1. PARENTS AND SENIORS: MANAGING THE TRANSITION 500 El Camino Real, Santa Clara, CA 95053-1057 * www.scu.edu/careercenter* (408) 554-4421www.scu.edu/careercenter

2. THE CHANGING JOB MARKET

7. SOME INHIBITORS OF GROWTH IN VALLEY Cost of living Low worker morale Exodus of talent from Valley Unskilled workers for new technologies Lack of creative geniuses Taxes and regulatory issues People drawn to adventures in other parts of world Very competitive market for talent Unable or unwilling to define the new “normal” Salaries disproportionate to job

11. TOP QUALITIES/SKILLS IN DEMAND

12. PARADIGM SHIFT REQUIRED FOR SUCCESS: FROM INDEPENDENCE TO INTERDEPENDENCE

13. INDEPENDENCE INTERDEPENDENCE Hold Power Inclusion Truth Dichotomies HierarchyShare Power EfficiencyAbundance Experts CollaborationOpen Systems ScienceSpirituality CompetitionCommunity Dialogue Rational Intuition Either/Or Both/And Visible/Concrete Unconscious Ethic of Justice Ethic of Justice and Care Intelligence (I.Q.) Emotional Intelligence (E.Q.) Economics/Profit Human Potential

14. FROM GLOBAL TRANSITIONS TO PERSONAL TRANSITIONS A MODEL OF TRANSITION (William Bridges, Transitions, 1980)

15. Change Versus Transition Change = Situational, external to us, outcome focused, relatively quick. Example: Student finishes years at SCU. Transition = Experience, psychological, process based, gradual and slow. Definition of transition: “A gradual psychological reorientation that happens inside us as we try to adapt to change.” Example: You and your student’s response to the event of graduation.

16. THE STRUCTURE OF TRANSITIONS ENDINGS BEGINNINGS NEUTRAL ZONE

17. ACTIONS IN EACH STAGE OF TRANSITION Endings = Loss, letting go, closure, saying good-bye Neutral Zone = In-between time, chaos, the wilderness Beginnings = Being “with it,” new chapter, renewal

18. TRANSITION MODEL APPLIED TO SENIORS AND PARENTS Parents No longer as active an influence on student Son/daughter truly “leaving home” Facing “empty nest” with at least one child Possible end of financial burden Students Leaving security/comfort of school Saying good-bye to friends End of immediate feedback and grades Possible end of financial support Emotions/Responses Sadness, joy, anxiety, relief, fear, denial (of new role), depression, abandonment, anger, resentment, loss ENDINGS

19. NEUTRAL ZONE Parents Confusion about new role What do I/we do next? Should we continue to support child (let him/her stay in home, put in apartment, etc.)? Will I/we make it?? Students How will I use my degree? Is this next/first job my “calling”? How will I know? What does the future look like? What new challenges should I prepare for? Will I make it?? Emotions/Responses Confusion, disorientation, disconnected, impatient, apathy, lost, some excitement.

20. BEGINNINGS Parents Start next phase of life as parent(s) of grown child/graduate More time and money (?) to put toward other goals Students Start new job, continue seeking work, decide on graduate school Develop new friends Begin to create a life more free of parental guidance Manage own finances, housing, other expenses Emotions/Responses Excitement, fear, sadness, joy, connection, renewal, completion, energized, anxiety, curiosity, hope.

21. WHAT HELPS AT EACH STAGE In dealing with loss and endings, make sure that: In dealing with the neutral zone, make sure that:

22. WAYS PARENTS CAN HELP GRADUATES Appreciate difficult transition. Be available. Share stories. Change expectations. Relate. Determine financial support Let student make decisions. Establish boundaries. Stop worrying! Celebrate. Develop your own life. Be a “soft place to fall” and a “pillar of strength.” See jobs as improvisations. Remember careers are not linear. Stay curious. Be a role model. THANK YOU FOR COMING!