Career transition plan for Displaced Worker - ELIZABETH R. YORK

Running head: COACHING PLAN FOR THE MATURE WORKER 1

Coaching plan:

Coaching the Mature Worker through Career Transition

Elizabeth R. York

Capella University

COACHING PLAN FOR THE MATURE WORKER 2

Abstract

A depressed economy, coupled with changes in the business and industrial environments, is

leading organizations to displace experienced older (ages 40-70) workers. Older workers are

facing increasingly widespread job insecurity and waves of involuntary job loss resulting from

layoffs, downsizing, facility closings, and subsequent job displacement associated with

significant periods of unemployment, and declines in earnings and job quality (Brand, Levy, &

Gallo, 2008). Examining some of the factors encountered by a male industrial worker, age 49,

facing possible displacement due to organizational changes taking place within the organization

for which he has worked for ten years, a coaching plan is developed to 1) mitigate some of the

negative factors this worker is likely to encounter at displacement, 2) utilize this worker’s

strengths, and 3) facilitate a successful transition from obsolescence to a career viability. This

coaching plan includes establishing the coaching relationship, determining the client’s needs,

factoring possible stressors, challenges and obstacles, creating a plan to utilize the client’s

strengths while taking steps to enhance and strengthen the client’s weaknesses, support through

the transition process, and follow up support with a goal of independence.


Introduction

A depressed economy, coupled with changes in the business and industrial environments,

is leading organizations to displace experienced older (ages 40-60) workers. Older workers are

facing increasingly widespread job insecurity and waves of involuntary job loss resulting from

layoff, downsizing, facility closings, and subsequent job displacement associated with significant

periods of unemployment, and declines in earnings and job quality (Brand, Levy, & Gallo,

2008). Several studies have investigated depressive symptoms in relation to late-career job loss,

resulting in findings that late-career job loss is a negative life event accompanied by substantial

emotional stress and subsequent reduction in affective health (Brand, 2004). Many workers in

the 40 to 70 year age range are finding that the job security they once felt has fallen victim to a

number of eliminating factors running the gamut from the effects of a depressed economy to

technological advances that have rendered the job obsolete. Today, more and more workers who

once looked forward to retirement are finding that this is no longer a viable possibility. Large

portions of the world’s workforce are finding that their best chances for survival hinge on

making a career transition. Whether by force or by choice, these workers often need guidance

and assistance to facilitate this transition.

This project looks at one such worker, a man nearing the age of 50 who is facing a forced

career transition. This paper outlines the coaching plan developed for this worker. The plan

consists of assessing the worker’s strengths and looks at how these strengths can be used to

mitigate the negative effects of the forced transition, such as depression, learned helplessness,

grief and loss of self-esteem. This plan will address weaknesses in the worker’s skill set that

may hinder his progress and success. Finally, this plan will include support and guidance to

facilitate this worker through the transition process. The goal of the plan is successful re-entry


into the workforce, the development of a viable career for the worker, and ultimately,

independence from the coach.

Background and Literature Review

According to the United States Department of Labor (USDOL), 14.9 million people are

currently unemployed. The national unemployment rate currently stands at 9.7 percent. The

number of long term unemployed (those who have not worked in 27 or more weeks) has reached

6.1 million persons. The USDOL also reports that there are 1.2 million discouraged workers in

the nation. Discouraged workers are those who are those who are no currently looking for work

because they believe that no jobs are available to them (Economic News Release: Employment

Situation Summary, 2010). The statistics listed by the USDOL are further defined according to

age, sex and race, specifically Men aged 20 and above, Women aged 20 and above, and men and

women aged 16-19 for white, African-American, and Asian workers (Table A-2. Employment

status of the civilian population by race, sex, and age, 2010). No statistics have been found to

date that state whether all or a portion of these workers are ‘older’ workers, or even by what

parameters or criteria an ‘older’ worker is defined. Further research is required to determine if

the USDOL has specifically captured statistics that measure job displacement for ‘older’

workers.

Few will argue whether the United States, and many other countries around the globe are

experiencing a depressed economy. Economic decline and depression has lead to wide-spread

job displacement for hundreds of thousands of workers, many of whom range in age from 40 to

70. While in decades past these workers could look forward to retirement, this is no longer the

case for the majority of these workers. Many organizations facing restructure are offering their

long-term employees early retirement as a means of reducing workforces (Brand, 2004). These


organizations often use the early retirements to prevent layoffs and, perhaps more importantly, to

protect their public image. However, costly emotional ramifications have been linked to

imposed early retirements, and these have been found to be similar to those of individuals who

have experienced involuntary job loss for other reasons (Nielsen, 2007). General Motors (GM)

for example, wiped out over 2000 unionized workers earlier this year. Like many cities facing

this type of action, the reduction of loss of businesses upon which they depend to help to shore

up their economic structures can have tremendous negative impact on already fragile economies.

These large numbers of workers are not easily absorbed into the local economies. Replacement

jobs become even more scarce when large numbers of workers are dumped, and competition for

those that remain becomes fierce.

Job displacement is widely considered a negative life event associated with subsequent

economic decline and depression, as shown by numerous studies. The widespread job insecurity

and waves of displacement have taken a severe toll on the well-being of the country’s workers

(Farley, 1996) (Kalleberg, 2000) (Levy, 1995) (Wetzel, 1995). Older workers’ share of job

displacements has grown disproportionately in recent years (Schmitt, 2004). Recent estimates

indicate that about one in five older workers lose their jobs over a 10- to 12-year period

(Johnson, Mermin, & Uccello, 2005). There is also evidence to suggest that the negative

economic and psychological effects of job displacement have been increasing among older

workers (Couch, 1998) (William T. Gallo, 2006). Job disruptions among older workers may be

particularly damaging, because late-career employment transitions are less common and older

workers are likely to have accumulated nontransferable firm- and/or industry-specific skills,

wages, and benefits. Leading to poor reemployment prospects and substantial economic hardship

(Dooley & Catalano, 1999) (Kessler, Turner, & House, 1988) (Price, Choi, & Vinokur, 2002).


