Courage & Calling: Aiding the search for purpose and vocation

Jessica Briggs, M.S. Coordinator of Life Coaching & Assistant Professor of Leadership

Jackie Stancil Life Coaching Graduate Assistant

Indiana Wesleyan University

“Vocation does not mean a goal I pursue.

It means a calling that I hear.

Before I can tell my life what I want to do with it,

I must listen to my life telling me who I am.”

- Parker Palmer

Objectives

1. Describe the nine-part Life Calling Model (Millard, 2004, 2012), which helps students discover a life calling or sense of direction and life purpose.

2. Discuss the use of life coaching and the Life Calling model at IWU through four programs.

3. Apply the Life Calling Model to participants’ current work and settings through interactive exercises and discussion.

4. Discuss research projects in progress to assess current uses of the model and their impact on students.

Interests often based on very limited life experience

Incentives:- job security- promotions- higher pay

Uncertainty & Discontent

Maj

or

Career

Concerns centered on: - amount of salary - job availability - job growth

Sources of pressure: - family, peers, society, trends

Discovery

Tools

Major & Career

Meaning… Significance… Hope in Career and LIfe

Hugo

“Machines don’t come with any extra parts. They always come with the exact amount they

need so I figured if the entire world was one big machine, I couldn’t be an extra part! I had to be here for some reason…and that means you have

to be here for some reason too”

Personal Leadership Unique Desig

n

Foundational Values

vision

action

mission

passions

experiences

strengths

faith

character

service

stewardship

expression

fulfi

llmen

t

focus

evidence

LifeCalling

mot

ivat

ion

Life Calling Conceptual Model

Dr. Bill MillardMunday Endowed Chair of Life Calling, Professor of Leadership Studies, Senior Scholar

Foundational Values

Faith

Character

Service

Foundational Values

Unique Design

Personal Leadership

Foundational ValuesFaith

― Broad Concept of Faith

― Faith does not = Religion

― Faith is a mindset or worldview

Character― “Moral Silos”― The moral and ethical

quality of people

― “Life Congruence”― Are life actions taken

consistent with the mind-set they have chosen?

Service― Life Connection

― Respect― Community― Concern― Responsibility― Action

The formation of our faith leads to the development of our character which then leads us to a life of service.

UniqueDesign

Strength

Passions

Experience

Foundational Values

Unique Design

Personal Leadership

Unique Design

• Strengths– Physical– Emotional– Intellectual– Psychological– Spiritual

• Experiences– Circumstances

• Positive• Negative

– Time• When• How Long

– Intensity

• Passions- Interest- Desire- Sacrifice

Personal Leadership

Mission

Vision

Action

Foundational Values

Unique Design

Personal Leadership

Personal Leadership

• Mission– Statement of

purposeful action

– Why I exist– What I am to

do with my life

• Action– The Strategy

and goals I will follow to live out my mission and see my vision become reality

• Vision― The long-term

view of how the world would look in the future if I successfully carry out my mission

Personal Leadership Unique Desig

n

Foundational Values

vision

action

mission

passions

experiences

strengths

faith

character

service

stewardship

expressionfu

lfillm

ent

focus

evidence

LifeCalling

mot

ivat

ion

Standing for their beliefs

Making change happen

Four Applications for student-empowerment.

LDR 150:INTRODUCTION TO LIFE

CALLING

Application 1: A tool for student-empowerment.

Course Basics

• New Student Seminar Class (freshmen/transfers)

• Required, 3 credit course• Class size 10-25• One semester (first semester at IWU)• Integrated into New Student Orientation

Course Basics

• Explore all nine elements of Life Calling Model• Hands on Activities, Personal Reflection and

Assessments• Blended learning format (Fridays online)• 35 sections taught by full time faculty, adjunct

faculty and Student Development professionals• Each section is assigned a trained Peer Coach

IMAGE

Assessments Used To Examine Personal Strength

Sample Activity – Life Map

Course Impact

• 4% retention increase this fall (course required for all in fall 2012)

• Study Conducted by Indiana University and Indiana Wesleyan University in 2006– Pre-declared students who participated in the original course

were 3-6 times more likely persist year-to-year than non-participants

– Declaring a major was significantly related to earning a degree after 4 years.

Course Impact

• Students reported that the class helped them– Lead more intentional lives– Come to terms with expectations about having a declared

major– With support necessary for them to be successful– Relieve and reduce panic or pressure related to remaining

undeclared– Become more sophisticated consumers of higher education

QUESTIONS

Application 1: Introduction to Life Calling

INDIVIDUAL LIFE COACHING

Application 2: A second tool for student-empowerment.

