October 21, 2025 • 29 mins
We explore why grades and right answers don’t translate cleanly into the workplace and how to build the habits that employers actually value. We share stories from our first jobs, talk about generational friction, and offer practical ways to create structure, seek feedback, and grow.
• shifting from answer seeking to critical thinking
• valuing transferable skills from non‑job experiences
• navigating ambiguity without a syllabus
• generational differences in workplace expectations
• building feedback tolerance and resilience
• career readiness starting earlier than college
• creating your own onboarding and structure
• using mentors and community for support
• embracing experimentation over perfection
• mindset shifts for confidence and growth
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
SPEAKER_02 (00:00):
Fight or flight response, you're freezing
because you really aren't surewhich direction to take because
we're so used to being told likethis, this, and that, or here,
here, and there.
And I think that's where it'slike getting to the right answer
and being a patient isn't it'sgreat for results and things
like that.
But life doesn't always, youknow, isn't that way.
SPEAKER_00 (00:26):
We are your hosts.
I'm Armina and I'm MJ, twocareer counselors and friends
chatting about all things lifeand career.
So grab a cup of coffee and joinus.
SPEAKER_01 (00:39):
If you ask employers what they want most right now,
they'll say critical thinkers,problem solvers, adaptable
people.
But here's the twist thoseskills take time, reflection,
and experience to build.
And we're moving faster thanever.
SPEAKER_02 (00:58):
That's truly where the disconnect begins, though,
because we're entering a new eraof work.
It's not just about knowing theanswers, but it's about knowing
how to think.
SPEAKER_01 (01:08):
Wow, that's so true.
Because when we think aboutschool, I mean, think about it.
There's a lot of testing,there's a lot of trying to
figure out the right answer,getting a grade, right, in our
classes.
But then how do we transition tothe workplace?
SPEAKER_02 (01:23):
Yeah.
It's it's really like a it'scomplex because everybody learns
at a different pace.
But I tend to think that we'veadapted to this way of just
being the most efficient humanbeings humanly possible with all
the tools we have and the thingsthat we do and strategies and
techniques.
Our goal is efficiency.
(01:45):
It's no longer taking the timeto critically analyze how we go
there, right?
A lot of the time it's just showme how to get there, walk me
through, you know, like justtell me one through three, like
what do I need to do to get tomy end goal?
It's not about like, let's takethis apart, let's sit down,
let's pause, let's reflect.
It's very much so like just howdo I get to the end part?
It's almost that saying of like,they're not enjoying the
(02:06):
journey, they're just enjoyingthe destination.
SPEAKER_01 (02:09):
Yeah, that's honestly, it makes me evoke some
kind of reaction in me,honestly, because when you think
about a true learning, trueperformance, right, in a work
setting or even in a schoolsetting, like an individual
really going through a processto like learn and then perform
and do it well, and it turnsinto like this meaningful
(02:32):
experience or meaningful productor results or whatever they're
working on, right?
It that really does require alot of time and reflection and
and failure, like try it and seewhat works and what doesn't
work, but then the world of workdoesn't really give us space for
that because everything needs tobe done so fast.
And then the education system aswell, everything is about
(02:54):
numbers and grades and tests.
So it kind of leaves usprofessionals as we're trying to
navigate the workplace, kind ofwondering, like, okay, how do I
translate what I'm learning inschool to the workplace and how
can I be truly a fulfilled andsuccessful professional?
SPEAKER_02 (03:13):
Absolutely.
I think it has a lot to do withthe culture, culture of, you
know, as you're growing to enterthe workforce and what that
environment has looked like foryou, but it's also the
priorities of different thingsas well.
It's looking at where thingshave, you know, like what are we
emphasizing in this newergeneration?
It's are we looking at GPA?
(03:33):
Are we looking at the activitiesyou're doing?
Are we thinking about all thesedifferent aspects?
And are we prioritizing thesecore skills that are essential,
not only just in the workforce,but in human life?
SPEAKER_01 (03:46):
You know, that's really interesting that you
bring up like GPA and umactivities and all these other
experiences, because in in mywork with clients, what I see a
lot a lot of the time is maybethey undervalue those extra
activities and hobbies andcertain things that they might
have done.
(04:06):
Um, and on their resume, forexample, then they kind of limit
their thinking to just past jobsor maybe past internships that
they've had that were likeformal or paid experiences, and
then they forget the value ofthe skills that they would have
developed from other areas oftheir life.
So as a counselor, I'm alwaystelling my clients, think
(04:26):
holistically, all the thingsyou've experienced that brought
you to this point in your lifetoday, and all of the different
skills you've gained from thoseexperiences.
Because when you're going intothe world of work, there's so
many of those transferableskills are valued, right?
When employers share what theywant, they're talking a lot
about those transferable skillslike critical thinking, problem
(04:50):
solving, collaboration,communication, somebody who's
adaptable, somebody who wants tolearn.
These are such valuable skills.
And honestly, not just skills,but like these are ways of
being, these are characteristicsthat a person embodies that
employers are really seekingout.
And so in my what in my workwith clients, it's always
(05:10):
reminding them that think aboutyour experiences holistically
because it's not just about whatjobs and um internships you've
had in the past.
SPEAKER_02 (05:20):
I adore that you mentioned that because I'm
thinking a lot about my ownexperience going from undergrad,
well, from honestly from highschool, because that's when I
started working from high schooland what I was learning there in
terms of skill set and how I wasapplying that to, you know, to
retail positions, and and Iworked at a food place as well.
And then thinking about my jobas an undergrad and then going
to graduate school, and thenkind of being like, okay, well,
(05:43):
how do I translate a 4.0 topresenting or like whatever it
is, right?
Um, it's a silly example, but itreally I struggled a lot with
like, okay, I got good grades,you know, I did well in school.
I was a good student.
How does that look like being agood employee?
What does that look like being agood employee?
(06:03):
And I think a lot of it cameinnately for me just because I
was around individuals in myenvironment that, you know,
demonstrated a coreprofessionalism skill sets that
I naturally inherited.
So I was like, okay, you know,show up to work on time,
communicate different things.
I also had great leaders orgreat examples as you know,
being first journal throughoutschool that I was I felt well
(06:25):
prepared, but there was still adisconnect for me in terms of
like, so what is it, what doesbeing a good student have to do
with being a great employee?
And how does that look like?
SPEAKER_01 (06:34):
Yeah, honestly, yeah.
I mean, when I think back, I'mlike, I didn't even know what a
great employee meant.
Like you can't really put thatinto words until you're in that
space and you experience thatand you see what's valued in the
workplace and so forth.
So as a student coming out ofcollege, it was you're entering
this completely different worldthat has different values and
(06:58):
expectations than what you'vebeen taught your entire life,
especially for those who wentfrom like K through 12, then
straight to college, then maybeeven straight to grad school.