Moreover, lost earnings can reduce wealth accumulated through pensions, Social Security, and

other savings, thus threatening retirement security (Brand, Levy, & Gallo, 2008).

Brand, Levy and Gallo’s found in their 2008 study of the effects experienced by older

workers as a result of layoffs, that men have a significant increase in depression resulting from

layoffs. Their research found this result to be consistent with the conclusion of Miller and

Hoppe (1994) who reported higher depression among men who were selected for termination

than among those whose jobs had been eliminated. When men are displaced, laid off or

terminated, they are found to be less likely to seek help than women. Historically, men

struggling with midlife challenges sought support from family and friends. Although in recent

decades some men have found help through psychotherapy, far more sought no help at all. The

advent of career and life coaching, however, may fill that gap that many men experience when

determining the best course of action in the wake of involuntary unemployment (Fronczak,

2005).

This paper focuses on the development of a coaching plan for a male worker, age 50,

facing possible involuntary unemployment.

Coaching the Mature Transitional Worker

This paper discusses the development of a coaching plan for a 50 year old male industrial

worker. Initial interview with this worker revealed the following:

This worker has worked for his present organization since January 2008, a civilian

contractor building torpedoes (both war-ready and exercise) for the United States Navy. Prior to

this employment, this worker accomplished the same work for a similar contractor who had held

the contract for seven years. At the end of the seven year contract period, the contract was

opened to the public for bids. The holding contractor lost the bid for the contract, and it was


subsequently awarded to the current contractor. The work being accomplished for this contract

is similar, following protocols, procedures, and processes as set forth by the Navy.

The job performed by this worker is considered high-stress on many levels. Weapons

production requiring the safe handling of ordnance is traditionally psychologically and

physically stressful. Much of the work is physically taxing. the technicians perform highly

technical procedures to stringent procedural protocols that are intellectually demanding, under

strict supervision while meeting extremely tight deadlines. Some units are required to perform

dangerous work under difficult safety protocols, such as those teams which disassemble spent

weapons that have been recently returned from exercise sea runs. This work entails release of

built of toxic gases and leftover fuels and requires that the workers wear cumbersome hazmat

suits that restrict their movement and interfere with their line of sight, compounding the

dangerous nature of the work. Inhalation and spill risks are inherent and constant, requiring the

worker to perform arduous labor at a level of extremely high intellectual and psychological

awareness.

This worker at times is required to work outdoors, preparing completed weapons for

deployment to sea, loading them into large containers, lifting them on to flat-bed trucks, and

securing them to ensure safe transport to the docks for loading into submarines. The work

conditions vary at times from heavy, even hurricane force, winds and rain to humid 90-plus

degree sun. Hazardous conditions include chemicals such as oils, solvents, paints and adhesives,

dirt, dust, and salt or other corrosive elements. Work hours are generally long, sometimes up to

15 hours a day. Management styles also present less than ideal work conditions, as the

workforce reports considerable conflict and other issues stemming from the management style.

The majority of the upper- and mid-level managers have adopted their management style from


previous military experience, a style that tends to be dictatorial, authoritarian, overbearing and

even tyrannical at times. This management style is considered counterproductive by the majority

of the workforce, and objects to the style. In an effort to gather supporting data for this worker’s

coaching plan, this coach visited the worksite, spoke with other workers, and some of the

managers, and spent time observing the working conditions. It is this coach’s observation,

verified by the data gathered via discussions with both areas of the workforce, that many of the

managers have little or no management training and are using a trial-and-error management

process. Also, this coach observed that the worker’s are not allowed the opportunity to offer

feedback to management and overall, management does not seem to trust the workers to

accomplish their assigned tasks with accuracy or quality. As such, the workers tend to work

under severe micro-management.

Another aspect of this work environment that is resulting in increased stress for the

workforce stems from staffing issues. High turnover, terminated workers who are not replaced,

layoffs resulting from eliminated positions, and general reductions-in-force have resulted in an

atmosphere of anxiety that ranges from mild uncertainty to impending doom. Until recent

months, workers were allowed some latitude when mistakes occurred. Today, even minor

infractions or procedural non-compliances have lead to severe reprimand, suspension or

termination. An atmosphere of generalized ambient fear has developed. Workers are clearly

worried – many show signs of being distracted, preoccupied, irascible, and potentially provoked

into hopelessness or depression. Studies have shown that this type of workplace ambiance results

in negative emotional, psychological and physical effects throughout the workforce (Sills, 2009).

In September of 2008, one worker, pushed to the edge after working another 15 hour day in a

string of more than 10 days, dressed out in a hazmat suit under dangerous conditions, was told


that he would be required to work a double shift. When the worker expressed reluctance to do so,

citing that he was suffering from fatigue, he was told to either work the shift or not report to

work the next day. The worker stayed as required and completed the second shift. Then he left

the facility, called his wife of less than a month, drove to a park and hanged himself with his

shoelaces on the window of his truck. He was found dead the next morning, but the management

did nothing to acknowledge this worker’s contribution to the workforce or express sympathy or

condolences to the family.

Absenteeism is extremely high, workplace violence ranging from verbal altercations to

physical violence is pervasive, happening as often as three to four times per week, instances of

workers abusing alcohol and drugs are common, and other signs of hostile work environment are

visible. These and other negative effects are common in this type of work environment (Bishop,

Goldsby, & Neck, 2002).

