[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_row_inner][vc_column_inner][vc_empty_space][/vc_column_inner][/vc_row_inner][/edupro_container][edupro_container][vc_row_inner][vc_column_inner width="1/3"][vc_single_image image="1880" img_size="full"][/vc_column_inner][vc_column_inner width="2/3"][edupro_heading text_align="text-left" title_fonts="font_family:Roboto%20Condensed%3A300%2C300italic%2Cregular%2Citalic%2C700%2C700italic|font_style:700%20bold%3A700%3Anormal" title="Personal Reflection Through the Profile Process" line_color="#0054a4" line_width="100px" line_height="2px" line_margin_bottom="5px" title_color="#212121" title_font_size="30px"][/edupro_heading][/vc_column_inner][/vc_row_inner][vc_row_inner][vc_column_inner width="11/12"][vc_column_text]We are taught that if we want more, then we must have more education, more relationships, and more opportunity. While this is true, the reality is if we want more, we must begin by becoming more self-aware. It is the foundation on which any development, both personal and professional, can be built. This personal reflection through the profile process is the first step in the self-awareness journey that students will take in the 5 to Arrive.[/vc_column_text][/vc_column_inner][/vc_row_inner][/edupro_container][/vc_column][/vc_row][vc_row css=".vc_custom_1504120935670{margin-top: 55px !important;margin-right: 55px !important;margin-bottom: 55px !important;margin-left: 55px !important;}"][vc_column][edupro_container][vc_row_inner][vc_column_inner width="1/3"][vc_single_image image="1885" img_size="full"][/vc_column_inner][vc_column_inner width="2/3"][edupro_heading text_align="text-left" title_fonts="font_family:Roboto%20Condensed%3A300%2C300italic%2Cregular%2Citalic%2C700%2C700italic|font_style:700%20bold%3A700%3Anormal" title="Personal Knowledge Acquisition through the Self-Directed, Self-Selected Model" line_color="#0054a4" line_width="100px" line_height="2px" line_margin_bottom="5px" title_color="#212121" title_font_size="30px"][/edupro_heading][/vc_column_inner][/vc_row_inner][vc_row_inner][vc_column_inner width="11/12"][vc_column_text]In order for students to become self-directed, lifelong learners they must first learn what it means to be self-directed and how to accelerate the adoption and retention of market specific knowledge. Through a combination of audio coaching modules and worksheets, students will learn and utilize the Self Directed, Self-Selected Coaching Model (SDSS) to develop both academic skills and critical thinking.[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_row_inner][vc_column_inner width="11/12"][vc_single_image image="1760" img_size="full"][/vc_column_inner][/vc_row_inner][vc_row_inner][vc_column_inner width="11/12"][vc_column_text]"Innovation", in the context of the model means, “you go first.” Participants have the opportunity to go first towards the market specific knowledge they need in order to become gainfully employed. The reason is simple. It’s clear that those who desire to lead people and manage resources must solve problems and make decisions. The problems that are solved and the decisions that are made drive results by which they will be judged and define how they will advance within the chosen career path. In the context of the model this is called “reality.” The final phase of the model is called “hard work” for a reason. This is where students learn how to write effective problem statements through a frame of audience, stat, state and call to action and then systematically solve problems through a frame of problem, cause, consequence, solution, action.[/vc_column_text][/vc_column_inner][/vc_row_inner][/edupro_container][/vc_column][/vc_row][vc_row css=".vc_custom_1504120965526{margin: 55px !important;}"][vc_column][edupro_container][vc_row_inner][vc_column_inner width="1/3"][vc_single_image image="1886" img_size="full"][/vc_column_inner][vc_column_inner width="2/3"][edupro_heading text_align="text-left" title_fonts="font_family:Roboto%20Condensed%3A300%2C300italic%2Cregular%2Citalic%2C700%2C700italic|font_style:700%20bold%3A700%3Anormal" title="Personal Assessment through Harrison Assessments" line_color="#0054a4" line_width="100px" line_height="2px" line_margin_bottom="5px" title_color="#212121" title_font_size="30px"][/edupro_heading][/vc_column_inner][/vc_row_inner][/edupro_container][edupro_container][vc_row_inner][vc_column_inner width="11/12"][vc_column_text]Harrison Assessments measures the strengths and challenges of behavioral tendencies with ONE self-assessment. Coaches, advisors and support staff gain the ability to help students truly get to know themselves and provide a dialogue in order to drive new levels of meaningful connection and change. The online assessment, which takes less than 30 minutes to complete, measures 175 factors including task preferences, motivations, work environment preferences, interests, and interpersonal preferences. The data collected generates a multitude of reports which are invaluable to students as they focus on creating a bigger future.