The document examines how young people cope with making a living by exploring their basic living situations, expectations for the future, emotional coping strategies, practical support networks, and how their work situations shape their attitudes. It seeks to understand challenges young people face and how programs can help equip them with skills and opportunities to cope and achieve stable employment. Insights are gathered through a survey addressing topics like education, living arrangements, work history, goals, support systems, and attitudes toward society.
This is a presentation I did for a group of 15 supervisors.
It is an interactive training session which requires an experienced facilitator. It is a great way to present generational differences using input from the group you are training. You can send the survey to participants in advance and add your company's demographics to the presentation to make it even more effective
I find Generation Theory fascinating & prepared this presentation for my colleagues. I used many sources, some of which I reference under recommended reading, all images were sources from the Internet.
This is a presentation I did for a group of 15 supervisors.
It is an interactive training session which requires an experienced facilitator. It is a great way to present generational differences using input from the group you are training. You can send the survey to participants in advance and add your company's demographics to the presentation to make it even more effective
I find Generation Theory fascinating & prepared this presentation for my colleagues. I used many sources, some of which I reference under recommended reading, all images were sources from the Internet.
Generations at Work PowerPoint PPT Content Modern SampleAndrew Schwartz
165 slides include: the advantages of generational diversity at work, the impact of generational differences, details on the 4 generations in today’s workplace detailing: Social, Political, and Economic Influences, Familial Structure and Influence, Education, Values, Work Ethic, Preferred Leadership Approach, Communication Style, Motivational Buttons, How They Interact with Others, Preferred Approach to Feedback, View toward the Company, Work Vs. Personal Life, Desired Rewards, Financial Behaviors, Relationship with Technology, and Expectations. In addition future trends and statistics for the four generations; implication for recruiting and supervising (Millennials). Plus the pros and cons of each generation with 6 important tips on how to communicate more effectively with each generation and much more.
Engaging 5 Generations in the WorkplaceElsa Velasco
For the first time, 5 generations will share workspace. We're talking about Traditionalists, Baby Boomers, Generation X, Millenials and Generation Z. Come and explore some tactics to engage each of these generations in a meaningful way.
At the end of the lesson, you should be able to:
-compare responses to shared moral dilemmas of baby boomers and millennials
-state qualities of the filinnials
-differentiate ethics from religion
-appreciate the role of religion in globalized world
Positive Youth Development for Childcare Providers - Philadelphia DHS PhillyOST
Positive Youth Development for OST, Afterschool, and Summer Camp childcare providers. It reviews resiliency, protective factors, developmental assets, and more.
Generations at Work PowerPoint PPT Content Modern SampleAndrew Schwartz
165 slides include: the advantages of generational diversity at work, the impact of generational differences, details on the 4 generations in today’s workplace detailing: Social, Political, and Economic Influences, Familial Structure and Influence, Education, Values, Work Ethic, Preferred Leadership Approach, Communication Style, Motivational Buttons, How They Interact with Others, Preferred Approach to Feedback, View toward the Company, Work Vs. Personal Life, Desired Rewards, Financial Behaviors, Relationship with Technology, and Expectations. In addition future trends and statistics for the four generations; implication for recruiting and supervising (Millennials). Plus the pros and cons of each generation with 6 important tips on how to communicate more effectively with each generation and much more.
Engaging 5 Generations in the WorkplaceElsa Velasco
For the first time, 5 generations will share workspace. We're talking about Traditionalists, Baby Boomers, Generation X, Millenials and Generation Z. Come and explore some tactics to engage each of these generations in a meaningful way.
At the end of the lesson, you should be able to:
-compare responses to shared moral dilemmas of baby boomers and millennials
-state qualities of the filinnials
-differentiate ethics from religion
-appreciate the role of religion in globalized world
Positive Youth Development for Childcare Providers - Philadelphia DHS PhillyOST
Positive Youth Development for OST, Afterschool, and Summer Camp childcare providers. It reviews resiliency, protective factors, developmental assets, and more.
On July 6, 2011, more than 60 women and men got together in Toronto, Ontario, to discuss the idea of a group for women who want to learn programming (now known as #ladieslearningcode, thanks to Twitter). This was the PowerPoint used for guiding the discussion.