The worker for whom this coaching plan is being developed reports negative effects

stemming from working in this environment. This worker reports a number of physical ailments

and conditions that appear to be exacerbated by the work environment, including pervasive pain

in knees, back, neck, shoulders and elbows, fatigue, inability to sleep, and lack of restful sleep,

headaches, vision problems, skin problems related to chemical exposure, and bouts of irritable

bowel syndrome (IBS). This worker reports Type II diabetes that may be exacerbated by stress

as well as related rheumatoid arthritis and psoriasis, both of which may also be aggravated by

stress.

This worker was asked to complete a number of tests for emotional conditions, including

the CES-D Questionnaire for depression, the Fordyce Emotions Questionnaire, the Optimism

Test, the Work-Life Questionnaire, and the VIA Survey of Character Strengths. In addition, this


worker completed the Keirsey Temperament Sorter II. Results of these test, as well as analysis

and conclusions are discussed later in this paper.

On a personal note, this worker is married to a woman with two adult children, a son, 22,

who lives with the couple and a daughter, 19, living elsewhere. His workplace is within five

minutes of his home, eliminating any extensive commute time. He rides a Harley-Davidson

motorcycle, which due to financial difficulties is his only means of transportation. His wife

owns a 15 year old car and uses it to commute to work a distance that requires more than 1 ½

hours each way. All members of the household are full-time students. This worker, realizing the

need to seek employment that is less physically taxing and more secure, began attending

University of Phoenix in 2005. Academically, this worker is experiencing challenges, and has

failed two of his algebra courses, rendering his financial aid for the school in jeopardy. The son

works sporadically, and uses his income to pay for his own needs, and does not support the

household with funds. The wife was recently laid off from her position with the State due to

cutbacks and reduction-in-force (RIF). Currently, this worker is the sole source of income for

the family. Their household also includes a number of pets – two large dogs, two cats, two

cockatiels and an eclectus parrot. The family rents their home, and the sum of their monthly bills

ranges approximately $3500 per month. This worker is also making payments to the Internal

Revenue Service for unpaid taxes from previous years, in the amount of $250 per month.

Establishing the Coaching Relationship

The coaching process is an experiential and individualized development process that

builds a client’s capability to achieve short- and long-term organizational goals. It is conducted

through one-on-one interactions, driven by data from multiple perspectives, and based on mutual

trust and respect. The client and the coach work in partnership to achieve maximum impact.


The coaching partnership is a win-win approach in which all partners plan the process together,

communicate openly, and work cooperatively toward the ultimate accomplishment of

overarching objectives (Forum, 2008).

Because of the intimate, collaborative nature of the coaching process, trust between the

client and the coach is paramount. One 2004 study sought to answer the question, What

coaching attributes, skills, and practices contribute to the most effective executive coaching

interventions? The aim of the research was differentiate attributes, skills, and approaches that

when present in a coach/client relationship lead to the most positive behavior change and

performance outcomes on the part of the client. The results of this research support the premise

that trust is the highest rated coaching attribute of primary importance to all rater groups

signaling the primacy of the relational aspects of coaching as the first gate to moving forward

with other interventions (Deborah M. Luebbe, 2005).

Methods for establishing trust between client and coach vary from individual to

individual. The principles of Gestalt therapy may lend some support to establishing the

client/coach relationship. Contact, how it occurs and develops, is fundamental to the principles

of Gestalt (Chidiac, 2008), and has been described as the ‘lifeblood of growth’, i.e. changing of

oneself and one’s experience of the world has relevance to the professional coach. The Gestalt

belief that growth and development occur as a result of contact with the environment, and that

contact can be understood as the process by which learning takes place. It stands to reason, then,

that the quality of coach/client relationship determines the effectiveness of the coaching, and

more precisely, whether the client is available to be taught – whether the client is interested and

excited about a partnership for learning. Trust and safety are critical to achieving ultimate

success, because interest, willingness, and receptiveness are a precondition of learning, without


which, the client is not able to assimilate new information or knowledge (Simon, 2009). While

many may enjoy the process of learning, few will move quickly into a relationship in which one

feels forced to enter, or in which one feels diminished relative to someone else’s expertise. A

client seeking the assistance of a coach is often functioning under a fragile self-esteem, one that

is easily compromised in the presence of another who is hierarchically positioned to teach the

client those things he or she believes he or she should already know (Simon, 2009).

In order for the coaching process to be successful, the client is required to place

significant trust in the coach. He allows himself to be vulnerable and open. To ensure that the

client remains receptive to feedback, new ideas, and learning, the coach must establish and

maintain a psychologically safe and respectful environment (Bachelor, Laverdiere, Gamache, &

Bordeleau, 2007).

Because of the sensitive and private nature of the process, the coach must be clear in

presentation of issues, information, coaching goals, coaching activities, and ground rules of

confidentiality. The American Psychological Association (APA) has set forth in the APA Code

of Ethical Conduct, which articulates clear and precise guidelines for confidentiality as well as

inarguable rules of engagement (Ethical Principles of Psychologists and Code of Conduct, 2009).

These guidelines call for psychologists to function at the highest levels of integrity and candor,

and take steps to avoid the negative consequences that may result from the loss of reputation, or

disrespect of the client’s privacy. While coaches, per se, are not required to adhere to these

guidelines, it is recommended that coaches, nonetheless, operate at this level of integrity. The

present, not enough research exists that supports a strictly monitored and licensed field of

coaches, and additional study is recommended.


Coaching middle-aged men can be challenging. Because of cultural conditioning, they

often believe that they ‘should have all the answers.’ (Fronczak, 2005) Meeting with this client

turned out to be typical in some ways. The worker initially seemed anxious and guarded, while

at the same time, expressing an interest in moving forward with the coaching. He described how

excited he was to have found a coach with whom he could work out his career challenges, and

even launched almost immediately into requesting solutions to what he perceived were his

problems.

The temptation for any coach, when working with some new clients is to move directly

into action. As men tend to be more direct, and even controlling, this temptation can be difficult

to resist. However, it is important to remain cognizant that the relationship must be established

first, before any action can be entered. It is important to first build a foundation upon which to

begin the process of learning, to focus on building that connection with the client (Simon, 2009).