[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_row_inner][vc_column_inner width="11/12"][vc_single_image image="1759" img_size="full" alignment="center"][/vc_column_inner][/vc_row_inner][vc_row_inner][vc_column_inner width="11/12"][vc_text_separator title="Students Will Uncover" border_width="5" el_width="60"][/vc_column_inner][/vc_row_inner][vc_row_inner][vc_column_inner width="11/12"][vc_column_text]Traits and Definitions Report: Knowing Your Life ThemesThe same wind blows on all of us: the economic wind; the political wind; the social wind; the wind of failure and the wind of success. It’s not the blowing of the wind, it’s the set of the sail. The difference in arrival in 5 years, 10 years and 15 years isn’t the blowing of the wind, it’s the set of the sail. The difference in arrival is the set of the sail. ~Jim Rohn
Students will uncover their top 5 Life Themes – the areas that will naturally drive them. These life themes will provide the student will clarity about their life purpose and the areas they value most. Understanding these life themes will influence their life and career. The Harrison Assessments Traits & Definitions Analysis provides a stack ranked inventory of the student’s interests, strengths, engagement factors, work preferences, task preferences, environment preferences and competencies, providing insight to pursue a career that aligns with their life purpose. This report opens with five life themes for the student. This is a great place for students to take ownership of their “script.” It’s important to open the session talking about what these themes mean to the student. The life themes section sets the stage and the conversation for how students will take ownership of their “script.” View a Sample Report.[/vc_column_text][vc_column_text]Summary & Keywords to Describe Who You Are: Language is Key
Students will uncover the keywords that describe who they are. Understanding the characteristics, strengths and traits that describe who you are is a great step toward being able to create and articulate your personal brand. The Harrison Assessments Summary & Keyword Analysis will enable students to be able to describe themselves and gain personal insights into their attitudes and behaviors. This report gives the coach/advisor the opportunity to help the student reflect on their strongest characteristics. This gives the student the opportunity to put language together that articulates their beliefs and characteristics which will help them communicate their uniqueness and build and refine their personal brand. Remind the student that knowing their greatest strengths adds immense value to their life and helps them to focus on leveraging strengths in order to make better life and career decisions. View a Sample Report.[/vc_column_text][vc_column_text]Your Greatest Strengths: Building Your Personal Brand
Students will uncover what they are naturally great at – their unique strengths. Becoming self-aware of their highest priorities and values and what they love doing most will enable students to further build on their key strengths. The Harrison Assessments Greatest Strengths Analysis will assist students with their personal branding and prepare them to clearly articulate how their uniqueness will create value for organizations of potential employers. This report provides the strengths that the student possesses, meaning they are things the student enjoys and is probably good at. Remind the student what their strengths were identified as, and remind them that playing to your strengths combined with the knowledge the coach/advisor acquires helps the student move toward the future they want to create for themselves. What the coach/advisor is trying to do is get the student to focus on one or two key strengths and see how it aligns with what they envision about their future. The coach/advisor can build on proof points like, “What’s Important for Career Success” and “The Ideal Career” or possibly other areas until they provide direction for the student towards gainful employment. View a Sample Report.[/vc_column_text][vc_column_text]Emotional Intelligence Strengths and Gaps: EQ is the #1 Predictor of Performance
Student will uncover how well they recognize, understand and manage their own emotions and the emotions of others. Students will be able to use this blueprint to relate better to other people, form healthier relationships, achieve greater success at work and lead a more fulfilling life. The Harrison Assessments Emotional Intelligence Analysis will enable students to capture a snapshot of their existing levels of emotional intelligence, including knowing oneself, relationship leadership, self-motivation/self-management and social awareness/service orientation. This report helps the student more clearly visualize the areas of development related to emotional intelligence. It’s important to key in on the strengths that the student has and relate them back to their career choice as the coach/advisor shows the gaps related to their emotional intelligence report. A green bar represents that the area is one that will help the student perform at a high level, a yellow bar means that specific trait could have a negative impact on performance, and a red bar means that could be a “derailer” and should be addressed by the student. Try to let the student drive the conversation about which specific section they would like to talk about related to their “script” and experiences. View a Sample Report.[/vc_column_text][vc_column_text]The Career Development Report: Approaching Gainful Employment
