This document provides information and materials for a workshop on motivating youth. The workshop is designed to be 2-3 hours and have 8-20 participants. It will teach motivation theory, examine how to increase youth initiative using Magnusson's "5Ps of Planning" (pride, passion, purpose, performance, poise), and provide resources from Circuit Coach. The workshop includes introductions, reviewing objectives and agenda, a discussion on motivation theory focusing on intrinsic vs. extrinsic motivators, an exercise applying the "5Ps" to a client example, and a break. The goal is for participants to learn how to better motivate youth clients to motivate themselves.
Agenda:
* Set Your Objectives & Strategies
* Planning The Date, Location, Topic & Time
* Marketing & Sales Coordination
* Marketing Execution: Registration Form & Invitation
* Seminar Presentation
* Day of the Event Logistics
* After the Event Follow-Through
* Resources
The document provides guidance on designing and facilitating effective workshops. It discusses the importance of having a clear purpose, defined outputs, and an appropriate process for the workshop. It recommends allocating 3 hours of preparation for every 1 hour of workshop time. The document then covers various aspects of workshop design like developing the agenda, planning participant activities and discussions, considering pre-work, and selecting appropriate facilitation methods. It also provides tips for effective workshop facilitation, group management, and checklists for preparation and execution.
Teaching Assistant Handbook for the Lean LaunchPad CourseStanford University
The document provides guidance for Teaching Assistants (TAs) for the Lean LaunchPad course at Stanford University. It outlines the key roles and responsibilities of TAs, which include: recruiting student teams for the class; setting up the class website and marketing the class; recruiting mentors and advisors; managing the class website and communication; and assisting with class sessions including collecting student presentations and providing feedback. The document is intended to prepare new TAs by explaining the processes, timelines and tasks involved in assisting with the Lean LaunchPad course.
Action plan mentor obserbation pgce term 2suzanne3
1) The teacher outlined 3 action points from their lesson observation under each required heading, including planning and preparing the lesson, what occurred during the lesson, and classroom management.
2) Feedback from students was gathered through an evaluation form, and the teacher plans to allow more time for feedback in the future to gain more details.
3) A variety of teaching methods were used including instruction, guided practice, group work, and a practical activity to develop merchandising skills in a simulated shop.
The document provides guidance and examples of creative facilitation techniques for workshops. It discusses the role of a facilitator in guiding discussion without taking sides. Examples of icebreakers, energizers, and group formation activities are provided to help participants feel comfortable, energized, and engaged in learning. The document emphasizes planning activities that are fun, participatory and appropriate for the local cultural context. The overall goal is to create a joyful learning environment through interactive exercises.
This document provides guidance for implementing a mentoring program within an organization. It outlines the objectives and benefits of the program, including developing employees, teaching new skills, and retaining institutional knowledge. The roles of the Program Director, mentors, and mentees are defined. The Program Director is responsible for managing all aspects of the program, including recruiting participants, matching mentors and mentees, and assessing progress. Mentors should be people-oriented, good motivators, effective teachers, and secure in their positions. Their role is to support mentees' professional growth. The program aims to last 9-12 months and provide leadership development opportunities for all involved.
Agenda:
* Set Your Objectives & Strategies
* Planning The Date, Location, Topic & Time
* Marketing & Sales Coordination
* Marketing Execution: Registration Form & Invitation
* Seminar Presentation
* Day of the Event Logistics
* After the Event Follow-Through
* Resources
The document provides guidance on designing and facilitating effective workshops. It discusses the importance of having a clear purpose, defined outputs, and an appropriate process for the workshop. It recommends allocating 3 hours of preparation for every 1 hour of workshop time. The document then covers various aspects of workshop design like developing the agenda, planning participant activities and discussions, considering pre-work, and selecting appropriate facilitation methods. It also provides tips for effective workshop facilitation, group management, and checklists for preparation and execution.
Teaching Assistant Handbook for the Lean LaunchPad CourseStanford University
The document provides guidance for Teaching Assistants (TAs) for the Lean LaunchPad course at Stanford University. It outlines the key roles and responsibilities of TAs, which include: recruiting student teams for the class; setting up the class website and marketing the class; recruiting mentors and advisors; managing the class website and communication; and assisting with class sessions including collecting student presentations and providing feedback. The document is intended to prepare new TAs by explaining the processes, timelines and tasks involved in assisting with the Lean LaunchPad course.
Action plan mentor obserbation pgce term 2suzanne3
1) The teacher outlined 3 action points from their lesson observation under each required heading, including planning and preparing the lesson, what occurred during the lesson, and classroom management.
2) Feedback from students was gathered through an evaluation form, and the teacher plans to allow more time for feedback in the future to gain more details.
3) A variety of teaching methods were used including instruction, guided practice, group work, and a practical activity to develop merchandising skills in a simulated shop.
The document provides guidance and examples of creative facilitation techniques for workshops. It discusses the role of a facilitator in guiding discussion without taking sides. Examples of icebreakers, energizers, and group formation activities are provided to help participants feel comfortable, energized, and engaged in learning. The document emphasizes planning activities that are fun, participatory and appropriate for the local cultural context. The overall goal is to create a joyful learning environment through interactive exercises.
This document provides guidance for implementing a mentoring program within an organization. It outlines the objectives and benefits of the program, including developing employees, teaching new skills, and retaining institutional knowledge. The roles of the Program Director, mentors, and mentees are defined. The Program Director is responsible for managing all aspects of the program, including recruiting participants, matching mentors and mentees, and assessing progress. Mentors should be people-oriented, good motivators, effective teachers, and secure in their positions. Their role is to support mentees' professional growth. The program aims to last 9-12 months and provide leadership development opportunities for all involved.
The document provides guidance for trainers on their roles and responsibilities. It discusses diagnosing training needs, building trust with trainees, and contributing as a co-learner. Personal qualities of trainers include self-confidence, communication skills, flexibility and patience. Approaches to training include instructing, feedback, counseling, and mentoring. Key skills for trainers are planning training sessions effectively, understanding trainees, designing training content that engages different learning styles, motivating and reinforcing trainees, communicating verbally and non-verbally, providing effective feedback, and handling questions and objections from trainees. The document emphasizes the importance of preparation, rehearsal, and practice for trainers.
Here are some key points about leadership styles from the document:
- There are different leadership styles such as authoritarian, participative, and delegating.
- An exercise asks participants to share examples from their own experience of when they have used different leadership styles.
