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Creating a Life that's On CourseFor You and Your Students 2016 On Course National Conference Pre-Conference Workshop Thursday, April 7, 2016 Bill Johnson, Workshop Facilitator Student Su

Creating a Life that's On Course

For You and Your Students

2016 On Course National Conference

Pre-Conference Workshop Thursday, April 7, 2016

Bill Johnson, Workshop Facilitator Student Success Navigator, Life Design Catalyst and Instructor

Advising and Personal Development Center School of Health and Human Sciences University of North Carolina at Greensboro

Creating a Life that's On Course:

For You and Your Students Timeline and Table of Contents

On Course Eight Choices of Successful Students…

CHOICES OF SUCCESSFUL STUDENTS CHOICES OF STRUGGLING STUDENTS

Successful students ACCEPT SELF-RESPONSIBILITY,

seeing themselves as the primary cause of their

outcomes and experiences.

Struggling students see themselves as Victims, believing that what happens to them is determined primarily by external forces such as fate, luck, and powerful others

Successful students DISCOVER SELF-MOTIVATION,

finding purpose in their lives by discovering

personally meaningful goals and dreams.

Struggling students have difficulty sustaining motivation, often feeling depressed, frustrated, and/or resentful about a lack of direction in their lives

Successful students MASTER SELF-MANAGEMENT,

consistently planning and taking purposeful

actions in pursuit of their goals and dreams.

Struggling students seldom identify specific actionsneeded to accomplish a desired outcome And when they do, they tend to procrastinate

Successful students EMPLOY INTERDEPENDENCE,

building mutually supportive relationships that

help them achieve their goals and dreams (while

helping others to do the same).

Struggling students are solitary, seldom requesting, even rejecting offers of assistance fromthose who could help

Successful students GAIN SELF-AWARENESS,

consciously employing behaviors, beliefs, and

attitudes that keep them on course.

Struggling students make important choices unconsciously, being directed by self-sabotaging habits and outdated life scripts

Successful students ADOPT LIFE-LONG LEARNING,

finding valuable lessons and wisdom in nearly

every experience they have.

Struggling students resist learning new ideas and skills, viewing learning as fearful or boring rather than as mental play

Successful students DEVELOP EMOTIONAL

INTELLIGENCE, effectively managing their

emotions in support of their goals and dreams.

Struggling students live at the mercy of strong emotions such as anger, depression, anxiety, or a need for instant gratification

Successful students BELIEVE IN THEMSELVES,

seeing themselves capable, lovable, and

unconditionally worthy as human beings.

Struggling students doubt their competence and personal value, feeling inadequate to create their desired outcomes and experiences

Life Design Models

-The Tree of Contemplative Practices

(from The Center for Contemplative Mind in Society

http://www.contemplativemind.org/practices/tree)

Design Your Life Project

The Design Your Life Project is a series of “meetings” over the course of the first-year where students learn aboutthemselves The Program addresses the most pressing question for college students today – What should I do with my life? As structured, Life Design Catalysts (similar to academic/success coaches) work with a small number of students over the course of the academic year to not only understand who/what they want to be in life, but to then create experiences pertinent to their life An important component of this is the chances to not only connect with their instructor, but to connect with teaching assistants (undergraduate and/or graduate students) and to their fellow students as well

 Open Education Resource

Design Your Life Project in Action

Courses

 HHS125: Design Your Life I: What Could I Do With My Life (1 credit)

 HHS135: Design Your Life II: (Re-) Design a Life You’ll Love (1 credit)

 HHS130: Meditation for Life (1 credit)

 ENT/HHS250: Purpose-Driven Entrepreneurship (3 credits)

 HHSXXX: Personal Branding for Health and Human Science Entrepreneurs (3 credits)

Programs

 Rites of Passage Minority Male Mentoring Program

 Design Your Life Learning Community

Trainings/Workshops

 Life Design Catalyst Coach Training Certification Program (next training – May 17-20, 2016)

