information gathering vs., 146;intake form for, 118-119; interactivityof, 10; International Coach Federationphilosophy and definition of. 8-9; job in.14-18; Level 1. See Level 1 coaching:Level 2. See Level 2 coaching; Level 3.See Level 3 coaching; managing with acoaching approach vs., 13-14; mentor-ing vs., 13; mistakes when consideringthe use of, 107; need for, 3-4; ongoingnature of, 289; outcomes of, 110-111,358; QuantumShift! model. SeeQuantumShift! coaching; reasons forseeking. 4-5. 106; results of. 5; self-assessments. 17-18, 337; specialties in,6-8; therapy vs., 12-13, 151; trainingcombined with, 107

coaching plan: action steps, 122-123;

advantages of, 120; clients' current situ-ation noted in. 120-121; coach's role

387

in, 123-124; description of, 119-120;elements of, 121-123: goals, 121-122;implementing of, 123-124; intake formvs., 120; results. 123; worksheet. 347-348

coaching presence. 200

coaching session: agenda. See agenda;

benchmarks for success, 119; descrip-tion of, 125-126; eliciting action,136-139; face-to-face vs. virtual, 118;intake, 117-119; "interrogation" avoid-ance in, 135; issues. See issues; notetaking during, 201: preparing for.

126- 127; rapport established during.

127- 128; Reflection Model of Elabora-tion, 132-133; summarizing during,129-130

coaching skills: celebrating successes, 198;client-centered focus, 198-201; com-munication. See communication; han-dling client emotions. See emotion(s);overview of. 181-182; questioning. Seequestioning; self-defeating behaviors.185-186; shifting perspective. Seeshifting perspective

coaching space, 109

coincidence, 219

commitment: client, 95, 115; job search, 97

communication: analogy used in, 195-196;auditory style of, 191; auditory-digitalstyle of, 192; clarity of, 197-198, 360;description of, 176; imagery used for,196; kinesthetic style of, 192; languageused, 195; metaphor used in, 195-196;nonverbal, 260; roadblocks to,196-197; styles of. 189-191; visualstyle of. 191

company research data sheet, 352

compensation, 84

compensation package: deferral of inquiries,

281-282; evaluation of. 274-275confidentiality: career development program.

385; ethical conduct standards. 22, 24conflict of interest: ethical conduct stan-dards, 22, 24consulting: coaching vs., 12, 15, 145-147contact management programs, 216core coaching competencies: agenda. Seeagenda; asking permission to coach insensitive and new areas, 131, 193;"dancing in the moment," 135; descrip-tion of, 125, 375-376; issues. See issues;listening, 132; rapport, 127-128;

respect, 131; self-assessments. 361-363cover letter. 223-224Csikszentmihalyi. Mihaly, 34cultural values. 52culturally sensitive language. 195curiosity, 79

"dancing in the moment," 135

Day, Laura, 169

decision-making interview, 266

deep listening: "between the lines" issues,177-179; bottom-lining, 174-175; def-inition of, 172; fear, 178-179; feedback,175; guilt, 177; perfectionism, 178; self-criticism, 177; stretch goals. 175-176;undeserving feelings, 177; workholism,178

discerning, 176education, 69

electronic resume. 250-252

eliciting action: description of. 136; indica-tors of success. 138-139; questions for,137-138; viability testing of action,136-137

emotion(s): avoidance of, 187-188; coach-ing strategies for, 187-188; displayingof, 166; metaphors used to identify. 188;ways not to react to, 186-187

emotional competencies, 66-67

employment agencies, 212

employment applications, 254-255

employment contract, 2 76

empowerment questions, 189-190

"engagement factor," 34, 57

entrepreneurship, 86, 329

espoused theory, 154

ethical conduct: case studies of, 23-25; criti-cal thinking pathway for identifyingissues regarding, 25-26; InternationalCoach Federation standards, 21-23

executives: coaching for, 5; resume for,248-249

experience: building block view of, 72, 81;