Imagine these people have beenin school for like 20 plus years
with one set of um standard wayto way of doing things.
And then now you're going outinto the big world of work, and
(07:19):
it's very different.
So it's scary, and that's wherewe see a lot of people struggle.
SPEAKER_02 (07:23):
Yeah.
SPEAKER_01 (07:24):
A lot of new professionals struggle
emotionally, not feelingconnected to the work's
workplace, not knowing how topresent themselves, identify
what they have to offer.
There is a lot of like identitydevelopment that happens for new
professionals because it's suchan unfamiliar environment.
SPEAKER_02 (07:42):
Yeah, and I think that's where a lot of the
environment of the person has todo with how they evolve and they
present themselves in theworkforce.
And if we go back to like wherestudents transition the most,
right?
I'm gonna use students becausewe're talking about this newer
generation.
It's in high school as they'retransitioning to college because
that's where they evolve, right?
Even further and beyond.
(08:03):
And it's thinking about how arewe preparing students for the
critical decision of, you know,if they go to college and what
does that look like for them andpreparing them in career
readiness, or if they're goingstraight out of high school into
the workforce, have we preparedthem enough for the world of
work and to expect the certainexpectations that the world of
work has, or what are thingsthat we can kind of do
(08:24):
differently, or what are wedoing well?
So it really kind of makes youtake a step back to think like,
has the education system focusedenough on career preparedness as
young as possible to make surethat these kids are also having
a smooth transition out of highschool?
SPEAKER_01 (08:42):
Yeah, you know, it's it's it's hard because when you
think about career readiness,career preparedness, it goes
back to what we were talkingabout earlier about like trying
things out, failing, learningfrom your mistakes, uh
reflecting, taking time todevelop, right?
And in in the way the societyand the world of work and the
(09:07):
education system, everything isso fast-paced, it doesn't even
give even educators the time toinvest in the students and allow
the students to have their ownpace at learning, right?
These skills.
So it's really hard to evenimagine a different way of doing
things.
But I do think that what we seea lot of the time in a previous
(09:29):
episode we talked about with a Kthrough 12 teacher.
Um, she was talking about howstudents are coming out not
necessarily feeling ready forcollege or for the world of work
for high school.
SPEAKER_02 (09:41):
It's reminding me so much of when I wanted to
continue to pursue highereducation and develop a career
readiness curriculum for Kthrough 12, just because it's
something that I feel where tohave, how do I say this, but to
have a smooth experience or Iguess less challenging, I
(10:02):
believe that fundamentally theyneed a strong background in what
career readiness means and whatit looks like.
Because we tend to throw thesestudents into these like
real-world life situations wherethey may not be ready just yet
to go in, right?
They may not have the tools andskills necessary or have the
self-reflection or to be able todo life things and to be
(10:24):
successful employees.
Some may and some just dependingon their environments, may have
shaped them differently as well.
And it's it's I we're talkingabout this, and I'm like, man,
we need some like careerreadiness, like curriculum.
And I that's funny because I Isaid that when I was thinking
about a doctorate, like thatwould be something I'd want to
study or develop or try to embedbecause it's so needed within
(10:46):
this these newer generations.
SPEAKER_01 (10:48):
Yeah, yeah, I absolutely agree because we're
seeing that students are gaininggreat amount of knowledge about
different topics and reallylearning great content, but
emotionally and skills wayskills based, they're not ready
for the world of work.
And and a big part of that toois like the generational
(11:09):
differences in the world of worktoo that we're seeing these
days.
We have what four generations inthe workplace now?
Yeah, yeah.
SPEAKER_02 (11:17):
Boomers, um, ex millennials, um, and Gen Z.
SPEAKER_01 (11:22):
Yeah.
SPEAKER_02 (11:22):
And I guess the upcoming is Gen Alpha.
SPEAKER_01 (11:25):
Yeah, okay.
Gen Alpha's not in the workplacejust yet.
Don't scare me, MJ.
That's my little toddler rightthere.
But yeah, three or fourgenerations in the workplace.
Imagine the differences invalues and the differences in
the way that they see work too.
Like what work means to eachgeneration is different.
SPEAKER_02 (11:45):
It's funny because it reminds me, um, you know this
well, the the history of careerdevelopment and kind of the
different stages of how we gotto where we are and what career
development means for people,right?
In the beginning, we were theseindividuals that were seen as
like the placement people, likewe're gonna place you in
different jobs and positions andthings like that.
And then we transition to wherethe younger generation of that
(12:07):
era was like, we want our workto mean something and create an
impact.
And it feels like we're in acycle, no point intended.
We're coming back to that, wherethis generation wants, right?
Gen Z is focused on like theirpurpose and their mission and
creating an impact, which isgreat because we are too.
There's a lot of us who arethere as well, but there's a
(12:27):
difference in terms ofgeneration and what that may
look like.
Whereas um the generations thathave come before may value
things like consistency,accountability, clocking in on
time, being here from like acertain, you know, from like
nine to five, rather than likejust do your job, right?
And just or someone who's likefulfilled with just doing the
job and you don't have to bethere for a set time.
(12:49):
So there's different values thateach has that can also can be
struggling to communicate whenyou're working with multiple
generations in the workforce aswell.
SPEAKER_01 (12:59):
Yeah, you know, I'm smiling because when when you
were giving the example of uhsomebody being present, like
from a certain time to a certaintime, we both know an individual
who has this rule of stayingbeyond their boss, like making
sure that they never leave theirjob um before their boss leaves.
(13:21):
And I I think that's that's sucha sweet sentiment, but it's it
was so foreign to both of uswhen we heard it.
But this person is from aprevious generation, and it just
goes to show even somethingsmall like that, but like that
has so much meaning for thisperson, right?
And and what it represents interms of their dedication to
their company and who they areas a professional.
(13:43):
And then for somebody from adifferent generation, that might
not seem such like a valuableoffering or skill set or
something that you're doing,right?
But then the previous generationthinks of it very differently.
So it's very interesting to seethose differences between the
workplace, but it does cause arift, especially when the
(14:05):
previous generation is hiringthe newer generation.
And the newer generation has allthese different expectations of
what it's supposed to look likeand feel like.
And coming from, if we'retalking specifically, let's say
Gen Z right now, who's enteringthe workforce, if we're coming
from very structured systemslike an education system where
(14:25):
there's a right and wronganswer, there's always somebody
telling you what to do, you haveassignments to submit and so
forth, and then you're goinginto workspace and there's more
ambiguity and there's lessdirection.
Bosses don't usually, many mostbosses don't want to quote
unquote babysit, right?
Or give assignments and be veryum involved.
(14:46):
They want to be able to directand have the project be done.