- Understanding leadership styles is part of increasing one's leadership quotient by gaining self-awareness about how one leads and positioning oneself for growth.
Having trouble creating a training program for your team? Is your current training program not achieving the results you had hoped to see? This should put you on the right track!
This document provides guidance on coaching others in job skills. It discusses preparing for on-the-job coaching by identifying coaching needs through discussion with the colleague to be coached. Coaching needs are identified by considering factors like skill deficiencies, workplace standards, and the colleague's experience level and feedback. The coach then develops a coaching plan by discussing objectives, content, and methods with the colleague to guide the on-the-job coaching session.
Information and reminders for attending and non-attending A+ Facilitators. The "meta-workshop" day of development on creating and faciliating A+ workshops also modeled an A+ workshop.
This document outlines steps for project management teams to facilitate projects and processes through enhanced team interaction and cooperation. It provides objectives to evaluate previous projects, reduce mistakes and conflicts, enhance coordination, and achieve excellent results through building a superb team. Key steps include evaluation dialogues, zero-based planning, job function rehearsals, event flow rehearsals, physical rehearsals, and post-mortem evaluations. Concepts like preparation mindset, idea adoption, wholesome exploration, improvement, and zero-based thinking are discussed to optimize teamwork and project outcomes.
The document provides guidance on coaching job skills to colleagues. It emphasizes using questioning to check understanding, demonstrating skills through a structured approach, and providing feedback. Coaches should monitor progress, provide support, and report on performance to ensure colleagues have mastered new skills. Questions, practice opportunities, and follow up are essential to effective coaching.
This document provides guidance for developing a Mentoring Action Plan (MAP) to help mentorees progress in their careers. It discusses creating a vision statement, setting mentoring goals and objectives, and identifying learning activities. The goals focus on developing expertise, building relationships, and navigating the organization. Sample goals include improving presentation skills, understanding organizational structure, and enhancing one's reputation. Learning activities suggest developmental projects, networking, and stretch assignments. The document also provides examples of communication, conflict resolution, and other skills that mentoring relationships may target.
The two-day operational leadership course covers topics like leadership skills, interpersonal skills, change management, and concluding with a course review. Day one focuses on an introduction, increasing leadership skills, and seeing leadership in action. Day two examines interpersonal skills and managing effective change, before concluding the course. The objectives are to enhance self-awareness, inspire others through leadership, improve interpersonal interactions, and prepare for successful briefings and embracing change.
A Finalist Submission! Ulric combined his love of food and nutrition with the Octalysis Framework to bring an informative design for teacher training in the Food Heroes Design Challenge.
This document provides guidance on how to create and manage an effective training session. It discusses defining goals, selecting participants, developing an agenda, managing time, developing content, and closing the session. The key points are to [1] make goals specific, measurable, appropriate, realistic and time-bound; [2] invite relevant participants and send the agenda in advance; and [3] stick to the agenda, emphasize key points, and leave time for questions. The overall message is that preparation, time management, and participant engagement are essential to a successful training.
This document provides guidance on facilitating effective meetings. It discusses basic facilitation skills like making participants comfortable, encouraging participation, and guiding the group. It also covers facilitating the opening, discussions/decisions, and conclusion of a meeting. Challenges that may arise are addressed, such as side conversations or an inability to reach consensus. The overall document aims to teach facilitators how to properly structure and manage a meeting to achieve objectives and make quality decisions.
Implementing an Advisory Board Internship Program at your Academy - handoutsNAFCareerAcads
The document provides guidance to student interns on making the most of their internship experience. It emphasizes the importance of attendance, being on time, and communicating with supervisors about any absences or lateness. It also discusses appropriate business casual attire, keeping personal phone calls to a minimum, budgeting wages, and the evaluation process between interns and supervisors. The overall message is that interns should strive to learn, grow, and make a positive impression through their work performance and professional conduct during the internship.
The document provides information about an upcoming two-day train the trainer workshop. It includes an overview of the workshop contents and objectives, which are to introduce training concepts so participants can design effective training sessions. The workshop will cover topics like the learning cycle, what makes a successful trainer, and a four-step plan for preparing and delivering training. Trainees will practice their skills and have an on-the-job assessment following the course.
This document provides information about PressurePoint, a company that offers people, team, and organizational development programs. It summarizes their services, which include coaching, teambuilding workshops, and facilitation programs focused on skills like leadership, management, collaboration, and resilience. They work with clients in industries like marketing, media, and technology. The document also describes some sample workshops offered, including "Stand up and be counted" which uses comedy techniques to improve presentation and storytelling skills, and others focused on communication, confidence, and stress management.
This document outlines the syllabus for the Lean LaunchPad course at Berkeley. The course is designed to provide hands-on learning about starting a high-tech company through customer development. Students will work in teams to test hypotheses about their business model and iterate their product based on customer feedback. The course emphasizes getting out of the classroom to talk to customers over creating business plans or presentations. Students will watch online lectures and discuss lessons learned from customer interviews during weekly team presentations.
The document describes the POY Trainers Certification Program which aims to create an elite group of POY trainers worldwide. The 20-person, year-long program will provide professional qualification, marketing coaching, and supervision to help certified trainers conduct paid POY workshops and activities. It involves online sessions covering POY tools, methods, and business skills. Graduates gain an exclusive international qualification, promotional support, and a toolkit to facilitate personalized and organizational development.
This document outlines Dr. Tommy A. Watson's presentation on student motivation and expectations. It discusses three key aspects to fostering high expectations: values, vision/visuals, and verbal affirmations. It provides examples of each, including connecting content to what students value, showing examples of success, and speaking positive words of affirmation to students. The presentation emphasizes that a teacher's expectations have a powerful influence on students and can become self-fulfilling prophecies, for better or worse.
The document discusses motivating leaders in a church context. It provides tips on developing potential leaders by involving them in the vision, treating people well, and equipping them with their gifts. It also discusses different leadership styles and key positions on a team. The document emphasizes that love for God and people should be the primary motivation for leaders and provides suggestions for staying motivated even during difficult times.
The document provides guidance for trainers on their roles and responsibilities. It discusses diagnosing training needs, building trust with trainees, and contributing as a co-learner. Personal qualities of trainers include self-confidence, communication skills, flexibility and patience. Approaches to training include instructing, feedback, counseling, and mentoring. Key skills for trainers are planning training sessions effectively, understanding trainees, designing training content that engages different learning styles, motivating and reinforcing trainees, communicating verbally and non-verbally, providing effective feedback, and handling questions and objections from trainees. The document emphasizes the importance of preparation, rehearsal, and practice for trainers.
