College is just a step along the path of life education. If you have graduated from college, graduate or professional school and still seem to lack the skills necessary for career and life success, you’re far from alone.
There is well-documented employer dissatisfaction with the skill sets that college graduates bring to the workplace. Many of the most demanded and coveted skills are simply not widely taught in college or in academic education beyond college. The World Economic Forum’s top ten skills critical for success in 2020 include Emotional Intelligence in addition to complex problem solving, critical thinking, creativity and cognitive flexibility, which are all deeply tied to executive functions. Furthermore, Grit appears as a highly desired character trait in their New Visions for Education report.
We invite you to explore how a Peak Time Experience, individualized to your journey, your timeline, and your career and life path aspirations, may be of great benefit in actualizing the success, satisfaction and happiness you are seeking.
Names and other incidental facts (e.g. age, gender, length of study, specific subjects studied, etc.) in the following case histories have been altered to ensure the privacy of Peak Year students.
N had graduated with honors from a highly competitive, East Coast liberal arts college, where his undergraduate interests ranged from languages and music to political science, with time studying and working in Europe. His passion and plan to reside in Europe and work in political science was not supported by changing European politics. Returning to the US and his family home, he felt a sense of not being in the right place with requisite skills and hoped for happiness—not uncommon for millennials.
N’s Peak Time experience, which was configured flexibly to accommodate his changing work/career obligations, included three integrated prongs:
As N didn’t enjoy life in his family’s home city and remembered fondly his time in Europe, the first prong involved an external exploration of where he might want to live, make a home, and build a career.
The second prong, guided by his mentoring team, involved more internal, focused work on skills and practices for happiness and success, including executive functions, personal resilience, self-compassion, mindfulness and flow. This work included Tai Chi and very basic yoga breathing, with plans for coaching in emotional intelligence in the near future. He also undertook a research project with a member of the Peak Year Emotional Intelligence Advisory Team.
The third prong centered on N’s desire to bring his math writing and problem solving skills to a level appropriate for top-tier business and graduate school applicants. His work in this area included executive function and mindfulness embedded academic studies in both math and writing, along with focused preparation for the GRE.
N’s research, mindfulness practice and Tai Chi continue. He was recently promoted in his current position and offered a significantly more interesting and rewarding job opportunity elsewhere. He achieved very competitive GREs scores and he is currently planning the next steps forward for his graduate education in a livable smaller city.