Other Projects

 Life Design Studio (A makerspace to Design Your Life) – proposed 2016-17

 Student/Self- Designed Multidisciplinary Program/Major – proposed 2016-17

 Certificate/Minor in Leadership and Life Design – proposed 2017-18

Creating a Life that’s On Course for You and Your Students

Pre-Conference Workshop

2016 On Course National Conference

Session Guidelines

 Engage fully – Allow yourself to be present for the day

 Be attentive to time – at the start of the day, during breaks, at lunch, and at the end

 Be mindful of equal sharing of time for self and for others

 Please turn off cell phones, tablets, laptops, etc

What do you hope to learn/accomplish by the end of the workshop?

What needs to happen in order for you accomplish your intention?

Laser-Focused Coaching

Laser Focus Coaching is a short and focused technique used by Life Design Catalysts to help their students and/or clients identify and work through change needed quickly Use this coaching technique when you aim to get the desire outcome in the shortest amount of time It's usually seen as intense, fast, and focused This technique gets to the source/root of the problem quickly and gets clients moving forward immediately To be effective utilizing Laser Focus Coaching, you need to think quickly on your feet, be flexible, utilize what you have, and make sure to stick to the outcome – getting results Laser-Focused Coaching – Get Results FAST!!!

Usefulness of Laser Focus Coaching:

 Uses intuition and experience on what he or she things about situation

 Helps identify a narrowly defined and clear goal that needs to be resolved immediately

 Gets to the heart of the matter quickly, without much "story" or explanation

 Spend less time on obstacles and more time on solution

 Helps client eliminate/minimizes effect of feeling stuck or blocked

 Allows coach to go deeper rather than broader, which maximizes time and helps you stay focused

 Help clients commit to action and be accountable for results

 A great way to get results when working with small groups

Laser Focus Coaching question format (use as you see fit):

1 What do you want? (Alternate: What’s one specific thing that you’re looking for in this session?)

2 If achieved, what will it get you? (Alternate: Why is this important for you to accomplish it?)

3 What would this change allow you to do in your life now that you couldn’t do before?

4 Why do you want/need to make this change right now?

5 How have you been successful in the past? (Alternate: What’s something from a past success can you use in this situation?)

6 What do you need to do right now to get started?

Other Helpful Laser Focus Coaching Questions

 What are the possibilities?

 If you had your choice, what would you do?

 What are possible solutions?

 What if you do and what if you don’t?

 What else?

 What other ideas do you have about it?

 How does this fit with your plans/way of

life/values?

 What will you have to do to get the job done?

 If you could do anything you wanted, what

would you do?

 What was the lesson/learning?

 What will you do? By when?

 In the bigger scheme of things, how important

is this?

 How could you improve the situation?

 If you were at your best, what would you do right now?

 What else can you do to honor your values?

 What are you holding back?

 What do you want?

 What action will you take?

*** Catalyst Coaching Questions Useful for This Workshop ***

 What were your results of this activity?

 Share at least one thought about this activity…

 Describe how you felt as you were engaged in this activity…

 Describe how you felt after you completed this activity…

 What is at least one thing you learned from this activity?

 When thinking about what you currently do in your work (or aspire to do as work), who do you think would find this activity useful and/or how could they benefit from doing this activity?

 How would you share this activity with others?

 What’s next? Describe how your life might be different now that you’ve completed this activity…

Thought-Provoking Questions

At the beginning of each semester, students are asked a series of thought-provoking questions to: (1) get them tostart thinking about various aspects of their life, and (2) set the stage for the exploration and reflection they’ll have to do in class I use the answers from both sets of questions below to provider a sense of how you’d like to structure your classes for the rest of the semester

Kick-Ass Questions About Life - HHS125 course

1 What’s always on your mind? What do you think about a lot? If you were in a bookstore, what section would you gravitate towards first? If you were on the computer/internet, what would you spend your time reading or searching most?