Um and so there's a bigdifference between the systems
that we're coming from and goinginto this ambiguous space.
SPEAKER_02 (14:58):
Yeah, I'm gonna silently raise my hand because
I'm one of those individuals whojust loves to understand
structure.
And for me, it comes, I think,from being this excellent
student of like, I know what thesyllabus is, and I know we're
doing on week four.
You know what I mean?
Like, I know what to expect.
Whereas when I came into theworkforce, which is honestly
(15:20):
like five years ago, um, ifwe're thinking, you know, after
my my higher education degrees,I struggled with that because I
worked with differentindividuals who had different
styles who were coming fromdifferent generations, and each
one had a different sentiment.
And when I was told, like, youknow, like your first day at
work, and there was like noformal training for different
(15:40):
jobs, like I was struck becauseI was like, I don't know what to
do, and like I felt unprepared.
Yeah, and I I used to think itwas something wrong with me.
Like I wasn't ready, and it wasalmost like I was proving myself
right.
Like, oh, you see, like youaren't enough.
What you know isn't enough.
This degree isn't as much as wethought it was because you're
(16:01):
still confused or you're you'renot sure what to do or what
direction to take.
But to be completely honest, itcomes with experience and time
that you strengthen these skillsof taking initiative,
understanding how the world ofwork works, especially in the
industry that you're in.
And I've grown to be able tocreate that structure for myself
without having to know and likewhat to do or what to be told.
(16:24):
But I think that a lot ofindividuals who are newly coming
into the workforce, they needsome type of like direction
because they have lived theirlives with like people telling
them what to do or like how todo this and like follow the
rules and all these differentthings where you give them space
to be creative and it's almostlike it's too much space.
SPEAKER_01 (16:44):
Absolutely.
I resonate with that too becauseI remember my first big girl job
right after college and gradschool, and I felt the same way.
I remember I was just given thecatalog, and I was like, all
right, go for it, read thecatalog, and that's your
training.
And I was like, what?
There's no like formal training,there's no plan in place.
(17:04):
Uh, and then every job I hadafter that was the same way.
And eventually I just startedcreating my own trainings.
I was like, you know what?
I am gonna make this happenbecause I felt like there was
too much ambiguity as well forsomebody who's just coming in
and needs to learn the ropes.
But honestly, that's how a lotof places function because
that's what bosses want.
(17:25):
They want somebody who can thinkon their own, somebody who can
problem solve on their own withlimited direction, because that
is why they're hiring you to getthe job done, right?
But it's hard for an incominggeneration who isn't used to
this kind of space.
And another factor that reallycontributes to that is all of
the information we haveaccessible to us these days,
(17:45):
with just being able to Googleeverything, now AI and Chat GPT,
everything.
Honestly, the amount ofinformation available to us
makes us less able to sit withthe uncertainty and try things
and fail at them.
100%.
SPEAKER_02 (18:03):
It's like when you self-diagnose.
Like you just like, I have acough, and then like Google
tells you you're gonna die.
You know, like it's just it'sinformation overload, and it
also makes you freeze, you know,with your fight or flight
response, you're freezingbecause you really aren't sure
which direction to take becausewe're so used to being told like
this, this, and that, or here,here, and there.
And I think that's where it'slike getting to the right answer
(18:25):
and being a patient isn't it'sgreat for results and things
like that, but life doesn'talways, you know, isn't that
way.
SPEAKER_01 (18:32):
Yeah, and actually, a lot of times there is no right
answer.
All the answers are right.
SPEAKER_02 (18:38):
I mean, you know how many times I catch myself
saying, Well, it depends.
Yeah, and then I'm like, itdepends on this, it depends on
that.
And I think that's where life isuncertain, and you have to learn
to be uncomfortable withuncertainty.
Comfortable with answer.
Oh dang, yes, you see, look,that's my subconscious thought.
SPEAKER_01 (18:58):
I love it.
It's hard, it's not maybe it'snot something that comes
naturally, and then of course,just being um trained in the
education system to uh get theright answer and get a good
grade makes us this way, but theway that's why it's so hard to
transition to the big worldafter college or high school.
SPEAKER_02 (19:17):
Yeah, there's there's a lot of like space to
grow in in what we teach, youknow, the younger generations
and how they evolve and becomeprepared for the workforce.
I think something that likereally sticks out to me just
because personally too, it wassomething I had to learn was
like understanding feedback andwhat that looks like.
(19:37):
Um, especially for someone whowas like a you know, like very
well uh I don't want to say topor her class, but like I I I was
a great student.
And I never I was never I neverfailed in school.
So it was feedback was weird,you know, because I'm like, oh,
I've only ever gotten positivefeedback.
And then when you getconstructive feedback for the
(19:58):
first time, it's like, what didI do wrong?
Like I failed, the world isending, and you know, like I'm
very dramatic in so manydifferent things.
So you could just only imagine.
I'm like, oh my gosh, like thelightning's gonna hit me, like
the world, you know, the ceilingchannel's gonna fall.
SPEAKER_01 (20:12):
Yeah.
SPEAKER_02 (20:12):
And I think that's also something too when we're
when we're constantly living ina world that's quickly
validating you and just givingyou immediate assurance, like
I'm gonna give them give you alike on your post the second you
do it, right?
Like that social media isevolving to be that too.
And when we get feedback andthings like that, like it's just
it's disheartening for some ofus.
(20:34):
And I am including myselfbecause you know it's always a
point of growth.
SPEAKER_01 (20:38):
Yeah, yeah.
It's always we're we'relearning, and all of the things
we talk about on this pod, we'rewe're experiencing and learning
as we're talking about them too.
We're not coming at it fromlike, well, we're evolved and
you know, we we know everything.
No, absolutely not.
Uh feedback, yeah, is definitelyhard to receive, but also some
(20:59):
of the best experiences that wecan have, right?
To grow as professionals andjust as people in general.
So it's so needed, but it ishard to accept because when we
think about, I remember whenthey started the gold star or
whatever uh system in schoolwhere like if you raise your
(21:20):
hand and asked a question orparticipated, you get, you know,
the gold star on the board andstuff.
And then like the person who hadthe most by the end of the week
would, I don't know, get anapplause or whatever they would
get from the class.
I don't remember.
I just remember like that visualrepresentation of like, oh look,
like I'm getting positivevalidation for doing a
(21:41):
particular behavior.
SPEAKER_02 (21:42):
It sounds like a sales floor.
Like when you like if we're inbusiness and you're like, who
made the most money?
Like they get free lunch todayor like a pizza party.
SPEAKER_01 (21:50):
I like that.
Well, that's I really rememberwhen they uh started doing that
in K through 12.
And now it's evolved into socialmedia, is doing that.
You know what else is doing thatthat I've realized?
Chat GPT does a lot of things.