The process of establishing the contact with a client is often a subtle and nuanced

process. The coach draws upon his or her full repertoire of abilities to be present, show interest

in the client, and be open to contact. It is incumbent on the coach to maintain control of the

interview and influence the pacing of the interaction. A skilled coach makes countless

adjustments during the course of the interaction with the client, gauging actions and reactions

upon the client’s actions and reactions. At times this may mean adjusting tone, eye-contact, or

facial expression, and at times, adjusting the questions being asked.

Gestalt theory can be applied to contact between coach and client is also reflected in how

a coach works with resistance, as is sometimes the case when working with middle-aged adult

men. While it is not uncommon for a coach to be able to identify defensiveness and resistance in

clients, the Gestalt tenet of supporting resistance offers a clear direction for the coach to follow.


This means adherence to the paradoxical theory of change, a belief that genuine change occurs

more easily when one fully accepts what one is, rather than simply striving to be different

(Beisser, 1970). This tenet offers support for the premise that the coach can and should make

every effort to gain agreement with the client. Actions to accomplish this include mirroring the

client’s unconscious mannerisms, expressing empathy, sharing a personal experience that shows

that the coach has personal knowledge of the effects of a particular circumstance, and other

means of showing support.

For many reasons, Gestalt theory can be and has been successfully adapted to address

growth and development in individuals, couples, families, groups, and organizations. This

application of Gestalt theory to organizational behavior is logical, reasonable, and graceful

(Simon, 2009). Its contribution to the field of coaching has been shown to be valid and valuable.

The Coaching Process/Methodology: Theoretical framework

A number of psychological theories speak to the driving forces behind man’s motivation

to work. Coaching is most effective when it adheres to the tenets of one or more specific

approaches to coaching. In general, coaching, falls within four main categories – executive

coaching, career coaching, performance coaching and life/personal coaching. Of late, one more

type of coaching is gaining popularity – newly assigned leader coaching.

For this worker, a number of coaching approaches may be viable, including the cognitive

approach, the goal-focused approach, the adult-learning approach, and Gestalt theory approach.

These will be fundamentally supported by the principles of positive psychology. This worker’s

coaching plan will follow the basic actions required by career coaching, but will also draw from

some of the principles and actions of performance coaching and newly assigned leader coaching.


Career coaching, which helps individuals identify what they want and need from their

career, then make decisions and take necessary actions to accomplish their career objectives, will

be the main focus of this coaching plan. Career coaching takes into consideration the other areas

of the client’s life that require attention, and works to keep these elements in balance. This

coaching plan will also benefit from some of the elements of performance coaching, including

stress management, competencies analysis, and analysis of past performance gaps. Newly

assigned leader coaching also offers some elements from which this workers could benefit,

including leadership support, assimilation into a new position within a team, and gaining

agreement and loyalty from a group or others. This plan will also gather feedback from the

client, as well as his work environment to determine if particular behaviors require specific

targeting coaching.

This coach sees Maslow’s Hierarchy of Needs theory as a viable application for this plan,

combined with a humanistic approach. Maslow’s Theory speaks to the priorities by which an

individual seeks to develop a fulfilled life, and ultimately reach a point of self-actualization.

According to this theory, humans are motivated to seek fulfillment of their physiological needs

of air, food, water, sleep, and clothing, and shelter first. Once this is accomplished, the

individual will seek a position of security, including a safe living area, job security, medical

insurance, and financial reserves. These needs are then succeeded by a need to fulfill social

needs, including friendship, acceptance and belonging to a group, and love. Once these needs

are met, the individual will move forward toward fulfilling these needs which support his or her

self-image, self-respect, and personal pride. For most individuals, these needs are often

dependent on others within the individual’s environment, as humans seek tend to seek agreement

and praise as a means of determining their importance within the social structure and the world


per se. These affirming elements can include external motivators such as recognition, attention

and social status, or may be combined with internal motivators such as accomplishment or self-

respect (Humanistic Psychology, 2010).

Finally, these needs having been met, the individual will work toward self-actualization.

These are the qualities that one seeks when reaching for one’s full potential as a person. Unlike

the lower level needs, the qualities of self-actualization are rarely fully satisfied. These needs are

motivated by such qualities as truth, justice, wisdom, and meaning, and are gained through

higher learning, peak life experiences and moments of profound harmony and happiness .

When this theory is applied for this worker, this coach determines that this worker is

currently functioning between the first and second levels, with the third and fourth levels

severely threatened, with the fifth level nonexistent. This workers safety needs are under the risk

of loss – job security, medical insurance, financial reserves. The loss of medical insurance is of

greatest concern for this worker, threatening his ongoing treatment of his Diabetes and his

overall health and well-being, as well as that of his family. Loss of his current position will

adversely affect his ability to provide for even his basic needs of food, water, and sleep. His

self-esteem is taking a toll while his resulting psychological behaviors of hostility, anger and

depression are threatening his ability to meet his social needs.

Positive psychology will provide a substantial supporting base for the plan. Studies have

found that positive psychology may help men build the necessary resources and resiliency to

buffer against midlife’s challenges. Enhancing positive emotions increases one’s thought-action

repertoire and coping strategies. The integration of positive psychology and coaching may

produce the necessary resources to prevent mid-life transition from developing into midlife crisis

(Fronczak, 2005).


The main focus of this plan will be to help this worker reach a position of personal and

professional security and ensure his ability to provide for his basic needs and those of his family;

i.e. to ensure secure employment, with reduced or eliminated risk of unemployment. This plan is

intended to maximize personal fulfillment, balance and meaning for this worker.

