NICE HANDBOOK – Academic training of Career ... - Nice-network.eu

For example, the client can focus on one of the influence factors and examine how a decisivechange of this factor could impact the entire system. Mary could, for instance, think about howworking on her internal monologues (6) could decrease the tension (5) she experiences whenconfronted with the “chatterboxes”. In this manner, Mary could investigate various factors andexpected effects of changing them, until she finds a suitable strategy. Here it makes sense totake into consideration which factors can actually be actively influenced through clients, andwhich elements can only be influenced indirectly (if at all). Clients should only concentrate onstrategies where they can make changes themselves. In some cases, it may actually make senseto analyse the potential for interventions systematically (e.g. when dealing with very complexproblems, or the analysis of organizations). Here, mathematically constructing a so-called ‘influencematrix’, part of Vester’s ‘paper computer’ (1972) may be helpful (Schiersmann/Thiel,2012).8.11.3. The Career Thinking SessionBarbara Bassot and Hazel ReidThis paper introduces readers to the Career Thinking Session (hereafter CTS) model. Manymight say that taking time to think in today’s hectic world is a luxury that we simply cannotafford. The drivers for change and the speed of constant technological advances mean that itis easy to feel that there is no time to pause for thought. Based on Nancy Kline’s (1999) workentitled Time to Think, this article puts forward a model for career guidance and counsellingpractice that asks practitioners and their clients to do just that. It demands highly-tuned listeningskills on the part of the practitioner and offers clients a reflective space to think abouttheir future.NICE Handbook3. ConclusionSystem Modelling can be helpful in reducing the complexity of a system to a transparent, yetmeaningful set of influence factors, which can be described and interpreted in terms of theirinterrelations. The approach is intellectually challenging, especially in regards to the secondand third steps. Yet, once the method has been applied, the insights for the client and the CGCprofessional regarding the interdependencies of factors will be of great value. Another valueof the method is that it isn’t limited to cognitive factors: Emotions and behaviours can also beunderstood as influence factors, which makes the approach multi-dimensional. CGC professionalsshould generally be aware of the different types of factors which may be relevant fora system and support their clients in identifying them adequately, e.g. through more or lessdirect questions.What is further important for the concept of systems modelling is to understand that it isbased on a recursive approach. This doesn’t only mean that additional factors may be addedat any time, but also that a client and a CGC professional may choose to return to a prior stepagain, e.g. due to new information. This differentiates the approach from a purely constructivistmodel (Vester, 1999, 165).ReferencesSchiersmann, Christiane/ Thiel, Heinz-Ulrich (2012): Die Methode der Systemmodellierung – eine grafische Darstellungzur Analyse und Veränderung komplexer Systeme. Im Druck. Erscheint im W. Bertelsmann VerlagUnicon Management Development (2002): GAMMA – ein PC-Werkzeug für Vernetztes Denken. Tübingen: TertiaEdusoftVester, Frederic (1999): Die Kunst vernetzt zu denken. Ideen und Werkzeuge für einen neuen Umgang mit Komplexität.Stuttgart: Deutsche Verlags-AnstaltVester, Frederic (1972): Unsere Städte sollen leben. Stuttgart: Deutsche Verlags-AnstaltAt the heart of the CTS process is challenging any limiting assumptions that the client mayhave that could be hindering their career thinking and erecting barriers to their career development.We all make assumptions; in fact it would be difficult to function in our everydaylives if we did not. However, reflexivity is a key aspect of professionalism within the NICEcore competences: it asks us to take time to question our assumptions, or those things thatwe take for granted (Thompson & Thompson, 2008), and cautions against accepting things atface value. Reid and Bassot’s earlier paper in this handbook gives a very useful definition of theterm reflexivity and considers a range of literature in relation to how assumptions are made.Reflexivity encourages a deeper examination of issues, which is essential when working in aclient-centred and impartial way. Similarly, the CTS model demands reflexivity on the part ofthe client and needs to be carried out in an atmosphere of trust and empathy.The CTS modelIn her book Kline uses the terms Listener and Thinker, which emphasises the collaborativenature of the process. In keeping with this, the term Listener is used here for the careerguidance and counselling practitioner and Thinker for the client. For the Listener, each stepof the process involves listening very attentively; waiting patiently for the Thinker to expresstheir thoughts and not accepting what the Thinker says ‘at face value’, but questioning theassumptions the Thinker may be making. The CTS model (see Reid & Bassot, 2011) has thefollowing six steps:Step 1 – ‘What do you want to think about?’Here the Thinker is given time to express the thoughts and issues they have brought to theCTS. It is very important that the Listener is not tempted to rush in and try to discuss the firstidea that the Thinker presents, particularly because it is likely that this idea will stem from afairly superficial level of thinking. The Listener also needs to resist the temptation to rush tosolutions, as these would undoubtedly be rooted in the Listener’s perspectives rather thanthose of the Thinker. Such ‘rushing’ is likely to result in little by way of change - due to lack ofTrends and Developments202 203