On July 6, 2011, over 60 women (and men!) got together to discuss a new idea - a group for women in Toronto who are interested in learning programming. Thanks to Twitter, it's now known as #ladieslearningcode. This PowerPoint guided us through that first session.
The EU Data Protection Reform's Impact on Cross Border e-Discovery: new Devel...AltheimPrivacy
This is a new set of slides, adapted after the 10/21/2013 LIBE Committee vote on the proposed amendments to the Regulation. Quite a few of the original GDPR rules have changed so far.
Slides presented by Meedan CEO Ed Bice at the IPI News Innovation Platform event held at the Guardian's London office September 13, 2013. The topic of the presentation is Checkdesk - an open-source toolkit for digital media verification - which received the IPI News Innovation Award in 2012.
Warmte en Competentie als voorspellers van merkgedrag:Een Nederlandse benader...Ronald Voorn
Voorn, R. & Muntinga, D. (2017).Warmte en Competentie als voorspellers van merkgedrag:Een Nederlandse benadering. Proceedings van Het Etmaal van de Communicate Wetenschap Conferentie, Universiteit van Tilburg, Januari 2017. Tilburg, Nederland
Using LinkedIn Answers, the introduction function, who's viewed my profile, benefits of joining Groups, LinkedIn Etiquette, how to manage your network in 5 minutes a day.
Ripped from the Headlines: Cautionary Tales from the Annals of Data PrivacyAltheimPrivacy
Every week seems to bring another story of a data breach or significant privacy gaffe. Learn how to help keep your company out of the Privacy Hall of Shame.
This interactive panel was the closing plenary session at LegalTech NY 2014.
This panel was moderated by Dori Anne Kuchinsky, Assistant General Counsel Litigation and Global Privacy, W.R. Grace & Co..
The chapter on Social Media Security Fails in 2013 was presented by Al Raymond, CIPP/US, CISSP, Head of US Privacy & Social Media Compliance, TD Bank. The chapter "Location, Location, Location: Why it REALLY matters" was presented by Kamal Patheja, Legal Director Global Software Licensing DHL GBS (UK).
The final chapter "Privacy Enforcement in the U.S." was presented by Monique Altheim, CIPP/US/E, Founder and Managing Partner of The Law Office of Monique Altheim.
Many thanks to Patrick Oot, Senior Special Counsel for Electronic Discovery at U.S. Securities and Exchange Commission, for providing the polling questions technology.
Career Guidance refers to services intended to assist people, of any age and at any point throughout their lives, to make educational, training, and occupational choices and to manage their careers. Career guidance helps people to reflect on their ambitions, interests, qualifications, and abilities.
SMART Goal-Setting WorksheetStep 1 Write down your goal in as.docxwhitneyleman54422
SMART Goal-Setting Worksheet
Step 1: Write down your goal in as few words as possible.
My goal is to:
Step 2: Make your goal detailed and SPECIFIC. Answer who/what/where/how/when.
HOW will you reach this goal? List at least 3 action steps you'll take (be specific):
1.
2.
3.
Step 3: Make your goal is MEASUREABLE. Add details, measurements and tracking details.
I will measure/track my goal by using the following numbers or methods:
I will know I've reached my goal when
Step 4: Make your goal ATTAINABLE. What additional resources do you need for success?
Items I need to achieve this goal: How I'll find the time: Things I need to learn more about:
People I can talk to for support:
Step 5: Make your goal RELEVANT. List why you want to reach this goal:
Step 6: Make your goal TIMELY. Put a deadline on your goal and set some benchmarks.
I will reach my goal by (date)://.
My halfway measurement will beon (date)//. Additional dates and milestones I'll aim for:
Sheet12.072.862.882.932.993.13.163.563.593.623.623.73.773.83.823.863.873.8944.024.034.154.34.574.574.634.654.814.915.025.035.245.445.465.625.776.046.166.817.86
Sheet2
Sheet3
Mission Statement (Why you Exist) Vision statement (Desired end state)
A one-‐sentence statement describing the reason an organiza-on or program exists
This should be a prac-cal, tangible tool you can use to make decisions about priori;es, ac;ons, and responsibili;es?