Students will uncover what they will find most enjoyable, what’s important to them in a career, how they interact with others, their interpersonal skills, what motivates them, how they approach decision-making and their leadership potential. The Harrison Assessments Career Development Analysis Report will enable students to leverage who they are, identify areas for development and seek employment with a likelihood of success. This section can be tailored to fit the needs of any student. If a student knows his or her chosen career path, the coach/advisor can go through each section, especially the preferences, and make sure the student’s chosen career path aligns with what he or she enjoys. If the student has yet to choose a career path, the coach/advisor can go through each section, especially the preferences, and see if the student can find some preferences or strengths they can choose a possible career from. The coach/advisor may jump to “Your Ideal Career” or another section from the coaching modules. Remind the student that they should seek employment that makes the best use of the strong areas and motivations because that will increase work satisfaction and the likelihood of success. View a Sample Report.[/vc_column_text][vc_column_text]The Career Options Report: Making Good On The Promise
Students will uncover which careers they would most likely enjoy, those that will provide the greatest job satisfaction and the necessary degrees they should consider for success in their chosen career path. The Harrison Assessments Career Options Analysis stack ranks a student’s enjoyment percentage and suitability to the requirements of more than 650 careers, providing a roadmap to navigate the world of work and self-manage the career building process. This report provides a list of careers with definitions of what those people do. The level of enjoyment is given in a percentage on the right side of the page. The coach/advisor should make sure the student is paying close attention to the different marks that include the education level required. Once the student has pinpointed a career, facilitate discussion to help them come up activities that will lead to further change (i.e. conferences to attend, people to connect with, podcasts to listen to, etc.). With these activities comes an education plan, based on the amount of education the career requires or how much the student is interested in continuing their education. View a Sample Report.[/vc_column_text][vc_column_text]Emerging Leadership Strengths and Gaps: Making the Choice to Become a Leader Worth Following
Students will uncover their strengths and gaps related to energizing people, communicating, problem solving, persevering and resilience, and learning agility. The Harrison Assessment Emerging Leadership Analysis will empower students to achieve a higher level of personal awareness related to widely recognized principles of leadership. It will enable students to capture a snapshot if their existing levels of leadership capabilities, including achievement orientation, communication, energizing people, impact and influence, innovation, leading people, learning agility problem solving, resilience and perseverance and strategic thinking. View a Sample Report.[/vc_column_text][/vc_column_inner][/vc_row_inner][/edupro_container][/vc_column][/vc_row][vc_row css=".vc_custom_1504120998824{margin-top: 55px !important;margin-right: 55px !important;margin-bottom: 55px !important;margin-left: 55px !important;}"][vc_column][edupro_container][vc_row_inner][vc_column_inner width="1/3"][vc_single_image image="1887" img_size="full"][/vc_column_inner][vc_column_inner width="2/3"][edupro_heading text_align="text-left" title_fonts="font_family:Roboto%20Condensed%3A300%2C300italic%2Cregular%2Citalic%2C700%2C700italic|font_style:700%20bold%3A700%3Anormal" title="Personal Coaching through a Narrative-Based Approach" line_color="#0054a4" line_width="100px" line_height="2px" line_margin_bottom="5px" title_color="#212121" title_font_size="30px"][/edupro_heading][/vc_column_inner][/vc_row_inner][vc_row_inner][vc_column_inner width="11/12"][vc_column_text]Understanding Narrative Based Coaching: Updating Scripts