Here are some key points about leadership styles from the document:
- There are different leadership styles such as authoritarian, participative, and delegating.
- An exercise asks participants to share examples from their own experience of when they have used different leadership styles.
- Understanding leadership styles is part of increasing one's leadership quotient by gaining self-awareness about how one leads and positioning oneself for growth.
Having trouble creating a training program for your team? Is your current training program not achieving the results you had hoped to see? This should put you on the right track!
This document provides guidance on coaching others in job skills. It discusses preparing for on-the-job coaching by identifying coaching needs through discussion with the colleague to be coached. Coaching needs are identified by considering factors like skill deficiencies, workplace standards, and the colleague's experience level and feedback. The coach then develops a coaching plan by discussing objectives, content, and methods with the colleague to guide the on-the-job coaching session.
Information and reminders for attending and non-attending A+ Facilitators. The "meta-workshop" day of development on creating and faciliating A+ workshops also modeled an A+ workshop.
This document outlines steps for project management teams to facilitate projects and processes through enhanced team interaction and cooperation. It provides objectives to evaluate previous projects, reduce mistakes and conflicts, enhance coordination, and achieve excellent results through building a superb team. Key steps include evaluation dialogues, zero-based planning, job function rehearsals, event flow rehearsals, physical rehearsals, and post-mortem evaluations. Concepts like preparation mindset, idea adoption, wholesome exploration, improvement, and zero-based thinking are discussed to optimize teamwork and project outcomes.
The document provides guidance on coaching job skills to colleagues. It emphasizes using questioning to check understanding, demonstrating skills through a structured approach, and providing feedback. Coaches should monitor progress, provide support, and report on performance to ensure colleagues have mastered new skills. Questions, practice opportunities, and follow up are essential to effective coaching.
This document provides guidance for developing a Mentoring Action Plan (MAP) to help mentorees progress in their careers. It discusses creating a vision statement, setting mentoring goals and objectives, and identifying learning activities. The goals focus on developing expertise, building relationships, and navigating the organization. Sample goals include improving presentation skills, understanding organizational structure, and enhancing one's reputation. Learning activities suggest developmental projects, networking, and stretch assignments. The document also provides examples of communication, conflict resolution, and other skills that mentoring relationships may target.
The two-day operational leadership course covers topics like leadership skills, interpersonal skills, change management, and concluding with a course review. Day one focuses on an introduction, increasing leadership skills, and seeing leadership in action. Day two examines interpersonal skills and managing effective change, before concluding the course. The objectives are to enhance self-awareness, inspire others through leadership, improve interpersonal interactions, and prepare for successful briefings and embracing change.
A Finalist Submission! Ulric combined his love of food and nutrition with the Octalysis Framework to bring an informative design for teacher training in the Food Heroes Design Challenge.
This document provides guidance on how to create and manage an effective training session. It discusses defining goals, selecting participants, developing an agenda, managing time, developing content, and closing the session. The key points are to [1] make goals specific, measurable, appropriate, realistic and time-bound; [2] invite relevant participants and send the agenda in advance; and [3] stick to the agenda, emphasize key points, and leave time for questions. The overall message is that preparation, time management, and participant engagement are essential to a successful training.
This document provides guidance on facilitating effective meetings. It discusses basic facilitation skills like making participants comfortable, encouraging participation, and guiding the group. It also covers facilitating the opening, discussions/decisions, and conclusion of a meeting. Challenges that may arise are addressed, such as side conversations or an inability to reach consensus. The overall document aims to teach facilitators how to properly structure and manage a meeting to achieve objectives and make quality decisions.
Implementing an Advisory Board Internship Program at your Academy - handoutsNAFCareerAcads
The document provides guidance to student interns on making the most of their internship experience. It emphasizes the importance of attendance, being on time, and communicating with supervisors about any absences or lateness. It also discusses appropriate business casual attire, keeping personal phone calls to a minimum, budgeting wages, and the evaluation process between interns and supervisors. The overall message is that interns should strive to learn, grow, and make a positive impression through their work performance and professional conduct during the internship.
The document provides information about an upcoming two-day train the trainer workshop. It includes an overview of the workshop contents and objectives, which are to introduce training concepts so participants can design effective training sessions. The workshop will cover topics like the learning cycle, what makes a successful trainer, and a four-step plan for preparing and delivering training. Trainees will practice their skills and have an on-the-job assessment following the course.
This document provides information about PressurePoint, a company that offers people, team, and organizational development programs. It summarizes their services, which include coaching, teambuilding workshops, and facilitation programs focused on skills like leadership, management, collaboration, and resilience. They work with clients in industries like marketing, media, and technology. The document also describes some sample workshops offered, including "Stand up and be counted" which uses comedy techniques to improve presentation and storytelling skills, and others focused on communication, confidence, and stress management.
This document outlines the syllabus for the Lean LaunchPad course at Berkeley. The course is designed to provide hands-on learning about starting a high-tech company through customer development. Students will work in teams to test hypotheses about their business model and iterate their product based on customer feedback. The course emphasizes getting out of the classroom to talk to customers over creating business plans or presentations. Students will watch online lectures and discuss lessons learned from customer interviews during weekly team presentations.
The document describes the POY Trainers Certification Program which aims to create an elite group of POY trainers worldwide. The 20-person, year-long program will provide professional qualification, marketing coaching, and supervision to help certified trainers conduct paid POY workshops and activities. It involves online sessions covering POY tools, methods, and business skills. Graduates gain an exclusive international qualification, promotional support, and a toolkit to facilitate personalized and organizational development.
This document outlines Dr. Tommy A. Watson's presentation on student motivation and expectations. It discusses three key aspects to fostering high expectations: values, vision/visuals, and verbal affirmations. It provides examples of each, including connecting content to what students value, showing examples of success, and speaking positive words of affirmation to students. The presentation emphasizes that a teacher's expectations have a powerful influence on students and can become self-fulfilling prophecies, for better or worse.
The document discusses motivating leaders in a church context. It provides tips on developing potential leaders by involving them in the vision, treating people well, and equipping them with their gifts. It also discusses different leadership styles and key positions on a team. The document emphasizes that love for God and people should be the primary motivation for leaders and provides suggestions for staying motivated even during difficult times.