Needs t0...
…be clear and simple (most aren’t)
…avoid elaborate language & buzz words …easily explained by others
…not be confused with a vision statement …be recognizably yours
1-5 word answers
What type of en;ty/program? Is this important?
(e.g. a nonprofit, volunteer program, event, business, etc)
Why do you exist? (problem/needs)
(e.g. Millions lack access to safe water)
What’s the broadest way to describe the work?
(e.g. Providing clean drinking water)
A one-‐sentence statement describing the clear and inspira-onal long-‐term change, resul-ng from your work.
These should be prac-cal, tangible tools you can use to lead your group or organiza;on in achieving quality results
Needs t0...
…be clear and simple (most aren’t)
…avoid elaborate language & buzz words …easily explained by those involved
…not be confused with a mission statement
Questions toconsider
What needs to be changed?
What are the major issues or problems?Why should issues be addressed?
?
What are their costs to the involved par-es?What are the strengths and assets?
Both of org/program and those being servedWhat is your dream end-‐state?
In a perfect world, what would this look like?What would success look like?
Specifically for this par-cular project/organiza-on
For whom do you do this work?
(e.g. To people without access)
Where do you work? (geographic boundaries)
(e.g. in developing countries)
Example Vision Statements
No child in our city will go hungry to bed in the evening.
HandsOn Network’s vision is that one day every person .
Module 1 of Grade 11 Career Guidance Manual entitled “Road to the Right Choice” covers different professions and life choices for Grade 11 learners. It provides information on the different senior high school curriculum exits and regulated professions that will facilitate their career decision making as they pursue college. This module also tackles the different factors affecting learners’ life and career choices considering that deciding for career and life is not an easy task for Grade 11 learners.
As facilitator of this module, you will help the learners identify these factors and lead them to appreciate how these factors affect their choices of profession.
Personal Application 1 Free at Last!Learning Objective Describ.docxJUST36
Personal Application 1: Free at Last!
Learning Objective: Describe the transition from adolescence to adulthood.
Allport’s Dimensions of Maturity
Read about the transition from adolescence to adulthood.
The purpose of this journal is to examine Allport’s dimensions of maturity. There are many tasks that are accomplished in early adulthood including the establishment of an intimate relationship, the beginnings of family, and the decision about careers. One of the tasks that deserves attention is maturity. Most of the traditional-aged students in your classes, your peers, (i.e., late adolescence and early adulthood) are currently working on these dimensions in their own lives.
Some areas will demand their undivided attention; others can be worked on in concert.
Allport’s dimensions of maturity are described below:
Extension of self
is doing something for its own sake, not because others want you to or because it is expected of you.
Relating warmly to others
is developing intimate relations and displaying compassion.
Emotional security
is:
accepting emotional responses without letting them take control
an ability to handle high levels of stress
control over emotional expression
Realistic perception
is perceiving situations accurately.
Possession of skills and competencies
is being aware of skills and displaying pride in personal abilities.
Knowledge of the self
is:
knowing what one can do
knowing what one cannot do
knowing what one ought to do
Establishing a unifying philosophy of life
is finding a guiding purpose, establishing ideals, identifying needs, developing goals, and adopting values.
The purpose of this exercise is to recognize the significance of the period of transition from high school to college. There are both positive and negative experiences related to this time in life. It is often a time of newfound independence, setting adolescents on the path toward true adulthood; yet, today’s college freshmen report being more stressed and depressed than those from the 1980s (Santrock & Halonen, 1999).
Think about your transition from high school to college. How did your life circumstances change? How prepared did you feel going into this new phase of your life? How prepared did you discover you actually were? In what ways did you meet your expectations for success on your own, and in what ways did you discover that you needed guidance? How are you faring now? What has been the most significant change, and what is the most significant lesson you have learned in this time period? What were some markers that you felt like an adult? Does your current life meet the criteria for adulthood?
Reflect on these questions and write a journal in the space below. Please check for grammar and spelling before submitting. If you use your textbook, please cite.
.