SPEAKER_02 (22:06):
Oh, it's built, it's built to positively reinforce
you.
It's built.
No matter what you say, it wouldlike reply back with that's such
a great idea or whatever.
Man, I misspell things all thetime in there, and they're like,
you're such a great spell.
You know, like it's meant tolike please you, it's but it's
so bad.
SPEAKER_01 (22:22):
Look at the direction it's headed, and how I
can have a really, reallyindependent.
SPEAKER_02 (22:29):
Sorry, I'm having this idea.
I'm like, we should try askingit for feedback.
We could and see what it says.
Absolutely.
I mean, that's kind of scaryasking a chat bot.
Actually, never mind, let's notdo that.
SPEAKER_01 (22:40):
We'll do that offline and then decide if we
want to bring it online.
SPEAKER_02 (22:44):
But that's one too, because it uh I'm thinking just
about like withinself-development of career
development, is how you arereceptive to the feedback,
right?
So like hearing it is one thing,but it's also how you respond.
SPEAKER_00 (22:58):
Right?
SPEAKER_02 (22:58):
It's like you can I can either go sob in my car for
30 minutes and just be like, ohmy god, I failed, or I can be
like, you know what?
I'm open to learning how I cangrow from this space.
I'm open to understanding, youknow, like how I can see that
may have been, you know, takenthe wrong way, or I could have
done something differently in asense.
So I think it's also thereceptiveness and how we choose
to respond and not react.
SPEAKER_01 (23:21):
Yeah, yeah, absolutely.
And these are all life skills,right?
Life skills that we developthrough experience, and that's
the hard part is the way the USculture is built, is we probably
go to college too soon, soonerthan we're ready.
Then we enter the workforcesooner than we're ready, all
(23:41):
confused about our career goalsand don't have any idea who the
heck we are and what our valuesare.
And then we have to spend ourcareer while we're trying to
advance in our career, is alsowhere while we're trying to
figure out who we are, yeah,what's important to us, it's
it's a lot.
No wonder everybody's alwaysdrained and exhausted.
SPEAKER_02 (24:00):
And I think that's where these like middle life,
quarter life, ten-year lifecrisis are coming from, because
we're constantly like, oh, thisis not who I am, or I don't know
who I am, and I don't know whatI want to do.
And I do believe um collegehappens a little too early, just
having experienced it myself andall the questions I had, and I
felt underprepared in so manyways, but that's like, you know,
(24:21):
quote unquote, what you'resupposed to do and how to have a
better life.
That's what I was told by myfamily and what made to believe,
but it's it's really difficultsometimes.
And I think if you're someonewho's who's navigating the space
and you're trying to figure allof this out, you're not alone.
Um, there are individuals whoare excited to support you and
(24:41):
help you, but you should alsoknow that there's individuals
who also expect a lot out of youtoo.
SPEAKER_01 (24:46):
Absolutely.
So, MJ, how do we bridge thisgap?
Like what needs to change?
What can our listeners take awayfrom this too?
We can't change the system, wecan't change when college
happens and when people enterthe workforce and all of that.
But what can our listeners takeaway with them today?
SPEAKER_02 (25:07):
So, one, I think there's a lot of communication
that kind of needs to happen,right?
It can't just be like you and Ihave this conversation and then
it's like tupped away.
It's like we need when there'sopportunity to share it wider,
right?
That's something that we can doas well.
Bridging the gap doesn't juststop or doesn't just start at
like just us being like, hey, R⁇ A, like I think this, this,
and that, or like having a complike a one-off of an employer or
(25:29):
someone who's in the field, butit it really is just like
thinking about how are thedifferent minds, including
parents, into the conversation,because that's a huge part or
the person's family, right?
Or the families, thinking aboutcommunities as a whole because
of people spend time in theircommunity, the school system,
the workforce, it's all microand macro environments that
(25:51):
impact the human being, right?
So we have to have an opendialogue of what that can look
like.
And I think it's just becausewe're on different levels of
what we value and who we are.
Going back to what we're talkingabout in the beginning.
But if you are a youngprofessional listening to this
and you're like struggling andyou're like freaking out,
pulling out your hair, well,welcome to the club, because so
(26:13):
am I.
But I want you to know that youcan always connect with others,
individuals who are excited tosupport you, right?
Mentors exist, people who wantto help others exist in your
community, in your space,online, even though we're also
just talking about being online.
And you need to trust your gutand think about like what think
(26:35):
about.
I know that's one of the skillsthat we're talking about, but
think about what is beyond justthis one answer, or how can you
evolve from that?
And if we go back to being atoddler, we all ask the question
why way too many times when wewere young.
Go back to doing that, go backto questioning things, trying to
figure out the differentresponses, you know, and that's
(26:56):
something that I think willhelp.
And then getting comfortablewith the imperfect world and
uncertainty.
It is it goes beyond just being,you know, perfectly polished and
always having the right answerand having all your pencils
sharpened, but just saying,like, it's okay to fumble, it's
okay to get constructivefeedback, it's okay to not know
(27:19):
everything and be unprepared.
SPEAKER_01 (27:21):
Absolutely.
Ultimately, it's a mindsetshift.
Yeah, right.
Uh, getting comfortable with thewith ambiguity, getting
comfortable with failure is amindset shift that's hard to
implement because of how we'vebeen conditioned, but it can
happen because life is uncertainand you don't have to have an
(27:42):
answer all of the time.
You don't have to have the rightanswer all of the time.
And it's a matter of justexperiencing that ambiguity and
experiencing the failure andlearning the resilience that
comes with that, and um,constantly working on your
mindset that's gonna help youtake action and try again and
(28:03):
improve and grow.
So listen to differentprofessionals, mentors,
podcasts, every podcast that Ilisten to that's like a
successful person is alwaystalking about how they failed in
the beginning and how they hadto work through those challenges
and work on their mindset toadvance.
So I think that applies in everyaspect of life, right?
(28:27):
Regardless of what you're tryingto do with your career,
regardless of where you're at,whether you're still a student
or you're in the professionalspace, getting comfortable with
the ambiguity and working onyour mindset is really what's
going to help you grow andadvance and move forward and
find a fulfilling life.
Thank you so much for listening.
If you enjoy our show, we askthat you write a review on Apple
(28:51):
Podcasts to help us reach morepeople looking to level up their
career.
SPEAKER_00 (28:55):
Want to connect with us?
SPEAKER_02 (28:56):
Be sure to follow our Instagrams and websites.
SPEAKER_01 (29:00):
Follow CareerRise on Instagram for career advice and
motivation to help you stay upto date on all things career.
Be sure to also visit mywebsite, careerise.org to book a
career counseling package andaccess free career resources.
My goal is to help you clarifyyour goals, make a plan, and
feel confident in your careerjourney.