The document provides lessons on motivation for youth leaders. It discusses the importance of setting a good example to motivate others intrinsically. Some key points discussed include thinking creatively, knowing yourself, learning from both successes and failures, and trying new things. The conclusion emphasizes reflecting on life experiences and focusing on making a positive impact.
The document discusses the power and potential of youth in India. It notes that India has the largest youth population in the world and that youth have the power to transform India from a developing to a developed nation. However, it also points out that Indian youth have underplayed their role in politics and lack unity, which has held them back. The document encourages youth to recognize their power and the important role they can play in addressing problems in India.
The document discusses the characteristics and behaviors of Indian youth. It notes that they hold a dual cultural identity, are heavily influenced by media and technology, and have high aspirations. While socially conscious and motivated, the youth also show disrespect and demand instant rewards. The document provides advice to the youth such as pursuing education, spending time in nature, and respecting elders. It emphasizes qualities like courage, creativity, and hard work that the youth should embrace to achieve success and help their nation progress.
On March 28, DepEd Secretary Armin Luistro presented “The State of Education” to the members of the Philippine Business for Education. He
emphasized the trifocalization of education in the Philippines between DepEd, CHED, and TESDA.
Sec. Armin discussed DepEd’s performance indicators, their change agenda, budget trends, resources, current initiatives, and strategic directions. The K + 12 Basic Education Program was identified as a flagship reform strategy. Also discussed were DepEd initiatives to address the shortage on classrooms, teachers, sanitation facilities, textbooks, and school seats. Apart from K + 12, DepEd has focused on adopting the indigenous people education framework,
strengthening the use of ICT in education, and implementing the five key reforms of the Basic Education Reform Agenda: a) school-based management; b)
national learning strategies; c) quality assurance and accountability; d) complementary interventions; and e) institutional culture change.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
This document discusses the key functions of human resource management including planning, organizing, directing, and controlling personnel. It outlines the managerial functions of recruitment, training and development, remuneration, motivation, and maintaining employee records. Finally, it mentions the importance of industrial relations and ensuring proper separation from employees when they leave the organization.
Rights, Duties, and Responsibilities of the Youthsameng
The document outlines the rights, duties, and responsibilities of youth as established by the United Nations Convention on the Rights of the Child. Some key rights of children include the right to life, survival and development through access to basic services like healthcare and food; the right to have their views considered; freedom of expression, religion, and association; and the right to rehabilitation from abuse or trauma. Duties include obeying parents and developing one's potential through education. Responsibilities of youth include striving for virtue, respecting customs and the law, and participating in civic life.
This document provides an instructor guide for a training on planning for a healthy small business. It includes an overview of the class, objectives, timeline, materials needed, and an outline of the content to be covered. The class uses a case study approach and 4-step planning model to help participants understand how to plan their business from an initial idea through implementation. It aims to teach entrepreneurs how planning can help them make better decisions and motivate stakeholders to support their business goals.
The document provides guidance on planning and facilitating effective workshops. It shares lessons learned from over 1500 workshops conducted by Stimmt AG over 15 years. The key aspects of workshop planning covered are defining the goal, inviting participants, preparing materials and documentation, and creating an agenda. Tips for workshop facilitation include introducing participants, setting expectations and rules, using warm-up exercises to build engagement, and maintaining structure through visual aids and time management. The overall message is that thorough preparation and skilled facilitation are essential for workshops to achieve their goals.
The document provides an instructor guide for a class that helps participants determine if business ownership is a good fit for them. The class introduces concepts through a case study of a woman considering opening her own day spa business. Participants complete self-assessments and activities to evaluate their strengths, weaknesses, and readiness for business ownership. The guide includes timing, discussion points, and facilitation notes to help the instructor engage participants and achieve the learning objectives of clarifying myths versus realities of ownership and starting self-assessment plans.
This document discusses employability and engaging students. It begins by having students discuss their personal reasons for wanting to develop employability skills and which areas are most important to them, such as curriculum, assessments, work experience, and mentoring. It then has the students create a "baseline review" by rating the current and desired levels of engagement for different employability activities. Next, students discuss resources, permissions, challenges, and stakeholders needed to improve one priority area. Finally, students develop elevator pitches to advocate for improving this area to different audiences like students, employers, and society. The document aims to empower students to assess employability efforts and facilitate positive changes.
Designing training program is a crucial part of any training organization. The main objective of training is to enhance the performance of the employee. Knowledge,skill and attitude are very much related with performance. Through identifying the needs of the clientele training design can be formulated.
This document provides an overview of a trainer's module for conducting shared decision making trainings. It outlines:
- How to prepare for trainings, including creating an agenda, compiling materials, and contacting trainees.
- Elements to include when planning trainings such as format, timing, location, and marketing strategies.
- Additional resources available to support trainings including an online learning network, webinars, and technical assistance.
- Information on acquiring continuing education credits for the trainer's workshop and future trainings conducted by trainees.
This document provides an overview of a trainer's module for teaching the SHARE Approach, which involves shared decision making. It outlines the topics that will be addressed in the training, including how to prepare for and conduct trainings, compile materials, market the training, and help participants obtain continuing education credits. The goal of the train-the-trainer program is to enable participants to train colleagues in shared decision making and engage leadership at their organizations. The training will cover planning workshops, available resources, and ongoing support through an online learning network and webinars.
The document describes a trainer's module for a workshop on shared decision making. It provides guidance to trainers on preparing to conduct their own trainings, which includes: developing a training plan; compiling materials for participants; marketing the training; and ensuring participants can receive continuing education credits. The goal is to train healthcare professionals in shared decision making and provide ongoing support through an online learning network and webinars.
This document discusses effective strategies for conducting training sessions and seminars. It provides guidance on planning the session by gathering information about participants, establishing goals and selecting appropriate methods. It also offers tips for designing the agenda, preparing materials, conducting introductions and evaluations. The key aspects covered are engaging participants, being flexible, maintaining pacing and making strong conclusions.
Module 15 career planning and portfolio developmentJigba
This document outlines a module on career planning and portfolio development. The module aims to help students understand career planning, the job application process, and developing a portfolio. It is 10 hours long and covers topics like career planning basics, applying for jobs, interview skills, and maintaining employment. Students will complete worksheets on their skills and attributes. They will also develop the framework for a personal portfolio to organize their experience and qualifications. The goal is for students to have the skills needed to pursue jobs or contracts after completing the program.