The Coaching Plan

Utilizing a Humanistic Approach, the coach and this worker will work collaboratively to

develop a plan to mitigate this worker’s weaknesses while augmenting his strengths. Steps will

be suggested by the coach that will present this worker’s skills and character strengths in the best

light, affording the best chance to take advantage of opportunities presented for this worker to

affect a transition (Forum, 2008). Following the Humanistic Approach, this worker will take the

reins in his own advancement, which should help this worker to feel empowered and improve his

self-esteem.

The following actions have been determined to be most viable for this coaching plan:

1. Pre-coaching activities:

a. Initial interview with client

i. Establish trust and working relationship

ii. Present types of coaching and get feedback on client’s desires and needs;

iii. Gain commitment to change and coaching process

b. Discuss contract and reach verbal agreement:

i. Fees for services, testing materials, job hunting expenses, etc.;

ii. Expectations on both sides;

iii. Expected outcomes;

iv. Determine milestones and measures of success;


v. Determine plan for mitigating unexpected outcomes;

vi. Determine timeframe and deadlines;

vii. Incorporate all elements of agreement into written document and sign;

2. Assess client’s needs: The assessment phase of the coaching plan provides both

the coach and the client important information upon which to base a

developmental action plan. The assessment is customized and is made up a wide

variety of assessment instruments. Assessment process will include:

a. In-depth interview, and if possible, observation of the worker’s work environment.

b. SWOT analysis: what is client’s perspective of his strengths, weaknesses, opportunities and threats;

c. Gather data: Tests, assessments and questionnaires (See Appendices II – VII for results of these tests):

i. CES-D Questionnaire to determine depression;

ii. Work-Life Questionnaire to assess overall satisfaction;

iii. Optimism test;

iv. Fordyce Emotions Questionnaire;

v. VIA Survey of Character Strengths;

vi. Kiersey Temperament Sorter II;

vii. 360 Feedback to determine worker’s level of accuracy of perspective of the opinions of himself held by others;

3. Cocreating the Coaching Plan:

a. Goal Setting: these goals focus on achievements and changes that the

client expects. Initial goals will be established when the coaching begins,

and revised or refined as the coaching process progresses. Goals are based


on valid and reliable data that exemplify how the client should learn new

skills, change his behavior, work on priorities, or achieve specific results

(Grant & Cavanagh, 2007). This portion of the coaching plan

development will address:

i. What does this client hope to accomplish through this action plan?

ii. What are the client’s expectations?

b. Client’s weaknesses:

i. What psychological or emotional challenges is this worker facing that required attention?

ii. What behavior or personality weaknesses will limit this worker’s successful transition?

iii. What areas of client’s skill set are weak? This may be the area

where the client requires the deepest consideration. Often a

worker is transferred, laid off or transitioned because his or her job

has become obsolete due to advances in technology. This worker

has expressed a long-dormant desire to study cinema, specifically

film production and direction, and script writing. This is a

departure from the skill set he currently has, and will require return

to school.

1. Steps for upgrading client’s skill set or changing to a different skill set:

a. Attend adult education:

i. Choose school, degree program or specialty;

ii. meet with guidance counselor to discuss curriculum;


iii. Obtain transcripts and documents as needed;

iv. Apply for financial aid via FAFSA;

2. Lateral transfer to position that will offer training in other areas;

3. Online schooling or skill training;

c. Client’s strengths:

i. What character strengths can this worker utilize?

ii. What skill strengths can be transferred to another type of work?

iii. Resume: Update:

1. Update and restructure goals and objectives;

2. Include up-to-date work history information;

3. Restructure to highlight current skills and character strengths;

4. Add additional training in progress and projected completion dates;

d. Opportunities:

i. What opportunities exist in this worker’s present organization?

ii. What opportunities exist in other organizations?

iii. Overlooked opportunities that this worker has not considered;

e. Milestones and measures of success: Each coaching plan is unique and

specific to the client. Men, in general tend to exhibit some resistance to

the coaching process, even when they have initiated the coaching process

and engaged the coach (Fronczak, 2005). As such, it may be difficult or

impossible to determine a reasonable timeframe by which this worker


should work through the coaching process. This worker’s perspective of

success will be the determining factor of milestones and measures.

i. Identify accomplishments that will be used to signify success:

1. Short-term milestones

2. Mid-term milestones

3. Long-term milestones

ii. Determine plan for mitigating effects of unexpected negative outcomes;

Implementing the Plan

Once the coach and the client have agreed upon a viable plan of action, it becomes

incumbent upon the client to implement the processes, actions and strategies as outline in the

plan. The coach and the client will reconvene at least weekly to discuss those actions that have

been started, those that have been completed, and what the outcomes has resulted from each

action. The coach and client will agree upon not only a schedule for weekly face-to-face

meetings, but additional support via phone as well. This phone support will occur either

according to scheduled times or as needed as determined by the outcomes of the actions. The

coach will take steps during the contracting process to include a number of hours for phone

consultation, and will process these fees accordingly.

Measuring the Plan’s Success

Goal achievement is measured both qualitatively and quantitatively (Forum, 2008). After

a specified time, in accordance with the timeframes set forth in the coaching plan, the client will

be assessed for learning progress. New skills and capabilities will be tested or verified, via

certification or progress reports from instructors as appropriate. The worker will be retested for


changes in behavior, outlook, perspectives, ideas, attitudes, and overall emotional state and life

satisfaction. Weaknesses or skills areas will be measured against initial assessment data and

those which are showing little or no change will be reevaluated and a adjustments made to

mitigate the current outcomes.

The specific timeframe will be determined by the client. While skills assessments and

progress reports are excellent indicators of increases and improvements in skills, these

instruments speak only to the capabilities portion of this worker’s transition. Retesting for

emotional improvement in areas such as optimism, depression, personal confidence and personal

satisfaction will be evident by increases in scores of the CES-D Questionnaire for Depression,

the Work-Life Questionnaire to assess overall satisfaction, the Optimism test and the Fordyce

Emotions Questionnaire. Increases in these scores is expected.

