Reinforcing perceived self-efficacy
Group work reinforces the participants’ perceived self-efficacy, i.e. helps them trust that they are able to navigate and manage the course of their careers. Reinforcing self-efficacy promotes the creation of career-related goals and the use of effective methods for achieving these goals. Effective methods in turn serve to foster positive development in both career management and well-being.
According to the theory of social learning, the three learning mechanisms below, all of which are used in the Towards Successful Seniority® group method, contribute to developing experienced self-efficacy.
1. Personal experiences of own performance
2. Observing how others perform
3. Feedback from others on one’s own performance
In addition to these three learning mechanisms, a fourth factor contributes to functionality and effectiveness:
4. Emotional state
Receiving positive feedback is an important factor in participants’ emotional experiences, in their belief in self-efficacy and for their confidence. The group work has been planned so that participants receive feedback both from trainers and other group members, which reinforces their motivation to participate and learn, and strengthens their skills for managing their own careers.
Active learning
The Towards Successful Seniority® programme is based on the systematic use of the principles of active learning. Trainers do not give set operation models and solutions to the group; the participants do the reflection themselves. At the same time, the participants contribute to their own way of learning: active participation in group activity and looking for solutions promotes learning.
In this programme, learning has been planned as a process in which participants revert to the same themes from different perspectives. Intensive implementation helps participants connect an earlier discussion of a given topic to expanding concepts.
The information interview applies methods of active learning, which are part of the programme. A visitor who can act as a positive role model for the group in career management and coping with one’s workload is invited to join the group. Participants compile questions in advance, which may relate to, for example, the visitor’s working time arrangements, retirement plans or experiences of change.
It is important that participants have the opportunity during the interview to actively take an interrogatory role. Preparing in advance gears the participants towards the interview and ensures that all the important issues are covered.
Returning issues to the group
The central technique of monitoring a group interview is returning issues to the group. In this technique the trainer returns emerging problems and questions to the group for a solution. Trainers must trust in the thinking ability of the participants and motivate them to present solutions.
When participants are encouraged to discuss and share experiences, they come to discover their abilities and competence as problem-solvers. For each group discussion, the conclusions, towards which the trainers should guide participants to spontaneously realize, can be found in the Trainer’s manual.
Preparing for setbacks
It is normal during one’s career that not all original plans are realized and that one encounters various unforeseen situations or setbacks. This method strives to identify these situations beforehand or as early as possible. It has been discovered that preparedness enhances the use of constructive methods when we con- front problematic situations. In the programme, setbacks are approached through short fictional cases or examples. This means that participants can keep matters at arm’s length and do not have to contemplate their own personal situations right away. This avoids defensive attitudes and makes it easier to approach problems.
When any problems have been defined, it is time to start a discussion on ways in which to solve them. Participants find new ways to solve problems when they share experiences and give each other advice and present proposals. Each participant will anticipate and choose the best suitable means for their own use and own situation on the base of group discussions. Sometimes participants may even oppose effective suggestions. In this case the trainer should not try to change their views, but instead start a discussion on different ways of solving the problem in accordance with the principles of returning issues to the group and active learning. The idea is that the group makes its own decisions on pro- posed effective solutions, at the same time overcoming opposing views.
We offer models for overcoming setbacks and practice them through role-play. Trainers should be prepared for the fact that participants may create obstacles or find problems in unexpected contexts that are not included in the pro- gramme manuscript. Trainers should put the problem solution process back on track if this happens.
- Recognizing career-related goals and challenges
- Defining necessary skills and ways in which to achieve goals and solve challenges
- Practicing necessary skills and actions
- Recognizing any problems and setbacks
- Defining solutions to problems and setbacks
- Practicing overcoming problems and setbacks