Using the Business Model Canvas and Gamestorming for Hybrid and Online Course...Christopher Rice
The document summarizes a workshop on using business model canvases and gamestorming techniques for designing hybrid and online courses and programs. It outlines opening exercises like "The Road to Bangkok" to put participants in a positive mindset. Small groups then sort challenge and solution cards and complete missions like designing a course without a specific technology. They map stakeholders and evaluate designs. The goal is to brainstorm new ideas and get faculty thinking creatively about applying technologies and activities to address problems in their course proposals.
Project for my Mastery course at Full Sail University. Describes my program courses and what I expect of them as well as where I want to go with my degree.
This document provides an instructor guide for a training on banking services for small businesses. The guide includes an overview of the training, its purpose and learning objectives. It outlines the agenda, materials needed and provides time estimates for each topic. It also includes discussion points, activities and notes for the instructor to customize the training based on the participants' needs and time available. The training aims to help small business owners understand available banking services and how to choose services that best suit their business needs.
21. Farmers field school (training of trainers to t and ffs)Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
The document summarizes a workshop that aimed to encourage creativity and reflection in curriculum design using Viewpoints, a series of reflective tools. Participants were split into groups to address scenarios relating to assessment, information skills, or creativity using worksheet prompts. They mapped principles to a student timeline, selected implementation ideas, and discussed tailoring solutions. Groups then shared their key outputs. The presenters concluded by discussing next steps to refine the workshop format, develop an online tool, and disseminate examples.
The document provides an agenda for a 3-day training of trainers course, outlining objectives, sessions, and activities to teach participants about training design, delivery, and improvement. Key topics include learning styles, training needs assessment, learning theories, training methods, handling difficult participants, and demonstrations. The goal is for participants to learn how to design and deliver effective training courses and develop action plans to strengthen their skills as trainers.
Jobcircuit IO4 manual train the trainers on job circuit model final version_enEducation PowerPoints
This manual provides guidance for trainers on how to train career guidance professionals on implementing the JobCircuit model for integrating people with disabilities into the European labor market. It covers exploring training needs, developing objectives and content, organizing training sessions, techniques for facilitating sessions, monitoring and evaluation, and creating awareness of attitudes and behaviors. The goal is for trainees to gain experience planning, preparing, and facilitating training sessions while developing skills for promoting a positive learning environment.
This activity has students research 3 exhibitors attending the career forum by exploring their websites and noting potential questions to ask. Students are asked to predict which speaker from the information panel they think they will enjoy most and why. The handouts prepared in this activity will be used on forum day and after to record interactions and reflect.
When designing your training plan you must also keep in mind the objectives you wish to fulfill at the beginning of the session. Either if it’s a BANG, a team-building exercise, a group assessment or goal setting, always keep in mind your audience and their specific characteristics. The way you open a presentation will set the tone of your course. Specifically, keep in mind:
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*Binding Your
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...Cometan
This lecture created by Brandon Taylorian (aka Cometan) specially for the CESNUR Conference held Bordeaux in June 2024 provides a brief introduction to the legacy of religious and philosophical thought that Astronism emerges from, namely the discourse on transcension started assuredly by the Cosmists in Russia in the mid-to-late nineteenth century and then carried on and developed by Mordecai Nessyahu in Cosmodeism in the twentieth century. Cometan also then provides some detail on his story in founding Astronism in the early twenty-first century from 2013 along with details on the central Astronist doctrine of transcension. Finally, the lecture concludes with some contributions made by space religions and space philosophy and their influences on various cultural facets in art, literature and film.
Lucid Dreaming: Understanding the Risks and Benefits
The ability to control one's dreams or for the dreamer to be aware that he or she is dreaming. This process, called lucid dreaming, has some potential risks as well as many fascinating benefits. However, many people are hesitant to try it initially for fear of the potential dangers. This article aims to clarify these concerns by exploring both the risks and benefits of lucid dreaming.
The Benefits of Lucid Dreaming
Lucid dreaming allows a person to take control of their dream world, helping them overcome their fears and eliminate nightmares. This technique is particularly useful for mental health. By taking control of their dreams, individuals can face challenging scenarios in a controlled environment, which can help reduce anxiety and increase self-confidence.
Addressing Common Concerns
Physical Harm in Dreams Lucid dreaming is fundamentally safe. In a lucid dream, everything is a creation of your mind. Therefore, nothing in the dream can physically harm you. Despite the vividness and realness of the dream experience, it remains entirely within your mental landscape, posing no physical danger.
Mental Health Risks Concerns about developing PTSD or other mental illnesses from lucid dreaming are unfounded. As soon as you wake up, it's clear that the events experienced in the dream were not real. On the contrary, lucid dreaming is often seen as a therapeutic tool for conditions like PTSD, as it allows individuals to reframe and manage their thoughts.
Potential Risks of Lucid Dreaming
While generally safe, lucid dreaming does come with a few risks as well:
Mixing Dream Memories with Reality Long-term lucid dreamers might occasionally confuse dream memories with real ones, creating false memories. This issue is rare and preventable by maintaining a dream journal and avoiding lucid dreaming about real-life people or places too frequently.
Escapism Using lucid dreaming to escape reality can be problematic if it interferes with your daily life. While it is sometimes beneficial to escape and relieve the stress of reality, relying on lucid dreaming for happiness can hinder personal growth and productivity.
Feeling Tired After Lucid Dreaming Some people report feeling tired after lucid dreaming. This tiredness is not due to the dreams themselves but often results from not getting enough sleep or using techniques that disrupt sleep patterns. Taking breaks and ensuring adequate sleep can prevent this.
Mental Exhaustion Lucid dreaming can be mentally taxing if practiced excessively without breaks. It’s important to balance lucid dreaming with regular sleep to avoid mental fatigue.
Lucid dreaming is safe and beneficial if done with caution. It has many benefits, such as overcoming fear and improving mental health, and minimal risks. There are many resources and tutorials available for those interested in trying it.
2nd issue of Volume 15. A magazine in urdu language mainly based on spiritual treatment and learning. Many topics on ISLAM, SUFISM, SOCIAL PROBLEMS, SELF HELP, PSYCHOLOGY, HEALTH, SPIRITUAL TREATMENT, Ruqya etc.A very useful magazine for everyone.