self-assessments, 71-72: skills vs., 65;

visualizing of, 72; work experience

stories, 68, 73-74extrinsic values, 52

facts. 173-174family support, 9 7fear, 178-179

388

CAREER COACHING

feedback: giving of, 175; shifting perspectives

using, 185fees, 114

finances: feasibility evaluations, 92; reserves,97

"flow" experience, 34Frankl, Viktor, 51

fulfillment: lack of, 39-40; need for, 33-34functional resume. 244-245, 247

Garfield, Charles, 32

goals: coaching plan identification of,

121-122; setting of, 61; stretch,

175-176Goldsmith, Marshall, 156Goleman, Daniel, 66. 85group interview, 266-267guilt. 177

Guindon, Mary, 218

Hanna, Fred, 218hard skills, 65, 67help wanted ads. 212Herzberg, Frederick. 58Holland. John. 62

home-based work environment. 86-87

Hudson, Frederick, 76

human resources professionals, 222

ideal day, 335

ideal job, 214-215, 330-331ideal work, 11

identity: career as, 179; issues regarding, 166imagery, 196

inference, ladder of: coaching uses of,

153-154; definition of, 152; example of,153; Level 1 coaching. See Level 1coaching; Level 2 coaching. See Level 2coaching; Level 3 coaching. See Level 3coaching; model of, 152, 163; theoryvs. practice, 154-156

information gathering, 145-146

informational interviewing, 232

intake session: description of, 117-119; formfor, 343-346

interactivity, 10

interests: description of, 61-63; worksheetfor. 308

International Coach Federation: bottom-lining, 1 74; coaching as defined by, 9,103; ethical conduct standards. 21-23;founding of, 6; philosophy of. 8-9

Internet: job ads. 223; job boards/banks,

212, 228-229; privacy concerns, 228interpretations, 173-174"interrogation," 135

interview: age issues, 269; appointment set-ting for, 259; blessing, 267; decision-making, 266; description of, 2 57-258;dressing for, 264-265; educationaldegree-related issues, 269-270; firstimpressions, 264; following up after,270-271; group. 266-267; job change-related issues, 270; lack of experienceissues, 269; logistics of, 264-265; nego-tiation during, 281-282; phone call for,258-259; preparation for, 2 58-260;questions, 260-263; role-playing,263; scheduling of, 265; screening,265-266; serial, 267: shortcomings.268-270; strategies before, 258-260;termination issues. 269; thank-you let-ter for. 270-271; types of. 265-267;while eating. 267

intrinsic values, 52

introverted client: description of, 96-97; jobsearch strategy for, 213; networking for,235. 237

intuition: agenda vs., 170-171; definition of,169; description of, 169-170; life pur-pose discovered through, 42-43; mani-festing of. 170; sharing of, 171

issues: "blind spots." 131; clients without anissue, 129-130; exploring and elaborat-ing on. 130-136; isolating of, 128-129:questions for determining, 129; reluc-tance to discuss, 131

Jaworski, Joseph, 110Jeffers, Susan, 179

job: in career coaching, 14-18; companycreation of. 240-242; financial feasibil-ity evaluations of, 92; ideal, 214-215,3 30-3 31; information resources, 82;internal postings for, 82; market needdeterminations, 90-92; selectionprocess phases. 244; wants/needsanalysis. 353-355

job fairs. 212,229

job interview. See interview

job market: description of, 96; Internet jobboards/banks. 212. 228-229; job fairs.212, 229; networking. See networking;newspaper ads, 221-225; recruiters.