Ultimately, the most reliable measure of success is two-fold: 1) when the client sees

measurable change and growth, and 2) when the client is no longer dependent upon the coach for

support, assistance or guidance. When the client feels confident that he or she can function

successfully in his or her personal and professional world without the assistance of the coach,

and is willing to sever ties to the coach.

Transitioning from Active Coaching through Long-Term Development and Closure

Upon completion of the coaching plan, the client and coach will then take steps to ensure

that the client will be able to continue his development. For this worker, that continued

development may mean continuing to attend school, pursuing an advanced degree in whatever

area he intends to pursue. As expressed earlier in this paper, this worker has expressed a desire

to work in the film industry. He will be required to return to school to learn this skill set, and

transitioning from dependence on the coach to independence can and should take place long


before he has achieved the goal of a degree. However, the client should have gained confidence

to move forward without the support or assistance of the coach. As a former client, though, the

coach will be available for refresher coaching sessions as needed, at an agreed-upon rate for

ongoing services.

The transition process will include joint preparation of a long-term development plan

identifying future areas of focus and action steps. The coach will also recommend a range of

resources relevant to the client’s long-term development needs.

In most cases, transitioning includes handing off the monitoring of the long-term plan to

the client for self-regulation. The coach will continue to contact the client periodically to review

progress towards objectives and for goal reassessment. Ultimately, a successful coaching

process serves as a catalyst for the client’s long-term development. The client will be asked to

agree to recontact the coach upon completion of any long-term training or education, to discuss

relevance to the job market, changes that may have occurred in his goals or perspectives. Future

discussions will be opportunities to discuss gaps that might have emerged over time. The client

will be asked to agree to be held accountable for adhering to the original action plans and to any

subsequent plans that were developed close to the end of the coaching process. He will also be

asked to provide feedback to the coach on performance, strengths and development needs.

Finally, the client will be asked to keep the coach informed as to is later development in the

workplace, changes in job status, and any other evidence of growth and progress.

Conclusion

The coaching process is a complex one. It is intended to facilitate a client’s movement

from a position of uncertainty to one of confidence, improved performance, and greater

independence. Many professionals are now recognizing the value of engaging a coach to help


them reach these goals. For individuals such as the man who is the subject of this paper, the

stigma of working with a coach is subsiding, and is approaching being seen as normal, or in

some cases, even high-prestige. Coaching provides timely and target strategies for improving

one’s less-developed sides and using one’s strengths to one’s own advantage. Today the benefits

of coaching are being recognized and organizations as well as individuals are becoming more

accepting and supportive of coaching in recent years (Forum, 2008).

A skilled coach can be of enormous benefit to the worker who is facing the challenge of

weathering the storm of a depressed economy, professional complacency, and the changes that

advances in technology have brought. Although the field is still developing, and as with all

specialized concentrations, continues to evolve in response to changes in society, in business and

in organizational practice. The overarching principles of coaching, in its many forms, are still

being defined and refined. Moreover, the success or failure of a coaching process depends on the

willingness and acceptance of the client, and the skills, capabilities and expertise of the coach.

But certainly, the progress of coaching as a specialty warrants respect and continued

observation of the trends.


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Appendix I

Coaching approaches – An overview

Humanistic perspective: this type of coaching works from a core belief in the basic goodness present and in and respect for humanity. It is founded upon existential psychology, or the realization and understanding of one’s existence and social responsibility. Humanistic theory is fostered on the principles that support Maslow’s Hierarch of Needs Theory, and provides an understandable mechanism for examining an individual’s need for conflict in order to create peace (Humanistic Psychology, 2010).

Behavior-based coaching: this approach stems from the premise that human behavior flows from a combination of affective, cognitive, behavioral, and spiritual elements. The focus is on behavior, but the whole person is addressed, as it assumes that one’s behavior is the evidence of and results from his or her experiences, perspectives, desires, beliefs and thoughts (Bono, Purvanova, Towler, & Peterson, 2009).

Adult-Development Theory: Often applied in executive coaching, this approach is based on the premise that individuals develop and mature at different rates, reaching various stages in their lives at different points and different ages. This approach is often useful with executives as it looks at one’s tendency to develop into a more complex and multi-faceted being as experiences culminate (Fronczak, 2005).

Cognitive Coaching: Grounded in cognitive therapy, this approach is based on the principle that one’s moods are strongly related to and often triggered by one’s cognitions, i.e. perceptions, mental attitudes, and beliefs. Contrasting with Freudian analysis, cognitive therapy does not focus on repressed ideas, but rather, assists the client in identifying errors in thinking that may be limiting success, and helps the client work toward finding and adopting more accurate cognitions that will result in healthier behavior patterns (Moen, 2009).

Psychoanalytically Informed Coaching: By far the most comprehensive level of coaching, this approach provides an in-depth insight into human nature, and encourages understanding an executive’s inherently complex sense of self, as well as that of the coach. This approach requires a coach to work with a client in a collaborative processes by using one’s self as an instrument of knowing and requires development of reflective insight that permits locating and interpreting self-experience generated within the coaching context and in daily life (Blass, 2010).

Goal-Focused Approach: This approach is based on the premise that all human behavior is a continual process of moving toward or away from mental goal representations through a process of feedback control. It assumes a process of self-regulation and an ability to direct interpersonal and intrapersonal resources toward attainment of goals (Bandera, 1978). This approach is being used


increasingly by coaches to help client’s set and reach personal and workplace goals (Grant & Cavanagh, 2007).

Adult Learning Approach: This approach is based on the principles of andragogy, the art and science of how adults learn. As adults learn differently than children, this includes such theories as transformative learning, reflective practice, and experiential learning. Moreover, it considers learning styles from an adult perspective, and correlates them with such adult-relevant factors as life-course development and values and motivation (Jarvis, 2006).