"Lift off" by Pastor Mark Behr at North Athens Baptist ChurchJurgenFinch
23 June 2024
Morning Service at North Athens Baptist Church Athens, Michigan
“Lift Off” by Pastor Mark Behr
Scriptures: Luke 24:50-53; Acts 1:6-11.
We are a small country Church in Athens Michigan who loves to reach out to others with the love of God. We worship an Awesome God who loves the whole world and wants everyone to see and understand what He has done for us. (1 Corinthians 15:1-4) We hope you are encouraging by our Sunday Morning sermon videos. If you are ever in the area, please feel free to attend our Sunday Morning Services at North Athens Baptist Church 2020 M Drive South, Athens, Michigan. If you have any question and would like to talk to Pastor Mark, or have prayer request please call the church at (269) 729-553
Sunday School: 9:30 a.m.
Morning Service: 10:45 a.m.
Full Morning Service on Facebook Live at: https://www.facebook.com/groups/nabc2020athensmichigan
Sermon Only Live on YouTube at: https://www.youtube.com/@NABC2020AthensMI
Sermon Only Audio of Morning Sermon at: https://soundcloud.com/user-591083416
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptxCelso Napoleon
Lesson 12 - The Blessed Hope: The Mark of the Christian
SBS – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
chakra yoga
Number of petals: 4 Location: Base of the spine Name: Foundation
Plane: Physical plane Sense Organ: Nose Work Organ: Anus Sense: Smell Element: Earth Shape: Square Sound: Lang
Muladhara is the root centre of physical experience, located at the base of the spine, the sacral plexus. The square represents the earth itself, the four dimensions and the four directions. Four allows for completion, and earth embodies the elements and conditions for human completion on all levels.
Muladhara Chakra is the meeting place of the three main nadis: Ida, Pingala and Sushumna. The downward-pointing triangle indicates the downward movement of energy and the three main nadis.
The seed mantra is Lam, the yellow square represents the earth element. The Muladhara chakra governs the vital breath Apana. An inverted triangle in the centre of the square encloses the unmanifest Kundalini, represented as a snake wrapped in three and a half coils around the svayambhu (self born) linga. Because her mouth faces downward, the flow of energy is downward.
The opening at the entrance of the sushumna is called brahma-dvara, the door of Brahma, which is closed by the coils of the sleeping Kundalini. As soon as one begins working with Muladhara chakra, this dormant energy awakens, raises its head and flows freely into the channel of Sushumna, the central nerve canal that runs along the spine. These two aspects of the kundalini: sleeping and waking, are identified as her “poison” and her “nectar.” The kundalini is poison when she remains asleep in the lower abdomen; she is nectar when she rises up through Sushumna, the medial channel, to reunite with Siva, the Absolute, in the yogin’s cranial vault.
In the pericarp is found the presiding deity Brahma, the lord of creation. His skin is the color of wheat, he wears a yellow dhoti and a green scarf. Brahma is four-faced, four-armed, holding in his upper left hand a lotus flower, the symbol of purity.
God calls us to a journey of worshiping Him. In this journey you will encounter different obstacles and derailments that will want to sway you from worshiping God. You got to be intentional in breaking the barriers staged on your way of worship in order to offer God acceptable worship.
The Book of Revelation, filled with symbolic and apocalyptic imagery, presents one of its most striking visions in Revelation 9:3-12—the locust army. Understanding the significance of this locust army provides insight into the broader themes of divine judgment, protection, and the ultimate triumph of God’s will as depicted in Revelation.
Unleash your spiritual growth journey as a truth-seeker!
Learn More:
👉https://tkg.tf/4D
Tracking "The Blessing" - Christianity · Spiritual Growth · Success
Do you ever feel like your Bible highlighting isn't quite enough to ignite lasting spiritual growth? Have you struggled to retain key takeaways from your Bible study sessions?
Discover how living in 4D can transform your highlighting into a strategic tool for spiritual development.
Learn More:
👉https://tkg.tf/4D
In this video, you'll gain insights on:
How highlighting key verses and themes can enhance memory and retention of Scripture (we see a few key ones, here!)
Studies have shown that highlighting can significantly improve information recall. Highlighting key points visually reinforces them in your mind, leading to better long-term memory.
How to personalize your Bible study through strategic highlighting. Don't just highlight everything!
This video will teach you how to strategically highlight based on what resonates with you, focusing on central themes, recurring ideas, or connections between different passages.
Watch More:
👉https://tkg.tf/4D
How connecting highlighted passages can reveal deeper biblical truths. By highlighting these connections, you can see the bigger picture and uncover the underlying messages within Scripture.
By the end of this video, you'll be equipped to unlock the hidden potential within your highlighted Bible and embark on a transformative spiritual growth journey! Don't forget to like and subscribe for more inspiring content on deepening your faith.
Note: For Christians seeking to enrich their Bible study and deepen their faith, as well as any other spiritual seeker of truth and growth.
Learn More:
👉https://tkg.tf/4D
Lição 12: João 15 a 17 – O Espírito Santo e a Oração Sacerdotal | 2° Trimestr...OmarBarrezueta1
Esta lição é uma oportunidade para discutirmos um assunto multo mal interpretado no contexto cristão, que é o fato de algumas pessoas pensarem que o conhecer Jesus é ter a nossa vida mudada em todas as áreas, como se Deus tivesse o dever de transportar-nos deste mundo para um outro mundo onde muitas coisas maravilhosas que desejamos seriam reais. No entanto, a nossa fé não nos tira do mundo após nos convertermos; ao invés disso, permanecemos vivendo sob as mesmas circunstâncias. O propósito de Deus não é nos tirar do mundo, mas nos livrar das ações do maligno (Jo 17.15), Sendo assim, a vida eterna não significa estar fora da realidade deste mundo, mas conhecer o único Deus verdadeiro (Jo 17.3).