2 What are at least three things you care about most, other than family, friends, and meaningful

relationships?

3 What positive things do people say about you? What do people thank you for most often?

4 Who inspires you? Who would you most like to be like? Who are your heroes, your role models? Who doyou envy most?

5 What do you help with that seems natural or easy for you? What do people come to you for? When you’re at your best, what does it look like?

6 What are you amazing at doing (can be work- or life-related)? What are you great at? What do you do particularly well?

7 When do you feel most powerful, passionate, free, incredibly useful, excited, and/or inspired?

8 Who do you want to help? Who would you like to inspire? Whose lives would you like to change?

9 If you had a chance to be known for something special or unique, what would it be? How do you feel youcontribute (or could contribute) to society?

10 How would you like to be seen, recognized, acknowledged, awarded, praised – now and/or in the future?What’s the legacy you want to leave behind? If you were to die tomorrow, what would you want people

to say about you?

11 What is your biggest fear? What’s the thing that scares you the most in life?

12 How would you define success? And what would success look like for you?

13 What do you REALLY want for your life?

Where to Start – Questions to Start the Idea Exploration Process (from “Why Do So Many Entrepreneurs Hate

Their Lives,” by Jonathan Fields - http://www.jonathanfields.com/entrepreneurs-hate-lives/) – HHS250 course

1 What do I care about?

2 What do I hold sacred, both in business and life?

3 What lights me up, what would I work hard to do for free?

4 What empties me out, emotionally, psychologically and physically?

5 Who do I want to serve?

6 Do I care more about serving or building?

7 What do I value on a non-negotiable level?

8 What am I great at?

9 What am I terrible at?

10 How do I want to spend each day?

11 How do I want to live my life?

Life Design U Worksheet

For Personal Charter Project and Presentation

Meaningful Work Statements

Meaningful Work Quiz

Vision for Ideal Work

Seven Word Life Motto

Lollipop Moments

(Drew Dudley, Everyday Leadership/Lollipop Moments - http://www.ted.com/talks/drew_dudley_everyday_leadership)This particular TED talk focuses on the impactful moments that we have on other people I have found that theseimpactful moments may also hold key information to your meaningful work and your purpose in life This

homework assignment will have you identify and write down at least twenty (20) the lollipop moments in your life where: I'm sure you'll have to stretch to come up with 20, but think hard about the times when you've helped others in a positive way If you can't think of anything, ask your family, friends, and others that know you for times when you've helped them

 You did or learned something that you were truly interested in/passionate about and shared it with others

 You did something where you impacted the life of at least one other person

 You were able to overcome a big problem or huge challenge and it inspired others

 You did something where you helped a group of people through community service, volunteer work, etc

 You were able to help someone else or a group of people solve a problem, get through a tough time, or overcome a challenge

 You taught something meaningful/useful to someone else or a group of people

 You extended a helping hand to someone in need or less fortunate

 You spoke up about or defended someone about an injustice in the world

 Others call you about a particular thing (or several things) to get your advice or counsel

 You use a specific skill(s), knowledge(s), value(s) or talent(s) to help others be successful

 You were engaged in activities when you were in the flow, where time stood still, or when you felt most fulfilled that benefited others

 You stood for something that was larger than yourself

 Specific random acts of kindness/pay it forward activities that made an impact on others

 You were in a job where you've impacted clients, customers, colleagues, and/or your superiors in a positive way

 Or anything else you've done where you've helped others, served others, or made a difference in the life

of at least one other person

For each of the twenty (or more) lollipop moments, write a sentence that briefly describes the act/experience and why you decided to include it on your life Your lollipop moments can be either large or small, doesn't matter Once you’ve identified your lollipop moments, try to identify a theme among your answers; what do younotice as a pattern of your experiences - something more than just "helping people?" Are there certain

situations, issues, and/or problems where you tend to help people more than others? Are there specific skills that you tend to use? Is there a specific population that you seem to help more than others?