Positive Psychology: The intent and focus of positive psychology is to develop sound theories of optimal functioning and to find empirically supported ways to improve lives of ordinary and extraordinary people (Seligman, 2002). This approach is based on emerging trends in psychology study the value of positive emotion, flow, hope therapy, and strengths utilization. This differs from traditional psychology theory and practice as it shifts attention away from pathology and pain and refocuses it on clear-eyed concentration on strength, vision, and dreams (Anonymous, 2008).

Gestalt Theory: Although historically applied to psychotherapy for individuals, Gestalt theory offers a theoretical approach to learning. Gestalt principles explore and define the relationship between the self and environment, and include field theory, ground relativity, paradoxical change, experiment, cycle of experience, and inter-personal contact. Gestalt theory advocates creative choice, optimism, and the premise that growth and development result from contact and awareness (Simon, 2009).


Appendix II

CES-D Questionnaire

CES-D Questionnaire

CES-D Score March 13, 2010

48 0 to 60

98 % 98 % 98 % 98 % 98 % 98 %

Here is your score on the CES-D Questionnaire, which measures symptoms of depression, for comparison to the various happiness measures.

This test is scored so that higher scores indicate greater symptoms of depression. Before interpreting your score, you should know that a high score is not the same thing as a diagnosis of depression. Some people who get high scores are not in fact depressed, and people with low scores can still have a "depressive disorder." A full-blown diagnosis of depression depends on other things, such as how long your symptoms have lasted and whether they have some primary source other than depression. A diagnosis can be made only after a thorough interview with a qualified psychologist or psychiatrist.

If you scored from 0 to 9, you are in the nondepressed range, below the mean of American adults; 10 to 15 puts you in the mildly depressed range; and 16 to 24 puts you in the moderately depressed range. If you scored over 24, you are in the severely depressed range.

If you scored in the severely depressed range, please seek treatment. If you believe that you would kill yourself if you had a chance, regardless of the rest of your answers, please see a mental health professional right away. If you scored in the moderately depressed range (and you do not often think about killing yourself), take the test again in two weeks. If you still score in that range, we recommend making an appointment with a mental health professional.


Appendix III

Work-Life Questionnaire

Here are your scores on the Work-Life Survey. For how to interpret your scores, see the book Authentic Happiness.


It's a Job March 13, 2010

3 0 to 3

100 % 100 % 100 % 100 % 100 % 100 %


It's a Career March 13, 2010

3 0 to 3


100 % 100 % 100 % 100 % 100 % 100 %


It's a Calling March 13, 2010

0 0 to 3

34 % 33 % 33 % 57 % 40 % 31 %


Satisfaction with Job March 13, 2010

2 1 to 7


12 % 13 % 12 % 18 % 13 % 7 %


ppendix IV

Optimism Test

Here are your scores on the Optimism Test. The following two sections will explain the two basic dimensions of optimism. There are two crucial dimensions to your explanatory style: permanence and pervasiveness.

For further information see the book Authentic Happiness.

Permanence-Good Events

People who believe good events have a permanent cause are more optimistic than those who believe they have temporary causes.

If your score is 7 or 8, you are very optimistic about the likelihood of good events continuing; 6, moderately optimistic; 4 or 5, average; 3, moderately pessimistic; and 0, 1, or 2, very pessimistic.

Optimism Test

Permanent - Good Events March 13, 2010

2 0 to 8

10 % 10 % 9 % 12 % 10 % 9 %


Permanence-Bad Events

People who give up easily believe the causes of the bad events that happen to them are permanent, the bad events will persist, are

always going to be there to affect their lives. People who resist helplessness believe the causes of bad events are temporary.

If your score is 0-1, you are very optimistic on this dimension; 2 or 3, moderately optimistic; 4 average, 5 or 6 quite pessimistic; and if you got a 7 or 8 you are very pessimistic.

Optimism Test

Permanent - Bad Events March 13, 2010

3 8 to 0

68 % 65 % 72 % 65 % 65 % 69 %


Pervasiveness-Good Events

The optimist believes good events will enhance everything he does, while the pessimist believes good events are caused by specific factors.

If your score is 7 or 8, you are very optimistic; 6, moderately optimistic; 4 or 5, average; 3, moderately pessimistic; and 0, 1, or 2, very pessimistic

Optimism Test

Pervasive - Good Events March 13, 2010

0 0 to 8

1 % 2 % 1 % 1 % 1 % 3 %


Pervasiveness-Bad Events

People who make universal (pessimistic) explanations for their failures give up on everything when a failure strikes in one area. People who make specific (optimistic) explanations may become helpless in that one part of their lives, yet march stalwartly on

in others.

If your score is 0-1, you are very optimistic on this dimension; 2 or 3, moderately so; 4 average, 5 or 6 quite pessimistic; and if you got a 7 or 8 very pessimistic

Optimism Test

Pervasive - Bad Events March 13, 2010

4 8 to 0

83 % 85 % 88 % 80 % 79 % 87 %


Hopefulness

Whether or not we have hope depends on the two dimensions of Permanence and Pervasiveness taken together. Finding permanent and universal causes of good events along with temporary and specific causes for misfortune is the art of hope finding permanent and universal causes for misfortune and temporary and specific causes of good events is the practice of despair.

If your score is 10 to 16, you are extraordinarily hopeful; 6 to 9, moderately hopeful; from 1 to 5, average, from minus 5 to 0, moderately hopeless; and below minus 5, severely hopeless.