I need someone that is going to read directions and do what is requi.docxheathmirella
I need someone that is going to read directions and do what is required on a graduate level. This assignment was once completed by another member here on this page however they did not read the directions and failed to complete the assignment correctly. This assignment needs to be completed within the next 3 days.
I choose to interview a female age 33 two childern whom is doing everything on her own. I have the interview for the person that takes on this challenge.
Homework 2, Interview Guide:
This assignment helps you focus on an important course goal--cultural values and how they may influence communication expectations for a manager and leader. It serves as a cornerstone to several course learning objectives.
The assignment has a series of DUE Dates.
See the LEO link for the schedule.
What are the reasons for different due dates?
SEE Section at the end of this guide.
Assignment Page Length:
Expect to write 5 or more pages.
Page length is NOT a requirement of the assignment, but gathering, reporting, and analyzing information are.
Choosing Your Interviewee
Prepare yourself to do an interview of a colleague, whose early life/childhood was spent in a very different location
. For instance, if you lived your early childhood in Nigeria, then you might want to interview a colleague or friend from the Caribbean or the USA--or somewhere else, but
do not interview
someone from Nigeria. If you were born in the US, then you might ask a work or class mate from Nigeria, or the Caribbean or a
place other than the USA
. If you are a part of a family that immigrated to the US, interview someone who is
not
from the country of your family.
If you are in the military or with a contracting group, and have a top security clearance, then email me to discuss your interview plans.
Do not interview your boss or a direct report—the existing work relationships make it difficult to complete the assignment.
Do not interview a very close friend because you are likely to skip some ideas due to being familiar.
Consider choosing a classmate in this course.
You then can exchange interview information quickly.
Note:
Interviewing a classmate is not required.
Your choice of interviewee is important to being successful in this assignment.
If you have questions about the differences between your childhood location and the person you are thinking about interviewing, then send me an email (
[email protected]
)
Do NOT complete your interview by email.
Use f2f, phone or an online chat.
(LEO has a personal chat option).
Adler’s book, Chapter 3 helps you think about exactly how to gather information about culture from the person you are interviewing.
Read carefully.
To make the questions more concise and easier to use, they are adapted and listed here
.
Please use the questions below to make notes about comments from the interview on the following topics:
Career Advancement, Family Background and Cultural awareness.
Survey 1
.
How to approach measuring the impact of your Intergenerational project. This is a fast-paced session designed to offer practical tools to map the impact of your work. Topics covered will include stakeholder mapping, theory of change and choosing useful indicators to understand how your work makes a difference in your local community.
Frankfinn Presentation on Personality Development -Distinction by Hricha DhungelHrichaDhungel
Frankfinn Presentation on Personality Development-Distinction by Hricha Dhungel
This Presentation on Personality Development-Distinction will help you give an idea of how to make one.
Boys and Girls Clubs of Kawartha Lakes and Taylor Newberry Consulting - How d...YHP Canada
Boys and Girls Clubs of Kawartha Lakes and Taylor Newberry Consulting presentation from Youth Voices: The role of youth-adult dialogue in improving health outcomes for young Canadians.
Homework 2, Interview GuideThis assignment helps you focus on.docxfideladallimore
Homework 2, Interview Guide:
This assignment helps you focus on an important course goal--cultural values and how they may influence communication expectations for a manager and leader. It serves as a cornerstone to several course learning objectives.
The assignment has a series of DUE Dates.
See the LEO link for the schedule.
What are the reasons for different due dates?
SEE Section at the end of this guide.
Assignment Page Length:
Expect to write 5 or more pages.
Page length is NOT a requirement of the assignment, but gathering, reporting, and analyzing information are.
Choosing Your Interviewee
Prepare yourself to do an interview of a colleague, whose early life/childhood was spent in a very different location
. For instance, if you lived your early childhood in Nigeria, then you might want to interview a colleague or friend from the Caribbean or the USA--or somewhere else, but
do not interview
someone from Nigeria. If you were born in the US, then you might ask a work or class mate from Nigeria, or the Caribbean or a
place other than the USA
. If you are a part of a family that immigrated to the US, interview someone who is
not
from the country of your family.