It is through the language we use and the stories we tell that we derive meaning. It is through students’ personal narratives - life scripts - that they are either limited or ideally, empowered. In Narrative Based Coaching (NBC), students engage in a process of self-discovery and have the potential to shape who they know themselves to be. The questions asked in a session are not designed to simply elicit answers, but rather to generate an experience. The coaching questions are engineered to encourage students to take ownership of their strengths, while externalizing their challenges. In doing so, they can dialogue with a coach about possible solutions, and routes to positive change from a strength based perspective, without the effects of shame or defensiveness. The coaching process enables students to participate as collaborators, deepening their awareness and ability to articulate their story to prospective employers. The potential for transformation as a college student is ignited as scripts are updated and they proactively navigate the territory between graduation and gainful employment with more skill, confidence and purpose.[/vc_column_text][vc_column_text]Why Narrative-Based Coaching
Narrative Based Coaching was inspired by strength-based coaching, Cognitive Behavioral Therapy, Neuro-linguistic Programming and Narrative Therapy. It is informed by a decade of direct to student coaching where the goal is to create lasting and substantive change. Most approaches to student coaching ask students “Where are you now, where do you want to be, and how are you going to get there?” Deeper coaching takes it a step further by inquiring into a student’s “why” as in “Why does this goal matter to you?”. NBC sets itself apart by addressing the matter critical to supporting the execution of both of these questions which is “Who do you know yourself to be?” When students are able to see themselves and experience themselves as resilient agents of change, the heavy lifting has been met. In other words, when “life gets in the way” - as it always does -students are equipped to weather the storm with greater grit and fortitude. Even the most well laid out plan and the most inspired “why” are at risk when students are not operating from a confident personal narrative. NBC provides just this, serving as the bedrock from which meaningful career exploration and gainful employment can be achieved.[/vc_column_text][vc_column_text]Narrative-Based Coaching Sessions
A minimum of seven individual narrative-based coaching sessions have been designed to help the coach/advisor meaningfully connect with the student. Each session corresponds with the Harrison Assessment Reports that are recommended in the 5 to Arrive Model. A coaching session form is completed by the student at the conclusion of each session.[/vc_column_text][/vc_column_inner][/vc_row_inner][/edupro_container][/vc_column][/vc_row][vc_row css=".vc_custom_1504121013542{margin-top: 55px !important;margin-right: 55px !important;margin-bottom: 55px !important;margin-left: 55px !important;}"][vc_column][edupro_container][vc_row_inner][vc_column_inner width="1/3"][vc_single_image image="1888" img_size="full"][/vc_column_inner][vc_column_inner width="2/3"][edupro_heading text_align="text-left" title_fonts="font_family:Roboto%20Condensed%3A300%2C300italic%2Cregular%2Citalic%2C700%2C700italic|font_style:700%20bold%3A700%3Anormal" title="Personal Change through a Commitment to Action" line_color="#0054a4" line_width="100px" line_height="2px" line_margin_bottom="5px" title_color="#212121" title_font_size="30px"][/edupro_heading][/vc_column_inner][/vc_row_inner][vc_row_inner][vc_column_inner width="11/12"][vc_column_text]The Story Starts With Creating a Bigger Future
The reality is that most students want to create a bigger future, but don't know how to. Today, students come to a college campus at 18 years old and think their ticket to a substantial career is created by being eligible for the position which they have been told is a college degree. What most learn along the way is that it’s just as much (if not more) about suitability (their behavior) and the relationships they create. It’s the coach/advisors job to help the student unpack their script, embrace the things that they have learned from their script and write a new script about a bigger future. The coach/advisor facilitates discussion about the students’ desired future so that they can document action steps resulting in personal change.[/vc_column_text][/vc_column_inner][/vc_row_inner][/edupro_container][/vc_column][/vc_row][vc_row][vc_column width="11/12"][vc_cta h2="The 5 to Arrive Model was designed with flexibility in mind. " el_width="md" css=".vc_custom_1503163215340{background-color: #ffffff !important;}"]Innovative teaching, learning and assessment methods help students engage in the education process. Helping students develop transferable skills and abilities will make them attractive to potential employers and helpful across different areas of life: at school, socially and professionally. Preparing students to develop a range of knowledge, skills, behaviors and attributes which will enable them to be successful not just in employment, but in life, is a University-wide responsibility. Employability is more important now than ever before in light of the complex world graduates are entering. The 5 to Arrive is available as a turnkey model or we can customize it to fit your needs. Contact us for more information.
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