Lollipop Moment examples you might have:

 Mission trips due to disasters, epidemics, helping others in need

 Community service activities, such as cleaning up a park, habitat for humanity

 Volunteer services, such as food bank, ASPCA, Special Olympics

 Captain or coach (or some other leadership position) of sports team/activity

 President (or other leadership position) in student group/organization

 Inspiring articles, poems, blogs written and/or published

 Significant involvement or leadership positions in religious group/organization, such as group leader

 Things you organized so that others could participate/be successful

 Individuals/groups you’ve led to achieve something greater

 Activities you’ve participated in where you helped the group be successful in completing the activity

 Presentation given, workshops/training facilitated, or classes taught.

 Performances you have given, such as through music, choir, dance or theater

 Art you’ve created that was shared/shown to others

 Times when you’ve help a friend grieve over loss of a family member, friend, pet, etc

 Inspiring and helping others pursue and achieve goals and dreams

 How you’ve impacting others (siblings, friends, parents, other kids and adults) by being a role model

 Jobs where you’ve helped others, such as tutoring, teaching, or mentoring

 Involvement in activities such as Boy Scouts and Girl Scouts

 Helped a friend get through depression or keep them from attempting suicide

 Experienced trauma in your own life and passed on that wisdom to others, such as a break-up

 You received an award/recognition for doing a good deed, being kind, etc

Bill’s Impactful Moments Examples

 Played sports with childhood friends against other neighborhood “teams.”

 Served as “Dungeon Master” for many D & D adventures with friends in middle/high school

 Led many different groups of riders on Multiple Sclerosis Bike Tours rides

 Developed and taught personal growth/self-help exercises and activities for students in various classes

 Presented personal growth/self-help workshops for various on-campus units, i.e residence life, campus activities, academic departments, leadership and service learning, etc

 Presented personal growth/self-help workshops for international and national organizations, community organizations, and professional organizations

 Created and facilitated Purpose and Vision Navigator Certification Training Program (now called Life Design Catalyst Program)

 Coached friends and colleagues at each institution I've worked at to find their purpose and/or pursue their dreams

 Coach/support my daughters Amanda (freshman in college) and Bethany (10th grade in high school) as they navigate their paths/directions in life

 Support my wife Rebecca as she continues to develop and grow her art/craft business

 I'm in the “flow” when I’m presenting workshops on self-help/personal growth to others

 Inspired others by sharing my challenges in college, personal and academically, such as poor SAT scores, poor grades, low graduation ranking, and homelessness

 Support charities such as Multiple Sclerosis, American Cancer Society, American Heart Association, and Make a Wish Foundation, especially when they involve fitness/exercise challenges

 Received Golden Key International Advisor of the Year Award in 2004 – and realized for the first time as aprofessional that it’s not about the recognition and reward, but about the positive impact I made on the students' lives, sharing my life and giving the best of me Realized that I had a strong desire to help people lost like I was when in college

 Active participation in UNCG's Rites of Passage Minority Male Mentoring Program

 Serve as mentor to several students and staff - both on- and off-campus

 Served in various leadership positions in professional organizations, such as the National Academic Advising Association and On Course

 Serve as a comforting soul for people who've lost both parents in a short period of time

 Created The Dream Dean blog to share information about my work with others

 Various positions at various institutions have provided me opportunities to serve tens of thousands of students over 26+ years in higher education

Bill’s Theme: Always felt driven to help/lead/coach individuals and group to achieve more than they ever thoughtpossible

Quick Activity: What’s Most Important to Me

If you had to identify the things that are most important to you right now, the things that drive your actions and decisions on a daily basis today, what would they be? Take no more than 3-5 minutes to review the list of 17 items below and choose FIVE (5) that are most important to you, most important in your life right now If you have something that’s important but not listed, choose “Other” and write in your important item in the space next to this choice Your answers will help you with the more extensive values assessment we’ll do in a few minutes