Life Coaching Impact

• 2012-2013 AY: 648 Life Coaching appointments

• 47 completed our post-coaching survey• Currently working with about 40 students

QUESTIONS

Application 2: Life Coaching

PEER COACHING

Application 3: A third tool for student-empowerment.

Peer Coach Position

• One for each section of LDR150 (pilot with 2)

• Selected through interview process• Intensive training 5 days prior to NSO• Meets in Practicum class (LDR 245) twice a

month for continued support and training• Receives one credit and stipend

Peer Coach Position

• Coach – Help students focus on goals and strengths• Companion – Facilitate new connections• Connector – Provide bridge to university life• Champion – Encourage students to advocate for

themselves

Ashcraft, M.L. & Latino, J.A. (2012). Using peers in the classroom. The First-Year Seminar: Designing, Implementing and Assessing Courses to Support Student Learning and Success, 4, 2-12.

Peer Coach Position

• Attend every LDR150 session• Lead class activities as needed by faculty• Meet one-on-one with each student• Plan out-of-class activities

Peer Coach Impact

"I came in as a Pre-declarded student. After taking LDR150, it has helped me not only figure out more about myself but has contributed to my life calling and has enabled me to choose a major. As I became a Peer Coach, I wanted the Freshman to have the same positive impact that this class has had on my life. After meeting with almost all of my students, I know it has."

Being a Peer Coach and going through the training has really helped me learn how much more goes into leadership than what people most think. In fact, I have always strayed away from wanting to be a leader, but now after having this position I have realized how much I can impact peoples' lives."

LB 10/31/13

QUESTIONS

Application 3: Peer Coaching

LIFE CALLING SCHOLARSHIP PROGRAM

Application 4: A fourth tool for student-empowerment.

Life Calling Scholarship Details

• Application Process– 75 students identified for leadership potential by LDR

150 instructor were invited to apply – Students made a 90 second video

• introduction • why they wanted to be in the program• answered 3 essay questions

– Selected 24 students to participate in the program

Program Specifics

• Scholarship amount $2,000 per semester• Program Requirements:

– Small groups of 6 students meet with the facilitator bi-monthly for an hour

– Students are assigned outside activities that help them further develop their understanding and articulation of their life calling

Life Calling Scholarship Program

Freshman 2nd Semester

• Small Group Coaching

• Life Calling Plan• Informational

Interviews with professionals

• Online Networking

Sophomore 1st Semester

• Small Group Coaching

• Mock Interviews

• Job Shadowing• Pre-Internship

Experience• Financial

Planning Seminar #1

• Online Networking

Sophomore 2nd Semester

• Small Group Coaching

• Financial Planning Seminar #2

• Applied Leadership Plan

• Job Shadowing• Alumni

Networking

Junior 1st Semester

• Peer Coach for LDR 150 classes

• One on one mentoring

• Internship Experience

Primary Outcomes

• Life calling confidence and directedness• Life skills development• Critical thinking approach to life calling• Ethical mindset• Financial competence• Attitude of stewardship• Professional preparation

Student Experience“Who would have thought that a Scholarship Program could affect

someone's life so much? I have to admit, I was skeptical when I found out that the money wouldn't just be put in my account after I was selected to receive it. I was told that I would meet with someone every other week to talk about my life calling. As a freshman, I still didn't even fully understand what that meant! To be completely honest, I was intimidated.

I have learned SO much throughout this program. God opened the door for this scholarship and has shown me incredible things throughout the meetings. The "homework" assigned after each meeting wasn't even homework, it was a chance to dig deeper in my faith and learn more about what draws me to certain experiences, why I struggle in certain areas, and how I can better succeed beyond my college years.

E. H. 10/24/13

QUESTIONS

Application 4: Life Calling Scholarship Program

Use at your Institution

• Brainstorm applications– Adjustments that might be needed

• Does anyone do anything similar?– We want to learn from you!

Thank you!

Jessica Briggs, M.S., Cert. Coach

• Coordinator of Life Coaching, Assistant Professor of Leadership

• Jessica.Briggs@indwes.edu• 765-677-2060

Jackie Stancil• Life Coaching Graduate

Assistant• Jackie.Stancil@indwes.edu• 765-677-2520

http://www.indwes.edu/Academics/CAS/School-of-Life-Calling-and-Integrative-Learning/