SPEAKER_02 (29:21):
You can follow me on Instagram at Career
ConfidentLatina for your dailydose of career advice and my
journey as a first generationLatina counselor.
You can access free resources oreven work with me by visiting my
website,careerconfidence.online.
I want to help you grow yourconfidence and help you reach
your career dreams.
(29:42):
Adios
Fight or flight response, you're freezing
because you really aren't surewhich direction to take because
we're so used to being told likethis, this, and that, or here,
here, and there.
And I think that's where it'slike getting to the right answer
and being a patient isn't it'sgreat for results and things
like that.
But life doesn't always, youknow, isn't that way.
SPEAKER_00 (00:26):
We are your hosts.
I'm Armina and I'm MJ, twocareer counselors and friends
chatting about all things lifeand career.
So grab a cup of coffee and joinus.
SPEAKER_01 (00:39):
If you ask employers what they want most right now,
they'll say critical thinkers,problem solvers, adaptable
people.
But here's the twist thoseskills take time, reflection,
and experience to build.
And we're moving faster thanever.
SPEAKER_02 (00:58):
That's truly where the disconnect begins, though,
because we're entering a new eraof work.
It's not just about knowing theanswers, but it's about knowing
how to think.
SPEAKER_01 (01:08):
Wow, that's so true.
Because when we think aboutschool, I mean, think about it.
There's a lot of testing,there's a lot of trying to
figure out the right answer,getting a grade, right, in our
classes.
But then how do we transition tothe workplace?
SPEAKER_02 (01:23):
Yeah.
It's it's really like a it'scomplex because everybody learns
at a different pace.
But I tend to think that we'veadapted to this way of just
being the most efficient humanbeings humanly possible with all
the tools we have and the thingsthat we do and strategies and
techniques.
Our goal is efficiency.
(01:45):
It's no longer taking the timeto critically analyze how we go
there, right?
A lot of the time it's just showme how to get there, walk me
through, you know, like justtell me one through three, like
what do I need to do to get tomy end goal?
It's not about like, let's takethis apart, let's sit down,
let's pause, let's reflect.
It's very much so like just howdo I get to the end part?
It's almost that saying of like,they're not enjoying the
(02:06):
journey, they're just enjoyingthe destination.
SPEAKER_01 (02:09):
Yeah, that's honestly, it makes me evoke some
kind of reaction in me,honestly, because when you think
about a true learning, trueperformance, right, in a work
setting or even in a schoolsetting, like an individual
really going through a processto like learn and then perform
and do it well, and it turnsinto like this meaningful
(02:32):
experience or meaningful productor results or whatever they're
working on, right?
It that really does require alot of time and reflection and
and failure, like try it and seewhat works and what doesn't
work, but then the world of workdoesn't really give us space for
that because everything needs tobe done so fast.
And then the education system aswell, everything is about
(02:54):
numbers and grades and tests.
So it kind of leaves usprofessionals as we're trying to
navigate the workplace, kind ofwondering, like, okay, how do I
translate what I'm learning inschool to the workplace and how
can I be truly a fulfilled andsuccessful professional?
SPEAKER_02 (03:13):
Absolutely.
I think it has a lot to do withthe culture, culture of, you
know, as you're growing to enterthe workforce and what that
environment has looked like foryou, but it's also the
priorities of different thingsas well.
It's looking at where thingshave, you know, like what are we
emphasizing in this newergeneration?
It's are we looking at GPA?
(03:33):
Are we looking at the activitiesyou're doing?
Are we thinking about all thesedifferent aspects?
And are we prioritizing thesecore skills that are essential,
not only just in the workforce,but in human life?
SPEAKER_01 (03:46):
You know, that's really interesting that you
bring up like GPA and umactivities and all these other
experiences, because in in mywork with clients, what I see a
lot a lot of the time is maybethey undervalue those extra
activities and hobbies andcertain things that they might
have done.
(04:06):
Um, and on their resume, forexample, then they kind of limit
their thinking to just past jobsor maybe past internships that
they've had that were likeformal or paid experiences, and
then they forget the value ofthe skills that they would have
developed from other areas oftheir life.
So as a counselor, I'm alwaystelling my clients, think
(04:26):
holistically, all the thingsyou've experienced that brought
you to this point in your lifetoday, and all of the different
skills you've gained from thoseexperiences.
Because when you're going intothe world of work, there's so
many of those transferableskills are valued, right?
When employers share what theywant, they're talking a lot
about those transferable skillslike critical thinking, problem
(04:50):
solving, collaboration,communication, somebody who's
adaptable, somebody who wants tolearn.
These are such valuable skills.
And honestly, not just skills,but like these are ways of
being, these are characteristicsthat a person embodies that
employers are really seekingout.
And so in my what in my workwith clients, it's always
(05:10):
reminding them that think aboutyour experiences holistically
because it's not just about whatjobs and um internships you've
had in the past.
SPEAKER_02 (05:20):
I adore that you mentioned that because I'm
thinking a lot about my ownexperience going from undergrad,
well, from honestly from highschool, because that's when I
started working from high schooland what I was learning there in
terms of skill set and how I wasapplying that to, you know, to
retail positions, and and Iworked at a food place as well.
And then thinking about my jobas an undergrad and then going
to graduate school, and thenkind of being like, okay, well,
(05:43):
how do I translate a 4.0 topresenting or like whatever it
is, right?
Um, it's a silly example, but itreally I struggled a lot with
like, okay, I got good grades,you know, I did well in school.
I was a good student.
How does that look like being agood employee?
What does that look like being agood employee?
(06:03):
And I think a lot of it cameinnately for me just because I
was around individuals in myenvironment that, you know,
demonstrated a coreprofessionalism skill sets that
I naturally inherited.
So I was like, okay, you know,show up to work on time,
communicate different things.
I also had great leaders orgreat examples as you know,
being first journal throughoutschool that I was I felt well
(06:25):
prepared, but there was still adisconnect for me in terms of
like, so what is it, what doesbeing a good student have to do
with being a great employee?
And how does that look like?
SPEAKER_01 (06:34):
Yeah, honestly, yeah.
I mean, when I think back, I'mlike, I didn't even know what a
great employee meant.
Like you can't really put thatinto words until you're in that
space and you experience thatand you see what's valued in the
workplace and so forth.
So as a student coming out ofcollege, it was you're entering
this completely different worldthat has different values and
(06:58):
expectations than what you'vebeen taught your entire life,
especially for those who wentfrom like K through 12, then
straight to college, then maybeeven straight to grad school.
Imagine these people have beenin school for like 20 plus years
with one set of um standard wayto way of doing things.
And then now you're going outinto the big world of work, and
(07:19):
it's very different.
So it's scary, and that's wherewe see a lot of people struggle.
SPEAKER_02 (07:23):
Yeah.
