WELCOME & AGENDA – DR. MIKE TUMUSIIME

I. Opening Remarks from the Honorable Minister of State

II. Key Note Address: The Importance of Career Guidance

III. Rwanda Career Guidance & Kuder

IV. Rwanda Career Planning System

V. Developing a Country-wide Talent Pipeline

VI. Panel Discussion: Positive Experiences with the Rwanda Career Planning System

VII. Group Discussion

VIII. Recap & Closing

IX. Other Education Innovations

X. Closing Remarks*With breaks along the way.

OPENING REMARKS: HONORABLE MINISTER OF STATEDR. ISAAC MUNYAKAZI

• Welcome.• The purpose and objectives of the Summit.• Capacity building challenges and

our long-term commitment.• Your involvement and support. • Kuder: Global Authority in Career Guidance• Innovation in Education

Hon. Dr. Isaac Munyakazi

OPENING REMARKS: HONORABLE MINISTER OF STATEDR. ISAAC MUNYAKAZI

Our 2050 Vision and how Bridging Education to Economic Development plays a role for the

Republic of Rwanda.

Thank you for joining this important conversation.

KEY NOTE ADDRESS:The Importance of Career Guidance

Presented by Spencer Niles, Ed.D., LPC, NCCDean for the School of Education at

The College of William & Mary in the United States

Senior Vice President of Research, Kuder Research Faculty

SOME BASIC PRINCIPLES

1. Few things are more personal than a career choice.

2. In choosing an occupation we implement our self-concept.

3. The self-concept evolves over time making choice and adjustment continuous processes.

4. The world of work evolves over time making choosing and adjusting continuous requirements.

5. There never has been nor will there ever be another you.

6. We should go beyond helping others determine what is meaningful to them…What is also meaningful to the world?

7. Career guidance and positive career development lead to exceptional economic development.

And, career development should help people…

ACTION-ORIENTED HOPE AND OPTIMISM

OptimismThe belief that things will turn out well.

Action-Oriented HopeConnected to goal-directed actions.

(in sports, illness recovery, academics, and attitude)

Higher action-oriented hope

Better performance

PREDICTIVE VALIDITY OF HOPE

KUDER CREATES HOPE

• Kuder creates hope for students.• Hopeful students move forward in their career planning with purpose

and focus.• When this happens, they create their careers with confidence and

this has important implications for the economic development of the country.

THE ROLE OFACTION-ORIENTED HOPE

• Translate self-efficacy into action • Maintains persistence• Essential for adaptability

3 COMPONENTS OF ACTION-ORIENTED HOPE

GOALSAnything the individual desires to get, do, be, experience, or create

Can be:• Big or Small• Short-term or Long-term

Goals anchor purposive behaviour

3 COMPONENTS OF ACTION-ORIENTED HOPE

GOALSW H AT D O I W A N T T O A C H I E V E ?

PATHWAYS THINKING ( A D A P T I V E P L A N N I N G )

H O W W I L L I G E T T H E R E ?

3 COMPONENTS OF ACTION-ORIENTED HOPE

GOALSW H AT D O I W A N T T O A C H I E V E ?

AGENCY THINKINGC A N I D O I T ? W I L L I D O I T ?

PATHWAYS THINKING ( A D A P T I V E P L A N N I N G )

H OW W I L L I G E T T H E R E ?

3 THEORIES INTO 1 MODEL

SNYDER’S HOPE THEORY

GoalsPathwaysAgency

BANDURA’S HUMAN AGENCY

THEORYSelf-reflection

VisioningGoal Setting

Implementing

HALL’S PROTEAN CAREER THEORY

Self-clarity (self-identity)Adaptability

ACTION-ORIENTED HOPE-CENTERED CAREER DEVELOPMENT MODEL

Hope Centered Adaptinguses new information about the self and/or the environment to adjust one’s goals and/or plans when necessary.

ACTION-ORIENTED HOPE-CENTERED CAREER DEVELOPMENT MODEL

Hope Centered Self-reflectionexamines thoughts, beliefs, behaviors, and circumstances.

ACTION-ORIENTED HOPE-CENTERED CAREER DEVELOPMENT MODEL

Hope Centered Self-clarityhas a clear understanding about one’s important self-characteristics (e.g., interests, values, skills, motivation, goals).

ACTION-ORIENTED HOPE-CENTERED CAREER DEVELOPMENT MODEL

Hope Centered Visioningbrainstorms future career possibilities and identifies desired future outcomes.

ACTION-ORIENTED HOPE-CENTERED CAREER DEVELOPMENT MODEL

Hope Centered Goal Setting and Planningcrystallizes what one wants to achieve and identifies the specific steps to achieve one’s goals.

ACTION-ORIENTED HOPE-CENTERED CAREER DEVELOPMENT MODEL

Hope Centered Implementingtakes action to achieve one’s goals.