1. Motivating Youth to Motivate Themselves – 1
Motivating Youth to Motivate Themselves
Providing Tangible Skills and Tools to Increase
Youth Initiative, Responsibility, and Motivation
Target Audience: any member of the community (youth practitioner, parent, educator,
etc.) who is concerned with raising youth motivation
Length: two to three hours
Time Frame: can be done as a morning ( 9 A.M. to 12 P.M.) or afternoon (1 P.M. to 4
P.M.) session
Group Size: eight to 20 participants
Materials Needed:
• refreshments
• Career Circuit brochures
• business cards
• Community Workshop forms
• registration form
• planning checklist
• evaluation form
• stick-on labels as nametags
• agenda
• flip chart (with prepared topic headings)
• flip chart markers
• tape
• paper
• Post-it Notes
• pens
• prepared handouts (HO) or overheads or slides
• facilitator's references (FR)
• participant portfolios or notebooks
• materials for collages:
• coloured paper
2. Motivating Youth to Motivate Themselves – 2
• large sheets of heavy-weight coloured construction paper for collages bases
• scissors
• glue
• sparkles
• old magazines
• stickers
• coloured markers
• crayons
• whatever else would be fun to include in a collage
Facilitator’s Notes
Audience
This workshop is geared primarily to members of the community who either work directly with youth or are interested in youth
issues. We encourage you to tailor it, highlighting those points that are most relevant and/or adding new content that speaks
directly to your audiences.
Preparation
Ensure that you read Circuit Coach Section B1. Increasing Youth Initiative, Responsibility and Motivation, prior to facilitating
this workshop. Preparing well ahead of time will save you a lot of added stress on the workshop day. Circuit Coach is available
online through the Career Circuit web site at <http://www.thecircuit.org/coach/english/default.htm>.
Materials
Flip charts and handouts are used in this workshop. You can also use PowerPoint slides and/or overheads if you have access to an
LCD or overhead projector. You may wish to reproduce some flip chart pages, slides, or overheads as handouts in order to
provide participants with a variety of visual aids and resource materials they can take away with them.
Suggestions
Create a portfolio for each participant containing copies of print information as well as blank sheets of paper for notetaking.
Alternatively, provide your participant with a three-ring folder so handouts can be kept in order. If you do so, you will want to
have the handouts holepunched in advance.
Provide pens at each station for participants' use.
Create individual labels with the workshop title and the participant’s name ahead of time, or have participants make their own at
the beginning of the workshop.
Have appropriate music playing at various times during the workshop. Music can help create a warm, comfortable, and creative
learning environment.
Circuit Coach Content and Tools Used During this Workshop
Section B1. Increasing Youth Initiative, Responsibility, and Motivation
Section B1.1. Magnusson’s "5Ps of Planning"
Section B1.3. The Basics of Motivation Theory
Self Application Tool B1.1. Magnusson’s "5Ps"
Additional Circuit Coach Sections Relevant to the Topic
Section B1. Increasing Youth Initiative, Responsibility, and Motivation
Section B1.2. Amundson’s "Mattering"
3. Motivating Youth to Motivate Themselves – 3
Section B1.4. Giving and Receiving Feedback
Section B1.5. Negotiation Skills
Section B1.6. Action Planning
Section B1.7. Creating Experiential Successes
All Self Application and Client Application Tools
Section B2 Increasing Youth Hope
Section B2.1. Optimism
Section B2.2. Self-Defeating Beliefs
Section B2.3. Repeated Defeat
All Self Application and Client Application Tools
Section B3. Helping Youth Have a Future
Section B3.1. Seeing Opportunities
Section B3.2. Having a Preferred Future or Vision
Section B3.3. Seeing Successes
All Self Application and Client Application Tools
Facilitator’s Notes
If possible and appropriate you may wish to ask workshop participants to review these sections of Circuit Coach before they
come to the workshop. Refer them to the online version of Circuit Coach.
Alternatively, you may wish to photocopy these sections of Circuit Coach and have them as handouts in participants’ portfolios
so they are able to refer to them during the workshop.
4. Motivating Youth to Motivate Themselves – 4
Workshop Outline
Set-up
(30 min. before start)
Materials Needed:
• Community Workshop
Registration Form
• Community Workshop
Planning Checklist
• handouts/overheads
• refreshments
• nametags or labels
• flip chart
• markers
• tape
Set-up
• Place the Community Workshop Registration Form on the
table for participant sign-in.
• Have the nametags, pens, paper, and participant
portfolios or notebooks prepared with handout packages
ready for pick up by the participants.
• Check equipment.
• Ensure coffee/refreshments are ready and waiting (as
appropriate).
Welcome and
Introduction
(5 min.)
Welcome and Introduction
• Welcome all participants to the workshop.
• Introduce yourself and briefly share a little background
about yourself and how you became involved in
presenting this workshop.
• Acknowledge those who have made contributions to the
workshop (e.g., host agency, in-kind donations, and
helpers).
• Briefly reference the focus of the workshop.
Exercise: Introduction of
Participants
(15 to 20 min.)
Materials Needed:
• prepared flip chart with
introduction questions
• flip chart
• markers
• tape
Exercise: Introduction of Participants
• Ask each participant to find a partner (someone they don’t
know very well or don’t know at all) and get to know them
a bit.
• Explain that the goal is to introduce your partner to the
group and explain what motivated them to come to the
workshop.
• Provide the following sample questions for the group to
ask once they've learned their partner's name:
• What motivated you to come to the workshop today?
• What motivates you in the workplace?
• What motivates your clients?
• Do you a have a special person who helps motivate
you?
• What is something nobody in this room knows about
you?
5. Motivating Youth to Motivate Themselves – 5
Facilitator’s Note
Have these questions written out on flip chart that is visible to the group during the
exercise.
• Pull the group back together and invite each pair of
participants to begin by introducing their partners to the
group and sharing what they learned about their partner’s
motivation.
• Record each person's name and their responses relating
to motivation on a flip chart.
Objectives
(5 min.)
Materials Needed:
• objectives on overhead, flip
chart, or handout
Objectives
• Present and review the following objectives for the two-
hour session:
• To learn the basics of motivation theory and explore
the issues of increasing youth motivation
• To examine how pride, passion, purpose,
performance, and poise (Magnusson’s "5Ps of
Planning") can be used in helping youth find their
motivation
• To receive information and resources that will assist
you to motivate youth to motivate themselves
• To encourage the use of Circuit Coach to enhance
your own learning and work more effectively with your
clients in the area of career development
Facilitator's Notes
Ahead of time, prepare a flip chart sheet with an outline of the workshop objectives.
If you are presenting the objectives on a flip chart, tape them up where they can be viewed
by participants throughout the workshop.
It is always a good idea to check in with participants to see if the stated objectives fit with
their own expectations. Refer to the expectations recorded on the flip chart and negotiate
amendments as appropriate.
Tip
Because of the short time frame, you may want to send a copy of the objectives to
participants as part of pre-session information.
6. Motivating Youth to Motivate Themselves – 6
Agenda and Logistics
(5 min.)