If you are in the military or with a contracting group, and have a top security clearance, then email me to discuss your interview plans.
Do not interview your boss or a direct report—the existing work relationships make it difficult to complete the assignment.
Do not interview a very close friend because you are likely to skip some ideas due to being familiar.
Consider choosing a classmate in this course.
You then can exchange interview information quickly.
Note:
Interviewing a classmate is not required.
Your choice of interviewee is important to being successful in this assignment.
If you have questions about the differences between your childhood location and the person you are thinking about interviewing, then send me an email (
[email protected]
)
Do NOT complete your interview by email.
Use f2f, phone or an online chat.
(LEO has a personal chat option).
Adler’s book, Chapter 3 helps you think about exactly how to gather information about culture from the person you are interviewing.
Read carefully.
To make the questions more concise and easier to use, they are adapted and listed here
.
Please use the questions below to make notes about comments from the interview on the following topics:
Career Advancement, Family Background and Cultural awareness.
Survey 1
Adapted from Adler (2008) pages 88-89.
Career Advancement:
1.
What type of education did your interviewee receive?
Public?
Private?
Were the schools led by a religious-based group?
In comparing education, how does your interviewee describe his or her education to peers—others in the community in which s/he grew up?
Was it similar?
Better?
2.
Does your interviewee have advanced degrees?
Describe.
3.
Why did your interviewee choose his or her profession?
Is th.
As globalisation breaks down geographic, cultural & economic borders, it impacts our lives, creating new opportunities...and new insecurities.
Not knowing how to navigate a world constantly redefined, many people become tempted by physical, economic & cultural borders to protect themselves from what they can’t control nor understand.
Despite the opportunities globalisation creates, only some have the capabilities to re-shape borders and therefore redraw the political, economic & cultural maps about how we should live.
Corporate powers are blurring the borders between private & common goods, asset stripping our natural, digital & economic resources.
Even we, as citizens, can take our social codes for granted & find it difficult to perceive how they exclude others, in particular marginalised groups from public and political spaces.
There lies the biggest frontier, between those who reshape borders and those reshaped by them. If we don’t find ways for everyone to feel like they belong, people will no longer believe in the social contract and may look for other ways to reclaim control over the world they live in.
But there are methods we want to learn from that people use to cross boundaries between places, practices & cultures – from “reverse development” to “culture jamming”.
We propose a cooperative enquiry that helps people in four European neighbourhoods become co-researchers of their own communities.
Through cross-disciplinary activities, they would identify what borders are central where they live. They would work together across the cities to make visible porous cultural, social and historical borders between different local settings, in particular between East & Western Europe. We're looking for partners who use methods that help people open up about their insecurities (i.e. pyschodrama / scenario co-design) and explore the spaces around them (i.e. pyschogeography).
We then want to work with organisations from a variety of disciplines that can help the co-researchers co-design interventions or artefacts that help "deal" (break down, smuggle through make porous) with the borders they've identified.
Taking place in 12 cities across the continent from Amsterdam to Warsaw, from a storytelling bus to a caravan of the commons, from rediscovering the city through the eyes of refugees by bike to repurposing economic alternatives through a treasure hunt, the Transeuropa Festival helps people imagine, demand and enact new ways for citizens to connect across border on transnational issues.
With over 25,000 people taking part in our Festival across Europe last year, we’re really looking forward to this year’s Festival will be in many cities across Europe. It will take place in London from 16-20 October 2013.
To make this happen, we’re looking for the following voluntary positions to join our Festival Team!
http://www.euroalter.com/making-a-living
1. How do young people cope with making a living?
We would like to understand how young people cope in different ways with trying to make a living across Europe.
The first section focuses on understanding the basic living situation of young people.
Basic living situation
So that we can understand how different types of people make a living, we would like
to explore young people's basic living situation.
What is your highest level of education?
Circle the appropriate level: Post doctorate / Masters / Degree / High school qualification / No qualification
Which city/town do you live in?
Who do you live with? *Select one of the options below
With friends With my partner With my parents / relatives With my children On my own
Other:
What is your work situation? *Select one or more options below
Full time work Have two or more jobs Part time work Temporary work Student
Full time carer/parent Never had a job Made redundant Unemployed Other:
When did you start working?