SPEAKER_01 (07:24):
A lot of new professionals struggle
emotionally, not feelingconnected to the work's
workplace, not knowing how topresent themselves, identify
what they have to offer.
There is a lot of like identitydevelopment that happens for new
professionals because it's suchan unfamiliar environment.
SPEAKER_02 (07:42):
Yeah, and I think that's where a lot of the
environment of the person has todo with how they evolve and they
present themselves in theworkforce.
And if we go back to like wherestudents transition the most,
right?
I'm gonna use students becausewe're talking about this newer
generation.
It's in high school as they'retransitioning to college because
that's where they evolve, right?
Even further and beyond.
(08:03):
And it's thinking about how arewe preparing students for the
critical decision of, you know,if they go to college and what
does that look like for them andpreparing them in career
readiness, or if they're goingstraight out of high school into
the workforce, have we preparedthem enough for the world of
work and to expect the certainexpectations that the world of
work has, or what are thingsthat we can kind of do
(08:24):
differently, or what are wedoing well?
So it really kind of makes youtake a step back to think like,
has the education system focusedenough on career preparedness as
young as possible to make surethat these kids are also having
a smooth transition out of highschool?
SPEAKER_01 (08:42):
Yeah, you know, it's it's it's hard because when you
think about career readiness,career preparedness, it goes
back to what we were talkingabout earlier about like trying
things out, failing, learningfrom your mistakes, uh
reflecting, taking time todevelop, right?
And in in the way the societyand the world of work and the
(09:07):
education system, everything isso fast-paced, it doesn't even
give even educators the time toinvest in the students and allow
the students to have their ownpace at learning, right?
These skills.
So it's really hard to evenimagine a different way of doing
things.
But I do think that what we seea lot of the time in a previous
(09:29):
episode we talked about with a Kthrough 12 teacher.
Um, she was talking about howstudents are coming out not
necessarily feeling ready forcollege or for the world of work
for high school.
SPEAKER_02 (09:41):
It's reminding me so much of when I wanted to
continue to pursue highereducation and develop a career
readiness curriculum for Kthrough 12, just because it's
something that I feel where tohave, how do I say this, but to
have a smooth experience or Iguess less challenging, I
(10:02):
believe that fundamentally theyneed a strong background in what
career readiness means and whatit looks like.
Because we tend to throw thesestudents into these like
real-world life situations wherethey may not be ready just yet
to go in, right?
They may not have the tools andskills necessary or have the
self-reflection or to be able todo life things and to be
(10:24):
successful employees.
Some may and some just dependingon their environments, may have
shaped them differently as well.
And it's it's I we're talkingabout this, and I'm like, man,
we need some like careerreadiness, like curriculum.
And I that's funny because I Isaid that when I was thinking
about a doctorate, like thatwould be something I'd want to
study or develop or try to embedbecause it's so needed within
(10:46):
this these newer generations.
SPEAKER_01 (10:48):
Yeah, yeah, I absolutely agree because we're
seeing that students are gaininggreat amount of knowledge about
different topics and reallylearning great content, but
emotionally and skills wayskills based, they're not ready
for the world of work.
And and a big part of that toois like the generational
(11:09):
differences in the world of worktoo that we're seeing these
days.
We have what four generations inthe workplace now?
Yeah, yeah.
SPEAKER_02 (11:17):
Boomers, um, ex millennials, um, and Gen Z.
SPEAKER_01 (11:22):
Yeah.
SPEAKER_02 (11:22):
And I guess the upcoming is Gen Alpha.
SPEAKER_01 (11:25):
Yeah, okay.
Gen Alpha's not in the workplacejust yet.
Don't scare me, MJ.
That's my little toddler rightthere.
But yeah, three or fourgenerations in the workplace.
Imagine the differences invalues and the differences in
the way that they see work too.
Like what work means to eachgeneration is different.
SPEAKER_02 (11:45):
It's funny because it reminds me, um, you know this
well, the the history of careerdevelopment and kind of the
different stages of how we gotto where we are and what career
development means for people,right?
In the beginning, we were theseindividuals that were seen as
like the placement people, likewe're gonna place you in
different jobs and positions andthings like that.
And then we transition to wherethe younger generation of that
(12:07):
era was like, we want our workto mean something and create an
impact.
And it feels like we're in acycle, no point intended.
We're coming back to that, wherethis generation wants, right?
Gen Z is focused on like theirpurpose and their mission and
creating an impact, which isgreat because we are too.
There's a lot of us who arethere as well, but there's a
(12:27):
difference in terms ofgeneration and what that may
look like.
Whereas um the generations thathave come before may value
things like consistency,accountability, clocking in on
time, being here from like acertain, you know, from like
nine to five, rather than likejust do your job, right?
And just or someone who's likefulfilled with just doing the
job and you don't have to bethere for a set time.
(12:49):
So there's different values thateach has that can also can be
struggling to communicate whenyou're working with multiple
generations in the workforce aswell.
SPEAKER_01 (12:59):
Yeah, you know, I'm smiling because when when you
were giving the example of uhsomebody being present, like
from a certain time to a certaintime, we both know an individual
who has this rule of stayingbeyond their boss, like making
sure that they never leave theirjob um before their boss leaves.
(13:21):
And I I think that's that's sucha sweet sentiment, but it's it
was so foreign to both of uswhen we heard it.
But this person is from aprevious generation, and it just
goes to show even somethingsmall like that, but like that
has so much meaning for thisperson, right?
And and what it represents interms of their dedication to
their company and who they areas a professional.
(13:43):
And then for somebody from adifferent generation, that might
not seem such like a valuableoffering or skill set or
something that you're doing,right?
But then the previous generationthinks of it very differently.
So it's very interesting to seethose differences between the
workplace, but it does cause arift, especially when the
(14:05):
previous generation is hiringthe newer generation.
And the newer generation has allthese different expectations of
what it's supposed to look likeand feel like.
And coming from, if we'retalking specifically, let's say
Gen Z right now, who's enteringthe workforce, if we're coming
from very structured systemslike an education system where
(14:25):
there's a right and wronganswer, there's always somebody
telling you what to do, you haveassignments to submit and so
forth, and then you're goinginto workspace and there's more
ambiguity and there's lessdirection.
Bosses don't usually, many mostbosses don't want to quote
unquote babysit, right?
Or give assignments and be veryum involved.
(14:46):
They want to be able to directand have the project be done.
Um and so there's a bigdifference between the systems
that we're coming from and goinginto this ambiguous space.
SPEAKER_02 (14:58):
Yeah, I'm gonna silently raise my hand because
I'm one of those individuals whojust loves to understand
structure.
And for me, it comes, I think,from being this excellent
student of like, I know what thesyllabus is, and I know we're
doing on week four.
