1. Counseling for Career Growth: Re-thinking Models of Career Counseling Center for Immigrant Education and Training ACE LaGuardia Community College

2. Hotel T.E.A.C.H. (Teaching English and Careers in Hospitality)  Develop skills and knowledge necessary to move from “back of the house” to “front of the house” positions

3. Curriculum Focus  Contextualized ESOL  Career Counseling  Technology

4. EFF Broad Areas of Responsibility: Do the Work Work with Others Work within the Big Picture Plan and Direct Personal and Professional Growth

5. Models for Curriculum Development  Start from descriptions of skills to be learned  Start from where the students are  Do both

6. Employer Expectations  Taking Initiative  Being Professional  Going “above and beyond” when providing customer service

7. Students’ Realities: “What the students taught us.”  Students felt invisible, looked down upon, unimportant.  The work itself is exceptionally hard.  Students felt unappreciated by customers and supervisors.

8. Hotel T.E.A.C.H. Student Demographics  59% of class was age 45 or older.  A majority of the students were professionals in their home countries.  Most had been in their “back of the house” positions for 10+ years with no advancement.

9. Internal Barriers to Success  Embarrassment at their low English proficiency  Overwhelmed with their language limitations  Felt incompetent and inarticulate

10. “The counseling roots of career counseling”  Allows students to express themselves in a safe, supportive, and non-judgmental environment  Helps students identify non-helpful behavior patterns  Students learn and develop appropriate coping skills  Students identify goals that are important to them

11. “Emotional Intelligence” as a Promising Approach  Recognize and monitor our own feelings (Self-awareness)  Recognize the feeling of others  Self-Management: Capacity for effectively managing one’s motives and regulating one’s behavior. Also allows one to manage responses to both one’s own emotions and those of others.

12. Teaching Emotional Intelligence  Reflect and Analyze current behavior and attitudes  Develop alternative approaches to their behavior and identify ways to improve  Use rubrics, case studies & role-plays  Extension activities and Journaling

13. Evaluation Findings Participants and Supervisors  High level of satisfaction.  Most demonstrated greater confidence and ease in common customer service situations.

14. Students reported: They learned “to work with anger and stress”, were better able to interact with others in a “professional way”, and had become “less emotional” both at work and outside work.

15. Lessons Learned  Curriculum development that is both “outside in” and “inside out”  Focus on both language and behavior as well as beliefs

16.  Rethink traditional models of “career counseling”  Emotional Intelligence and Social Intelligence skills can, and need to be, taught