Circle the appropriate time: Less than 1 year ago / 1-3 years ago / 3-5 years ago / Over 5 years ago
How old are you?
Circle the appropriate age: 18-21 / 21-24 / 24-27 / 27-30 / 30-33
2. Expectations
This section will explore how young people feel they have achieved and what
they expect of the future.
Have you achieved any of the following? *Select all the relevant options below
Got a degree Got a stable job Got my own house Got married Got children
How important is achieving each of these are to you? *1= not important at all & 5= very important
1 2 3 4 5
Got a degree
Got a stable job
Got my own house
Got married
Got children
What the five things that you would like to achieve in your life before 40? *Describe each of these briefly and
then rate how important each of these are to you? (1= not important at all & 5=very important)
1. What type of expectations do young people have about how they can make a living when they join your
programme? (How) do these change by the time they’ve completed it?
2.The labour market has radically changed – not just in how difficult it is to find a job, but how the type of work is so
different from what previous generations went into.
3.
4.
5.
Why are these important for you to achieve? *Describe briefly based on the answers to the questions above
1.
2.
3.
4.
3. 5.
Emotions
This section explores how young people cope emotionally with making a living.
How do you cope emotionally with your work situation to make a living? *Select all relevant options
Look for every opportunity to improve my work situation Get inspired by others making a successful living
Try & understand my work situation Lower my expectations about my career Feel scared of what to do
Feel overwhelmed Don't deal with it Give up work Blame myself Blame others
Feel excluded from society Other:
What makes you feel that way? *Describe briefly based on your answers from the question above
We’ve found that young people cope in different ways – emotionally & practically – to try and make a living. Some
people are overwhelmed or blame themselves while others look for every opportunity to improve. How do your
programmes adapt to helping young people who cope in different ways to cope with their situation? How do their
attitudes change over the course of being involved in your programmes?
How important is it that young people can feel good about what they want to do for a living? How does X help them
do that?
4. How much do you think your work situation is also experienced by other people? *Select one of the options
Circle the most appropriate: Not at all / Not very / Somewhat / Mostly / Very much
How much do you think other people around you understand your work situation? *Select one of the options
Circle the most appropriate: Not at all / Not very well / Somewhat / Well / Very Well
Support
The next section explores how young people cope practically to make a living
and what support they look for.
Why did you choose the name X
What motivated your organisation to develop the approach it has to supporting young people?
Looking at the organisation’s values, how important is that your organisation believes in X?
You talk about X. Why are these traits important to help people cope with trying to make a living?
How does the work you and your organisation help young people try and make a living through x
Many people argue that young people should be happy with getting any job. What motivated you to start a
programme to help young people do X?
Your organisation helps groups of young people do X. What are the skills they learn & develop during that
process?
What types of support would you recommend people wanting to do X try and access?
Your organisation provides X . How do you think that helps them develop their motivation & confidence to
develop their skills further?
What is the project that you've been involved in that you've found the most inspiring? How did it inspire you?
What has surprised you the most about the impact your projects have had?Do you know if/how their attitudes
change over the course of being involved in your programmes?
How does working in an organisation full of young people affect the way it achieves its mission of supporting other
young people?
You were involved in X. How has this helped you cope with trying to make a living?
What would you say to people who feel scared, overwhelmed or excluded because they haven’t yet found a job?
5. How important do you think each of these types of support are to helping young people in precarious /
difficult work situations make a living? *1 = not important at all & 5 = very important
1 2 3 4 5
Local council
Jobcentre
State benefits
Charities or NGOs
Family
Friends
School or university friends
Colleagues
Neighbours
Online social networks
Online support groups
Local support groups
Community centres
Youth clubs
Other
6. Attitudes
This section explores the effect of the young people's work situation on their
attitudes on different aspects of society.
How has working in a youth-led organisation and working on projects with young people to develop green
jobs affected your attitude on the following?
Your relationships with others
Your neighbourhood
Your city
Public services
Politics
Society
Europe
What people / organisations would you recommend we interview to understand better how young people
cope with trying to make a living?