ACTION-ORIENTED HOPE-CENTERED CAREER DEVELOPMENT MODEL

USING THE KUDER SYSTEM

• Encourages self-reflection• Fosters self-clarity• Provides the information needed for visioning• Helps to turn self-clarity into goals• Provides a basis for planning• Supports students as they implement their

goals• Offers a foundations for adapting to choices

HOPE ACCOMPLISHMENT INTERVIEW

Career CounselorCareer Client Recorders

1Identify something you’ve done

about which you feel very proud.

2Describe what you did to

make this happen.

1List all the transferable skills and

attitudes you hear the client describe

1Help the client deconstruct the experience.

Get the detail of the experience.2

3Ask, “What did you have to do to make that happen?

4Summarize and repeat.

SELF-REFLECTION

Ability to think about and examine your own thoughts, beliefs, behaviors and circumstances.

What is important to

you?

What do you enjoy?

What skills do you enjoy using? What skills do you

desire to develop?

What gives you a sense of purpose?

What do you hope others would say

about you if they were

asked?

KUDER SELF-REFLECTION

TAKE THE WORK VALUES INVENTORY• Do your results seem accurate to you?

—Consult with a teacher, mentor, parent for feedback

• What are the Holland types reflected in your scores?• Do these types reflect what you know to be true about you?• If not, how would you adjust them?• Write down any thoughts you have about these results (positive reactions,

questions, etc.)

Important Places

DAVID WHYTE

KUDER SELF-REFLECTION

TAKE THE INTEREST INVENTORY• Do your results seem accurate to you?

—Consult with a teacher, mentor, parent for feedback

• What are the Holland types reflected in your scores?• Do these types reflect what you know to be true about you?• If not, how would you adjust them?• Write down any thoughts you have about these results (positive reactions,

questions, etc.)

SELF-CLARITYOccurs as people develop answers

to self-reflective questions.

Achieving self-clarity is a process and requires time for the understanding to come into sharp focus.

KUDER SELF-CLARITY

Review the results from both inventories and write a self-statement summarizing the results for all inventories

I like… I value…

I WOULD LIKE A CAREER THAT WOULD ALLOW ME TO DO THESE ACTIVITIES:

I WOULD LIKE A CAREER THAT WOULD ALLOW ME

TO EXPRESS THESE VALUES:

VISIONING

Involves brainstorming and exploring future career possibilities and

identifying desired future outcomes.

KUDER VISIONING

• Read your self-statement summary to a mentor, teacher, parent, and/or friend and ask them to brainstorm possible jobs that might be a good fit for you.

• After as many jobs have been identified as possible, pick three to explore further.

• Do research by reading about them, talking to others about them, or even job shadowing one of them.

SMALL GROUP BRAINSTORMING

Share important self-information using the stem: I am the kind of person who enjoys_______; I value ______; and I’m good at ______?

What is really important for you to know about me is ______.

Group members’ must brainstorm possibilities (real and imagined).

Debriefing and processing

GOAL SETTING & PLANNING

Learning what actions need to be taken to achieve the career and work life desired.

KUDER GOAL SETTING AND PLANNING

• Based on the information you acquire, rank order the three jobs you chose in order of your preferences.

—Job #1:—Job #2:—Job #3:

• For each job above, identify three steps you could take to prepare for that job (e.g., go to school, volunteer, etc.).

• How confident are you that you complete the steps you identified successfully?

• How confident are you that you will take the steps you identified to achieve your goal?

• Decide which job from among the three you would like to explore further at this time.

GOAL SETTING

SPECIFIC

RELEVANT TIMELINE

MEASURABLESMART

ACHIEVABLE

PATHWAYS (PLANNING TO MEET GOAL)

I can/will do this! (Agency: goal-directed energy )

“Hope is defined as the perceived capability to

derive pathways to desired goals, and

motivate oneself via agency thinking to use

those pathways" (Snyder, 2002, p. 249)

GOAL

IMPLEMENTING & ADAPTING

Moving actions forward and adjusting goals when situations in our environment change.

KUDER IMPLEMENTING

• What steps can you take to learn more about the job you identified?• What steps can you take to increase the probability of your doing the job you

identified?—Occupational interviewing—Job shadowing—Volunteering—Take a class—Work part or full-time in the job or a similar job

• Choose one of the above. —What steps would you need to take to accomplish this?—How confident are you that you would take these steps and that you will take these steps?

KUDER ADAPTING

• Based on the actions you have taken, respond to the following:—The things I like about this job are…—The things I do not like about this job are…—The things that worry me about this job are…

• Discuss the above with a mentor, teacher, and/or parent.

• Make a decision about next steps1. Continue exploring this job2. Based on what you know now, select another job to explore

REVIEW NEW LEARNING

Is this what I thought it would be?

What do I know now that I didn’t know

then?

What does this additional information suggest to me about

my goals?

YES NO

W h e n s t u d e n t s u s e K u d e r :

Self-reflection to develop self-clarity makes sense

Creating a vision of future possibilities has purpose

Setting goals and making plans is meaningful

Taking action is logical

Adjusting plans is expected and adaptive

MORNING BREAK