Most Important Things in My Life (remember, only choose five from the list below)

_ Connecting/spending time with family,

friends, others

_ Having fun/having a good time

_ Practicing my religion/spirituality

_ Having money, money, and more money

_ Being healthy (heart, mind, body, spirit)

_ Living a fulfilling life/living a life with no

regrets

_ Getting my degree/getting an education

_ Getting a job/being employed/having a

career

_ Being happy/enjoying life _ Helping/serving others _ Learning new things _ Being great at something/becoming an

expert _ Making a difference in the world _ Proving people wrong

_ Being successful/achieving more _ Creating my own business _ Planning for the future _ Other: _

Values Assessment

Your values are the things that are most important to you They are the principles, standards, and qualities you consider worthwhile or desirable They guide your actions and decisions on a daily basis If you notice that something isn’t quite right in your life, a lot of times it’s due to a conflict in your values Your values have a lot of influence on your relationships, your behaviors, your choices, and your personal identity; it’s important to know and understand them in order to live a more fulfilling life! Note: As you identify your values, make sure that you are choosing the most important values in your life right now, not things that you think are important or what you would like to have in the future This Values Assessment will have you identify the things that are most important in your life RIGHT NOW! They could be things that are important that you “live” on a daily basis – or they may be things that are important, but you don’t actually follow (but would truly like to) Your core values are the foundation for creating meaningful work and living a purposeful life

Top Ten Reasons to Know and Live Your Core Values

(from Top Ten Reasons to Know and Live Your Core Values - http://yourcorevalues.com/)

1 Gain Real Clarity about who you are and what you stand for

2 Better Use of Time

3 Core Values Means More Income

4 Purpose and Passion

The Importance of Clearly Defining Your Core Values

(from 30 Days to a Better Man Day 1: Define Your Core Values - days-to-a-better-man-day-1-define-your-core-values/)

http://www.artofmanliness.com/2009/05/31/30- Defining our values gives us purpose

 Defining our values prevents us from making bad choices

 Defining our values gives us confidence

 Defining our values makes life simpler

Personal Values – Values Tags

This Assessment will have you examine your personal values on a much deeper level Similar to the previous exercise, you will identify those things that are most important in your life right now However, instead checking off boxes on a sheet, this interactive exercise will have you choose your most important personal values using 36 Value Tags Your Value Tags contains definitions of the values listed below:

Fitness/HealthFriendshipHarmony Honesty/Trust Integrity Knowledge/Learning/Education Leadership

Leisure

Loyalty Nature/Environment Personal Development/Growth Recognition/Fame/Prestige Religion

RespectSafety/Security Service/Helping Others Spirituality

Travel/Adventure Wealth

Portfolio Life

(adapted from “The Art of Work” by Jeff Goins)

Who is the person that I’m becoming? Your Portfolio Life will have you collect information about your “work” and “play” experiences in your life The goal is to list these experiences so that could notice patterns and

connections of the work that you’ve done so far in your life

What Makes Me Come Alive?

Before we get started with the portfolio life, take a minute to rank order the following motivations in the “work” that you do (or hope to do), with 1 = most important characteristic to 7 = least important characteristic

_ money _status _ respect passion _talent _values making a difference

 What Makes You Come Alive: 52 Weeks, 52 Jobs (Sean Aiken) -

http://tedxtalks.ted.com/video/TEDxVancouver-Sean-Aiken-52-Wee

 One Week Job: Discover Your Passion - http://www.oneweekjob.com/

After watching the video, take 2-3 minutes to write down your answer to the question, “What makes you come alive?”