Optimism Test

Hopefulness March 13, 2010

-5 -16 to +16

3 % 4 % 2 % 4 % 3 % 4 %


Appendix V

Fordyce Emotions Questionnaire

Average HappinessThe average score (out of 10) is 6.92

Percent of Time HappyThe average score on time is happy, 54.13 percent; unhappy, 20.44; and neutral, 25.43

Fordyce Emotions Questionnaire

Average Happiness March 13, 2010

4 0 to 10

20 % 24 % 20 % 23 % 20 % 15 %


Fordyce Emotions Questionnaire Percent of Time Happy

March 13, 2010

10

80

10

0 to 100

10% 13% 11% 12% 9% 9%


Appendix VI

VIA Survey of Character Strengths

Here are your scores on the VIA Survey of Character Strengths. For how to interpret and use your scores, see the book Authentic Happiness. The ranking of the strengths reflects your overall ratings of yourself on the 24 strengths in the survey, how much of each strength you possess. Your top five, especially those marked as Signature Strengths, are the ones to pay attention to and find ways to use more often.

Your Top Strength Creativity, ingenuity, and originalityThinking of new ways to do things is a crucial part of who you are. You are never content with doing something the conventional way if a better way is possible.

Your Second Strength Appreciation of beauty and excellenceYou notice and appreciate beauty, excellence, and/or skilled performance in all domains of life, from nature to art to mathematics to science to everyday experience.

Your Third Strength Humor and playfulnessYou like to laugh and tease. Bringing smiles to other people is important to you. You try to see the light side of all situations.

Your Fourth Strength Kindness and generosityYou are kind and generous to others, and you are never too busy to do a favor. You enjoy doing good deeds for others, even if you do not know them well.

Your Fifth Strength Bravery and valorYou are a courageous person who does not shrink from threat, challenge, difficulty, or pain. You speak up for what is right even if there is opposition. You act on your convictions.

Strength#6 Honesty, authenticity, and genuinenessYou are an honest person, not only by speaking the truth but by living your life in a genuine and authentic way. You are down to earth and without pretense; you are a "real" person.

Strength#7 Curiosity and interest in the worldYou are curious about everything. You are always asking questions, and you find all subjects and topics fascinating. You like exploration and discovery.

Strength#8 Judgment, critical thinking, and open-mindednessThinking things through and examining them from all sides are important aspects of who you are. You do not jump to conclusions, and you rely only on solid evidence to make your decisions. You are able to change your mind.

Strength#9 Love of learningYou love learning new things, whether in a class or on your own. You have always loved school, reading, and museums-anywhere and everywhere there is an opportunity to learn.

Strength#10 GratitudeYou are aware of the good things that happen to you, and you never take them for granted. Your friends and family members know that you are a grateful person because you always take the time to express your thanks.

Strength#11 Perspective (wisdom)Although you may not think of yourself as wise, your friends hold this view of you. They value your perspective on matters and turn to you for advice. You have a way of looking at the world that makes sense to others and to yourself.

Strength#12 Citizenship, teamwork, and loyaltyYou excel as a member of a group. You are a loyal and dedicated teammate, you always do your share, and you work hard for the success of your group.

Strength#13LeadershipYou excel at the tasks of leadership: encouraging a group to get things done and preserving harmony within the group by making everyone feel included. You do a good job organizing activities and seeing that they happen.

Strength#14 Social intelligenceYou are aware of the motives and feelings of other people. You know what to do to fit in to different social situations, and you know what to do to put others at ease.


Strength#15 Fairness, equity, and justiceTreating all people fairly is one of your abiding principles. You do not let your personal feelings bias your decisions about other people. You give everyone a chance.

Strength#16 Zest, enthusiasm, and energyRegardless of what you do, you approach it with excitement and energy. You never do anything halfway or halfheartedly. For you, life is an adventure.

Strength#17 Capacity to love and be lovedYou value close relations with others, in particular those in which sharing and caring are reciprocated. The people to whom you feel most close are the same people who feel most close to you.

Strength#18 Forgiveness and mercyYou forgive those who have done you wrong. You always give people a second chance. Your guiding principle is mercy and not revenge.

Strength#19 Industry, diligence, and perseveranceYou work hard to finish what you start. No matter the project, you "get it out the door" in timely fashion. You do not get distracted when you work, and you take satisfaction in completing tasks.

Strength#20 Caution, prudence, and discretionYou are a careful person, and your choices are consistently prudent ones. You do not say or do things that you might later regret.

Strength#21 Hope, optimism, and future-mindednessYou expect the best in the future, and you work to achieve it. You believe that the future is something that you can control.

Strength#22 Modesty and humilityYou do not seek the spotlight, preferring to let your accomplishments speak for themselves. You do not regard yourself as special, and others recognize and value your modesty

Strength#23 Self-control and self-regulationYou self-consciously regulate what you feel and what you do. You are a disciplined person. You are in control of your appetites and your emotions, not vice versa.

Strength#24 Spirituality, sense of purpose, and faithYou have strong and coherent beliefs about the higher purpose and meaning of the universe. You know where you fit in the larger scheme. Your beliefs shape your actions and are a source of comfort to you.


Appendix VII

Kiersey Temperament Sorter II

My personality type: Idealist.

Idealists as a temperament, are passionately concerned with personal growth and development. Idealists strive to discover who they are and how they can become their best possible self--always this quest for self-knowledge and self-improvement drives their imagination. And they want to help others make the journey. Idealists are naturally drawn to working with people, and whether in education or counseling, in social services or personnel work, in journalism or the ministry, they are gifted at helping others find their way in life, often inspiring them to grow as individuals and to fulfill their potentials.

Idealists are enthusiastic, they trust their intuition, yearn for romance, seek their true self, prize meaningful relationships, and dream of attaining wisdom.

Idealists pride themselves on being loving, kindhearted, and authentic.

Idealists tend to be giving, trusting, spiritual, and they are focused on personal journeys and human potentials.

Idealists make intense mates, nurturing parents, and inspirational leaders.

Idealists are relatively rare, making up no more than 15 to 20 percent of the population. But their ability to inspire people with their enthusiasm and their idealism has given them influence far beyond their numbers.

Documents

Career transition plan for Displaced Worker - ELIZABETH R. YORK