389

226-228; trade magazine ads,225

job offer: career development considerations,275; first, 273-274; inadequate evalu-ations of, 274—275; life/work balanceissues, 275: mistakes commonly made,273; negotiation of. 282-283; written.276

job satisfaction inventory, 298

job search: approaches to, 208-209; coach-ing opportunities after completion of,284; coach's role, 208; high-techapproach, 215-216; Internet jobboards/banks, 212. 228-229; job fairs,212, 229; low-tech approach. 215;mind-set for, 210; networking. See net-working; news event-generated mail-ings, 212, 240; newspaper ads,221-225; organizing of, 215-216; quizregarding, 211; recruiters, 226-228;self as product, 210; steps involved in,207-208; synchronicity in, 217-219;targeted mailings. 212. 238-2 39; tem-plate for, 351; time frame for, 94-98

job search agent, 229

job search strategy: client-specific, 213-214;components of, 212: ideal job,214-215. 3 30-331; overview of.210-212

job seeker: interview. See interview; part-timevs. full-time, 214; self-assessment ques-tions, 210; shortcomings, 268-270;viewing self as product. 210

job targets: clients' clarity on. 94: selectingof, 80-81; viability evaluations, 93-94;worksheet for, 324-325

journal writing, 159

judgmental questions, 189

kinesthetic communication style, 192knowledge: description of, 65; worksheet for,

309-321Kornfield, Jack, 289

ladder of inference: coaching uses of,

lateral career path, 75-76

Leonard. Thomas. 6

letters: cover, 223-224; networking,232-233; news events approach,240-241; targeted mailing, 239; T-bar,223-224: thank-you. 271

Level 1 coaching: advice giving, 145, 147;Cartesian Coordinates method.143-144; expert involvement, 144;information gathering, 145-146; Level2 coaching vs., 149; past successes usedin, 144; perspective shifting for, 144—145;premises of, 142: purposes of, 141-142;techniques. 143-145: traps in.145-147

Level 2 coaching: affirmations. 158; exampleof, 155-156; ladder of inference. Seeladder of inference: Level 1 coachingvs.. 149; "Master Mind" teams. 158;premises of. 150; principles of, 151; pur-poses of, 150; role-modeling, 157; sup-port groups, 158; techniques, 156-159;traps in, 151; visualization, 157

Level 3 coaching: beliefs transformed,166-167; client's identity issuesexplored by. 166; description of,161-162; example of, 164-165; issuesassociated with. 164; premises of, 162;purposes of. 162; techniques, 163-165;traps in, 165-166

life purpose: change necessary for, 48; cluesto, 42-44; definitions of, 40-41; discov-ering of, 42-44; essence of. 45-46;example of. 32-33; expression of. 46;implementing of. 47-49; importance of,41-42; intuition and. 42-43; obstaclesto, 44-45; optimum work fulfillmentand, 39; organizing principle use of, 46,48; qualities of, 41; QuantumShift!coaching goals for, 110; schematic dia-gram of, 46; specific type of, 40; state-ments of, 45-47; worksheet for,299-301

listening: active, 172; deep. See deep listen-ing; description of, 132

manager-as-coach, 14-15

market need. 90-92

Maslow. Abraham, 34

"Master Mind" teams, 158

McClelland. David, 58-59

meditation: life purpose discovered through.

44: on "power" questions, 159; symbol,

302-303

390

CAREER COACHING

mentoring, 13

metaphors: communication uses of,

195-196; emotions identified using,188

midcareer clients, 91-92Montford, Meg, 250

motivation: characteristics of, 58: goal set-ting and, 61; interests and, 61-63;interpersonal support, 61; repeatingbehaviors associated with, 61; self-assessments, 59-60; situational sup-port, 61; steps for increasing, 59-61

Motivational Appraisal of Personal Potential68-69

motivators: values vs., 58-59; worksheet, 308motives: interests and, 61-63; unconsciousnature of, 5 8. Myers-Briggs Type Indicator" assessment, 165