For this activity, we’ll have you first identify experiences that have made up your Portfolio Life Categories to document your experiences as you put together your Portfolio Life include:

 Fee work: work based on dollars per hour; may include fees for speaking, workshops, one-time

performing or visual art performances, etc

 Salary work: fixed income based on job description; pay is typically given on a weekly, bi-weekly, or monthly basis

 Homework: work that you do at home; may include duties, chores, and specific “home” roles you serve

as well (such as husband, father, mother, wife, daughter, son, dishwasher, cook, and/or gardener)

 Study work: intentional education that contributes to any work you do, now and in the future;

contributes to expertise and knowledge for a particular subject; may also include certificates, degrees, webinars, podcasts, etc

 Gift work: volunteer experiences; work that you do for free

 Play: things you do for the pure love of the activity, regardless of whether you get paid or not; activities that recharge your energy and/or lead to your overall growth

Portfolio Life Worksheet

Your Portfolio Life will have you collect information about your “work” experience thus far in your life By listing them in one document, you might be able to notice a pattern/connection of the work that you’ve done in your life Examples are provided in worksheet below:

Fee Work - work based on dollars per hour Salary Work - fixed income based on job description

Home Work - work that you do at home Study Work - intentional education that contributes to any

work you do

Gift Work - work that you do for free Play - things you do for the pure love of the activity

Inspired Work and Play Experiences

As you review your list of various work and play, use this activity to identify (list) the things you really like about your work and play experiences If you cannot identify the things you like, you may find it easier to list the thingsthat you don’t like about your work and play experiences The ultimate goal is to identify specific experiences that would inspire and engage you in the work you plan to do in the future Use the table below to create your list

Things that I like/like to do in work and play experiences Things I don’t like/don’t like to do in work and play

experiences

Portfolio Life Worksheet – Bill’s Example

Fee Work - work based on dollars per hour

 computer lab coordinator

 assistant dean of student services

 director of advising, orientation, and placement testing

 student success coordinator

 personal development coach

 life coach training

 reading: self-help/personal growth, creativity, entrepreneurship, and coaching

 common knowledge on sports

Gift Work - work that you do for free

 Multiple Sclerosis bike rides

 Make-A-Wish walks

 American Heart Association walks

 American Cancer Society walks

 Golden Key International Honour Society (UNCG)

 Collegiate Entrepreneurship Organization (UNCG)

 On Course Ambassador/Committee Member

 National Academic Advising Association

Play - things you do for the pure love of the activity

 sports card collector

Inspired Work and Play Experiences – Bill’s Example

Things that I like/like to do in work and play experiences Things I don’t like/don’t like to do in work and play

experiences

 I work for one person, no one works for me  Supervising multiple people

 Work environment feels like home away from home  Working with students on registration/scheduling of

classes

 Work allows me to be creative and try new things  Micromanaging

 Working with non-traditional (older) students  Crunching data all the time (every now and then is

okay)

 Presenting workshops with 10-50 participants  People looking out for only themselves

 Physical activity that challenges and stretches my

mental capabilities  People who talk in circles, but never really say

anything

 Provides me opportunities to read  Complainers and excuse-makers

 Provides me opportunities to explore various

contemplative practices  Working with children (infants through high school)

 Open sharing (thoughts, feelings, work, etc.)

 Must be actively engaged in experience

 Creating new tools/activities/exercises

 Competing against self or one other person

 Being around cool people

Potential Projects Ideas

(From “How to start a business (right now!) With less than $20” - to-start-a-business-right-now-with-less-than-20/)

(http://thenextweb.com/entrepreneur/2015/08/09/how-For this exercise, you will identify projects that you could start on that you could do on the side that could eventually turn into something bigger in the future Side Note: Columns 1, 2, and 3 DO NOT have to match or have a connection on each line This is simply a brainstorming activity

10 things you like doing that

involve some form of work (i.e

painting, writing, singing, building

furniture, coding, cooking, etc.)

10 ways you could put your work into the world (i.e on-line course, in-person class, e-commerce website, retail store, series of books/videos, etc.)

Based on first two columns, use this column to identify 10 business ideas Use/combine items from columns 1 and 2 to come up with potential ideas