You know what I mean?
Like, I know what to expect.
Whereas when I came into theworkforce, which is honestly
(15:20):
like five years ago, um, ifwe're thinking, you know, after
my my higher education degrees,I struggled with that because I
worked with differentindividuals who had different
styles who were coming fromdifferent generations, and each
one had a different sentiment.
And when I was told, like, youknow, like your first day at
work, and there was like noformal training for different
(15:40):
jobs, like I was struck becauseI was like, I don't know what to
do, and like I felt unprepared.
Yeah, and I I used to think itwas something wrong with me.
Like I wasn't ready, and it wasalmost like I was proving myself
right.
Like, oh, you see, like youaren't enough.
What you know isn't enough.
This degree isn't as much as wethought it was because you're
(16:01):
still confused or you're you'renot sure what to do or what
direction to take.
But to be completely honest, itcomes with experience and time
that you strengthen these skillsof taking initiative,
understanding how the world ofwork works, especially in the
industry that you're in.
And I've grown to be able tocreate that structure for myself
without having to know and likewhat to do or what to be told.
(16:24):
But I think that a lot ofindividuals who are newly coming
into the workforce, they needsome type of like direction
because they have lived theirlives with like people telling
them what to do or like how todo this and like follow the
rules and all these differentthings where you give them space
to be creative and it's almostlike it's too much space.
SPEAKER_01 (16:44):
Absolutely.
I resonate with that too becauseI remember my first big girl job
right after college and gradschool, and I felt the same way.
I remember I was just given thecatalog, and I was like, all
right, go for it, read thecatalog, and that's your
training.
And I was like, what?
There's no like formal training,there's no plan in place.
(17:04):
Uh, and then every job I hadafter that was the same way.
And eventually I just startedcreating my own trainings.
I was like, you know what?
I am gonna make this happenbecause I felt like there was
too much ambiguity as well forsomebody who's just coming in
and needs to learn the ropes.
But honestly, that's how a lotof places function because
that's what bosses want.
(17:25):
They want somebody who can thinkon their own, somebody who can
problem solve on their own withlimited direction, because that
is why they're hiring you to getthe job done, right?
But it's hard for an incominggeneration who isn't used to
this kind of space.
And another factor that reallycontributes to that is all of
the information we haveaccessible to us these days,
(17:45):
with just being able to Googleeverything, now AI and Chat GPT,
everything.
Honestly, the amount ofinformation available to us
makes us less able to sit withthe uncertainty and try things
and fail at them.
100%.
SPEAKER_02 (18:03):
It's like when you self-diagnose.
Like you just like, I have acough, and then like Google
tells you you're gonna die.
You know, like it's just it'sinformation overload, and it
also makes you freeze, you know,with your fight or flight
response, you're freezingbecause you really aren't sure
which direction to take becausewe're so used to being told like
this, this, and that, or here,here, and there.
And I think that's where it'slike getting to the right answer
(18:25):
and being a patient isn't it'sgreat for results and things
like that, but life doesn'talways, you know, isn't that
way.
SPEAKER_01 (18:32):
Yeah, and actually, a lot of times there is no right
answer.
All the answers are right.
SPEAKER_02 (18:38):
I mean, you know how many times I catch myself
saying, Well, it depends.
Yeah, and then I'm like, itdepends on this, it depends on
that.
And I think that's where life isuncertain, and you have to learn
to be uncomfortable withuncertainty.
Comfortable with answer.
Oh dang, yes, you see, look,that's my subconscious thought.
SPEAKER_01 (18:58):
I love it.
It's hard, it's not maybe it'snot something that comes
naturally, and then of course,just being um trained in the
education system to uh get theright answer and get a good
grade makes us this way, but theway that's why it's so hard to
transition to the big worldafter college or high school.
SPEAKER_02 (19:17):
Yeah, there's there's a lot of like space to
grow in in what we teach, youknow, the younger generations
and how they evolve and becomeprepared for the workforce.
I think something that likereally sticks out to me just
because personally too, it wassomething I had to learn was
like understanding feedback andwhat that looks like.
(19:37):
Um, especially for someone whowas like a you know, like very
well uh I don't want to say topor her class, but like I I I was
a great student.
And I never I was never I neverfailed in school.
So it was feedback was weird,you know, because I'm like, oh,
I've only ever gotten positivefeedback.
And then when you getconstructive feedback for the
(19:58):
first time, it's like, what didI do wrong?
Like I failed, the world isending, and you know, like I'm
very dramatic in so manydifferent things.
So you could just only imagine.
I'm like, oh my gosh, like thelightning's gonna hit me, like
the world, you know, the ceilingchannel's gonna fall.
SPEAKER_01 (20:12):
Yeah.
SPEAKER_02 (20:12):
And I think that's also something too when we're
when we're constantly living ina world that's quickly
validating you and just givingyou immediate assurance, like
I'm gonna give them give you alike on your post the second you
do it, right?
Like that social media isevolving to be that too.
And when we get feedback andthings like that, like it's just
it's disheartening for some ofus.
(20:34):
And I am including myselfbecause you know it's always a
point of growth.
SPEAKER_01 (20:38):
Yeah, yeah.
It's always we're we'relearning, and all of the things
we talk about on this pod, we'rewe're experiencing and learning
as we're talking about them too.
We're not coming at it fromlike, well, we're evolved and
you know, we we know everything.
No, absolutely not.
Uh feedback, yeah, is definitelyhard to receive, but also some
(20:59):
of the best experiences that wecan have, right?
To grow as professionals andjust as people in general.
So it's so needed, but it ishard to accept because when we
think about, I remember whenthey started the gold star or
whatever uh system in schoolwhere like if you raise your
(21:20):
hand and asked a question orparticipated, you get, you know,
the gold star on the board andstuff.
And then like the person who hadthe most by the end of the week
would, I don't know, get anapplause or whatever they would
get from the class.
I don't remember.
I just remember like that visualrepresentation of like, oh look,
like I'm getting positivevalidation for doing a
(21:41):
particular behavior.
SPEAKER_02 (21:42):
It sounds like a sales floor.
Like when you like if we're inbusiness and you're like, who
made the most money?
Like they get free lunch todayor like a pizza party.
SPEAKER_01 (21:50):
I like that.
Well, that's I really rememberwhen they uh started doing that
in K through 12.
And now it's evolved into socialmedia, is doing that.
You know what else is doing thatthat I've realized?
Chat GPT does a lot of things.
SPEAKER_02 (22:06):
Oh, it's built, it's built to positively reinforce
you.
It's built.
No matter what you say, it wouldlike reply back with that's such
a great idea or whatever.
Man, I misspell things all thetime in there, and they're like,
you're such a great spell.
You know, like it's meant tolike please you, it's but it's
so bad.