Naisbitt. John, 6

negotiation: interview stage, 281-282; joboffer stage, 282-283; misconceptionsregarding, 280; pre-interview stage,280-281; stages of. 279

networking: career changer, 217; case storyof, 237; definition of, 212; descriptionof, 231-232; follow-up after, 234; letterfor, 232-233; objective of, 232; referralrequests, 235; tips for, 232-235;unpublished job openings, 231-232

networking meeting, 234-236

news event-generated mailings, 212, 240

news events, for job search, 240-241

newspaper ads, 221-225

nonjudgmental questions. 189

nonverbal communication, 260

note taking, 201

Occupational Outlook Handbook, 90

open-ended questions, 189

operational values, 52

organization: career development program.See career development program; coach-ing effects on, 10

organizational culture: definition of, 84-85;evaluating of, 85-86

overwork, 178

perfectionism, 1 78performance coaching, 107perspective: opposing types of, 18 5; shiftingof. See shifting perspective

politically correct language, 195portfolio career path, 75-76power, 53

pre-interview stage: negotiation during,280-281; strategies for, 258-260

problem solving, 145-147

professional balance wheel, 336

prospective client: coach and, matchbetween, 115; intake session with,117-119; materials for, 116; objectionsby, 114; reasons for contacting coach,113-115

"pro-tirement," 76

published job market: Internet job

boards/banks, 212, 228-229; job fairs,212, 229; newspaper ads, 221-225;recruiters, 226-228; trade magazineads, 225

quality of life, 111

quantum shifts, 104

QuantumShift! coaching: description of,103-104; design of, 105; levels of,105-106; model of, 105; outcomes of,110-111; principles of, 108-110;results of, 106-107; role of, 106-107

questioning: description of, 188-189; Level 2techniques for augmenting, 174-179

questions: blaming/playing the victim,189-190; clients' language and com-munication style reflected in, 189-193;closed-ended, 189; for eliciting action,137-138; empowerment, 189-190; forexploring or elaborating on an issue,133-135; flow of, 193-194; frequentlyasked, 369-374; networking meeting,236; nonjudgmental vs. judgmental,189; open-ended, 189; perspective shift-ing, 182-184; "powerful," 188-189,194; techniques for asking, 190-193;timing of, 190-193; unpowerful, 194

rapport, 127-128recruiters, 212, 226-228references, 249referrals, 235

Reflection Model of Elaboration, 132-133reframing, 184-185rephrasing, 190

resume: chronological, 244-246; customiz-ing of. 244; distribution services for,253; electronic, 2 50-252; executive,

INDEX

391

248-249; functional, 244-245, 247;length of, 245; principles for, 243-245,249; purpose of, 244; references, 249;screening software for, 251, 253; skilllisting in. 244; "Summary ofQualifications," 245; tips for preparing,243-245, 249; Web portfolio, 254

rewarding, 198

role-modeling, 157

role-playing, 263

salary, 92

salary history, 223-225

Schon, Donald, 152, 154

screening interview, 265-266

selective perception, 163-164

self-assessments: career coaching as occupa-tion, 17-18; coaching, 337; coachingcompetencies, 361-363; motivation,59-60

self-awareness, 110

self-confidence, 96-97, 196

self-criticism, 177

self-defeating behaviors, 185-186

Self-Directed Search, 62

self-reliance. 122.

sensitive areas, asking permission to coach

in, 131. 193serial interview, 267

sessions: agenda. See agenda; benchmarks forsuccess, 119; description of, 125-126;eliciting action, 136-139; face-to-facevs. virtual, 118; intake, 117-119;"interrogation" avoidance in, 135;issues See issues; note taking during,201; preparing for, 126-127; rapportestablished during, 127-128; ReflectionModel of Elaboration, 132-133;summarizing during, 129-130

severance, 9 7

shifting perspective: Level 1 coaching,

144-145; questions for, 182-184;

techniques for, 184—185situational support, 61skills: categories of, 65-66; experience vs..