SPEAKER_01 (22:22):
Look at the direction it's headed, and how I
can have a really, reallyindependent.
SPEAKER_02 (22:29):
Sorry, I'm having this idea.
I'm like, we should try askingit for feedback.
We could and see what it says.
Absolutely.
I mean, that's kind of scaryasking a chat bot.
Actually, never mind, let's notdo that.
SPEAKER_01 (22:40):
We'll do that offline and then decide if we
want to bring it online.
SPEAKER_02 (22:44):
But that's one too, because it uh I'm thinking just
about like withinself-development of career
development, is how you arereceptive to the feedback,
right?
So like hearing it is one thing,but it's also how you respond.
SPEAKER_00 (22:58):
Right?
SPEAKER_02 (22:58):
It's like you can I can either go sob in my car for
30 minutes and just be like, ohmy god, I failed, or I can be
like, you know what?
I'm open to learning how I cangrow from this space.
I'm open to understanding, youknow, like how I can see that
may have been, you know, takenthe wrong way, or I could have
done something differently in asense.
So I think it's also thereceptiveness and how we choose
to respond and not react.
SPEAKER_01 (23:21):
Yeah, yeah, absolutely.
And these are all life skills,right?
Life skills that we developthrough experience, and that's
the hard part is the way the USculture is built, is we probably
go to college too soon, soonerthan we're ready.
Then we enter the workforcesooner than we're ready, all
(23:41):
confused about our career goalsand don't have any idea who the
heck we are and what our valuesare.
And then we have to spend ourcareer while we're trying to
advance in our career, is alsowhere while we're trying to
figure out who we are, yeah,what's important to us, it's
it's a lot.
No wonder everybody's alwaysdrained and exhausted.
SPEAKER_02 (24:00):
And I think that's where these like middle life,
quarter life, ten-year lifecrisis are coming from, because
we're constantly like, oh, thisis not who I am, or I don't know
who I am, and I don't know whatI want to do.
And I do believe um collegehappens a little too early, just
having experienced it myself andall the questions I had, and I
felt underprepared in so manyways, but that's like, you know,
(24:21):
quote unquote, what you'resupposed to do and how to have a
better life.
That's what I was told by myfamily and what made to believe,
but it's it's really difficultsometimes.
And I think if you're someonewho's who's navigating the space
and you're trying to figure allof this out, you're not alone.
Um, there are individuals whoare excited to support you and
(24:41):
help you, but you should alsoknow that there's individuals
who also expect a lot out of youtoo.
SPEAKER_01 (24:46):
Absolutely.
So, MJ, how do we bridge thisgap?
Like what needs to change?
What can our listeners take awayfrom this too?
We can't change the system, wecan't change when college
happens and when people enterthe workforce and all of that.
But what can our listeners takeaway with them today?
SPEAKER_02 (25:07):
So, one, I think there's a lot of communication
that kind of needs to happen,right?
It can't just be like you and Ihave this conversation and then
it's like tupped away.
It's like we need when there'sopportunity to share it wider,
right?
That's something that we can doas well.
Bridging the gap doesn't juststop or doesn't just start at
like just us being like, hey, R⁇ A, like I think this, this,
and that, or like having a complike a one-off of an employer or
(25:29):
someone who's in the field, butit it really is just like
thinking about how are thedifferent minds, including
parents, into the conversation,because that's a huge part or
the person's family, right?
Or the families, thinking aboutcommunities as a whole because
of people spend time in theircommunity, the school system,
the workforce, it's all microand macro environments that
(25:51):
impact the human being, right?
So we have to have an opendialogue of what that can look
like.
And I think it's just becausewe're on different levels of
what we value and who we are.
Going back to what we're talkingabout in the beginning.
But if you are a youngprofessional listening to this
and you're like struggling andyou're like freaking out,
pulling out your hair, well,welcome to the club, because so
(26:13):
am I.
But I want you to know that youcan always connect with others,
individuals who are excited tosupport you, right?
Mentors exist, people who wantto help others exist in your
community, in your space,online, even though we're also
just talking about being online.
And you need to trust your gutand think about like what think
(26:35):
about.
I know that's one of the skillsthat we're talking about, but
think about what is beyond justthis one answer, or how can you
evolve from that?
And if we go back to being atoddler, we all ask the question
why way too many times when wewere young.
Go back to doing that, go backto questioning things, trying to
figure out the differentresponses, you know, and that's
(26:56):
something that I think willhelp.
And then getting comfortablewith the imperfect world and
uncertainty.
It is it goes beyond just being,you know, perfectly polished and
always having the right answerand having all your pencils
sharpened, but just saying,like, it's okay to fumble, it's
okay to get constructivefeedback, it's okay to not know
(27:19):
everything and be unprepared.
SPEAKER_01 (27:21):
Absolutely.
Ultimately, it's a mindsetshift.
Yeah, right.
Uh, getting comfortable with thewith ambiguity, getting
comfortable with failure is amindset shift that's hard to
implement because of how we'vebeen conditioned, but it can
happen because life is uncertainand you don't have to have an
(27:42):
answer all of the time.
You don't have to have the rightanswer all of the time.
And it's a matter of justexperiencing that ambiguity and
experiencing the failure andlearning the resilience that
comes with that, and um,constantly working on your
mindset that's gonna help youtake action and try again and
(28:03):
improve and grow.
So listen to differentprofessionals, mentors,
podcasts, every podcast that Ilisten to that's like a
successful person is alwaystalking about how they failed in
the beginning and how they hadto work through those challenges
and work on their mindset toadvance.
So I think that applies in everyaspect of life, right?
(28:27):
Regardless of what you're tryingto do with your career,
regardless of where you're at,whether you're still a student
or you're in the professionalspace, getting comfortable with
the ambiguity and working onyour mindset is really what's
going to help you grow andadvance and move forward and
find a fulfilling life.
Thank you so much for listening.
If you enjoy our show, we askthat you write a review on Apple
(28:51):
Podcasts to help us reach morepeople looking to level up their
career.
SPEAKER_00 (28:55):
Want to connect with us?
SPEAKER_02 (28:56):
Be sure to follow our Instagrams and websites.
SPEAKER_01 (29:00):
Follow CareerRise on Instagram for career advice and
motivation to help you stay upto date on all things career.
Be sure to also visit mywebsite, careerise.org to book a
career counseling package andaccess free career resources.
My goal is to help you clarifyyour goals, make a plan, and
feel confident in your careerjourney.
SPEAKER_02 (29:21):
You can follow me on Instagram at Career
ConfidentLatina for your dailydose of career advice and my
journey as a first generationLatina counselor.
You can access free resources oreven work with me by visiting my
website,careerconfidence.online.
I want to help you grow yourconfidence and help you reach
your career dreams.
(29:42):
Adios
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