65; hard, 65, 67; marketability of, 96;

self-assessments, 68-69; "soft," 66-67;

worksheet for, 309-322soft skills, 66-67

solitude: life purpose discovered through, 44specialties, 6-8stretch goals, 175-176

support groups, 158Suzuki, Shunryu, 108symbol meditation, 302-303synchronicity, 109-110, 217-219

targeted mailings: definition of, 212; descrip-tion of, 238; letter for, 239task force, 384T-bar letter, 223-224telecommuting, 86-87thank-you letter, 271

therapy: coaching vs., 12-13, 151; focus of,12-13, 166; Level 3 coaching vs., 166

trade magazine ads, 225

training: coaching combined with, 107;reliance on, 107

undeserving feelings, 177

unpublished job market: networking. See net-working; news event-generated mail-ings, 212, 240; targeted mailings, 212,238-239

values: conscious nature of, 58; cultural, 52;description of, 51-52; extrinsic, 52;identifying of. 53-54; intrinsic. 52;motivators vs.. 58-59; operational, 52;systems of, 53; types of, 52; work-related, 53-54; worksheets, 304-307

visual communication style, 191

visualization, 157

wants/needs analysis, 353-355Web portfolio, 254Wendleton, Kate, 94

work: entrepreneurship, 86, 329; fulfillmentat, 33-34; salary guides for, 92; valuesrelated to, 53-54; worksheet for, 323

work environment: company size considera-tions, 84; components of, 83-85; entre-preneurship, 86, 329; geographic loca-tion of, 83; home-based, 86-87; pace of,83; supportive, 84; telecommuting,86-87; worksheet for, 326-328

work experience stories, 68, 73-74

work history, 71-72

workaholism, 178

workplace: free agency-based, 33; returningafter extended absence, 72-73

zigzag career paths, 74-75

392 CAREER COACHING

Marcia Bench

Career Coach InstituteP.O. Box 5778

Lake Havasu City, AZ 86404coach@careercoachinstitute.com866-CCOACH-4www.careercoachinstitute.com

MARC IA BENCH has worked with hundreds ofexecutives, entrepreneurs, and business profes-sionals during her seventeen years as a careerconsultant and coach. A former attorney, she isfounder and director of the Career Coach Institute,the world's premier virtual career coach trainingorganization. Her clients include individuals fromsuch organizations as Qualcomm, Intel, US West,Raytheon, Intuit, and FedEx. Bench has developedthree new coaching models and written twelvebooks in the career development field. She is asought-after speaker and is frequently quoted inthe media as a leading industry expert on careercoaching, the changing workplace, and findingwork fulfillment.

Davies-Black Publishing

3803 East Bayshore RoadPalo Alto, California 94303www.daviesblack.com

Business/Career

U.S. $34.95

THE CAREER COACH'SULTIMATE RESOURCE GUIDE!

Written by one of the leading experts in the field, Career Coaching offers a comprehensive blend ofcareer discovery tools, easy-to-use models, coaching principles, client tips, job search strategies, andnumerous worksheets and assessments to help your clients get started on the road to job satisfac-tion. Addressing the ever-changing corporate climate, increasing layoffs and self-employment, andpervasive job dissatisfaction present in today's workplace, this book presents simple yet multidimen-sional coaching methods that provide not just solutions to your clients' needs but awareness of a life'spurpose that can help them overcome any career obstacle.

"Marcia Bench is a voice of discipline, reason, and, above all else, integrity. Read thisbook if you are seeking the right questions to ask yourself and others!"

SCOTT BLANCHARD, Executive Vice President, Client Solutions, The Ken Blanchard Companies

"If you could buy only one coaching book, this practical gem should be it. One of thoserare books that beckons coaches to read it not just cover to cover but over and over."

RICHARD J. LEIDER, Founding Partner, The Inventure Group; author of Repacking Your Bags andWhistle While You Work

"A relevant and heartfelt road map to guide career coaches and their clients in transform-ing their careers into those that evoke passion, fulfillment, and a sense of purpose."

THOMAS CRANE, President, Crane Consulting; author of The Heart of Coaching

"The definitive book on how to build, develop, and manage a profitable career coachingbusiness. Whether new to the business or a veteran, you'll find this book useful and vital."

WENDY S. ENELOW, President, Career Masters Institute

ISBN O-fillDb-lflM-B

Davies-Black Publishing

Distributed to the trade by National Book Network