Materials Needed:
• agenda on flip chart
Agenda and Logistics
• Present and review the agenda on a flip chart.
• Outline any important norms such as punctuality and so
forth.
• Note any important logistical or housekeeping details.
Facilitator’s Note
Ahead of time, prepare a flip chart sheet with an outline of the workshop agenda.
Setting the Context
(5 min.)
Setting the Context
• Provide the following brief overview of Circuit Coach (no
longer than five minutes):
• Circuit Coach, developed by the Canadian Career
Development Foundation, is a self-managed
curriculum to support the professional development of
career development practitioners.
• Circuit Coach is also an excellent practical resource
for career practitioners seeking dynamic tools,
strategies, and interventions to address specific youth
issues.
• During this workshop, we are using Circuit Coach in its
capacity as both a professional development support
and practical resource to assist us and our clients to
explore different learning options, and to help us to
manage our own learning.
• Note that Circuit Coach is available to all in a variety of
formats (online at <http://www.thecircuit.org/coach/
english/default.htm>, disk, CD-ROM, and in print
format as PDF files).
Facilitator’s Note
Many of your participants may not be familiar with Circuit Coach. If possible, you may
want to have a version of Circuit Coach available for participants to view at the end of the
workshop. I have my laptop set up showing Circuit Coach, and I also have a print copy
available for participants to view.
7. Motivating Youth to Motivate Themselves – 7
Motivation Theory and
Discussion
(20 to 30 min.)
Circuit Coach Content:
• Section B1.3. The Basics
of Motivation Theory
Materials Needed:
• flip chart responses from
opening introduction
exercise
• HO #1—The Basics of
Motivation Theory
Motivation Theory and Discussion
• Ask the group to refer back to the opening exercise when
they identified what motivated them to come to the
workshop, etc. Have them review the responses that were
recorded on the flip chart.
• Explain that you will be going over some basic theory on
motivation, reviewing the key elements of intrinsic and
extrinsic motivation. Note that the following content is from
Circuit Coach B.1.3 on motivation and planning.
• Distribute HO #1—The Basics of Motivation Theory.
Facilitator’s Notes
The following summary, and HO #1, is from Circuit Coach Section B1.3., The Basics of
Motivation Theory.
You may choose to photocopy the handout and distribute it to the participants, or have it
in their notebooks so that they can refer to it during this part of the workshop.
• Review the following concepts (referring to the handout):
• There are two types of motivators: intrinsic and
extrinsic.
• Intrinsic Motivators
· Ask the group if someone can give you a definition
and/or an example of an intrinsic motivator. (Be
prepared to give your own examples.)
· You want to emphasize that intrinsic motivators
come from within. They include naturally occurring
responses, such as hunger and fatigue. Nobody
has to create these motivations within you because
you already have them; they are part of being
human.
• Extrinsic Motivators
· Ask the group if someone can give you a definition
and/or example of an extrinsic motivator. (Be
prepared to give your own examples.)
· External factors that control your behaviour are
extrinsic motivators. Money, gold stars, prizes,
grades, and praise are all examples of motivators
8. Motivating Youth to Motivate Themselves – 8
that people learn, or are conditioned, to value.
• Focusing on Motivators
· Ask the group to look at their answers to the
opening questions.
· Ask them to take a moment to look at their
responses and determine whether they were
motivated by intrinsic or extrinsic motivators.
· Ask if someone wants to share their observations
and insights about their own motivations.
Facilitator’s Note
During the discussion, you want to help participants identify their motivations.
Sometimes, a motivation may present as extrinsic, but may be fulfilling an intrinsic
motivation. For example, someone may say, "I am here because my agency wants me to
learn about youth motivation," (external) but it may also be "I want to know how to work
with youth" (self-growth, achievement, responsibility—all intrinsic motivators).
• Youth Client Motivators
· Ask participants to go back to the responses from
the morning to look at their answers about what
motivates their youth clients.
· Ask them to identify whether the motivators listed
are intrinsic or extrinsic.
· Ask them how they use both intrinsic and extrinsic
motivators, and why, when they are working with or
engaging youth.
Facilitator’s Note
This does not have to be a heavy discussion. For example, I use food a lot when I am
working with youth. I had to get a group of youth to show up late Friday afternoon to
make sure they all got to their GED test. The motivator for them to show up was a free
pizza dinner before the test—both an extrinsic and intrinsic motivator.
• Suggest to the group that focusing on intrinsic
motivators for youth clients tends to support more
enduring, sustainable, and personally meaningful
results. Why?
· Intrinsic motivators will be there long after you’re
gone. The extrinsic ones only work if someone
keeps doling them out.
9. Motivating Youth to Motivate Themselves – 9
· There is a considerable body of evidence to
suggest that intrinsic motivators can be diminished
and destroyed by the continuous use of extrinsic
motivators.
· Extrinsic motivators put someone else in control of
your clients’ behaviours; intrinsic motivators help
them stay in control.
• Ask the group if their responses and comments about
what motivates their youth clients support the ideas
presented on motivation basics. Ask them to state
what fits and what doesn’t.
• Summarize the main points of the discussion.
• Invite participants to share any further questions
and/or comments.
Facilitator’s Note
This section of Circuit Coach also briefly covers the theories of Maslow and Hertzberg.
They have been omitted from this workshop due to time, however you may wish to
include them.
Break
(10 min.)
Refreshment Break
10. Motivating Youth to Motivate Themselves – 10
Introduction and
Exercise: Magnusson's
"5Ps of Planning"
(20 to 30 min.)
Materials Needed:
• HO #2—Magnussons "5Ps
of Planning"
• prepared flip chart with "5
Ps of Planning" outlined
• prepared flip chart titled,
"Circle of Magnusson’s
'5Ps of Planning'"
• FR #1—Motivation: "5Ps"
Introduction and Exercise: Magnusson's "5Ps of
Planning"
• Begin by explaining how pride, passion, purpose,
performance, and poise (Magnusson’s "5Ps of Planning")
can be used in helping youth find their motivation.
• Discuss, as a group, Magnusson’s "5Ps of Planning"
using overheads and/or handouts (see HO #2, based on
Section B1.1. of Circuit Coach). For example, ask how
this relates to youth clients, or if these 5Ps are about
intrinsic or extrinsic motivation.
Facilitator’s Note
Other concepts can be introduced to help reinforce the learning, e.g., Amundson’s
backswing, the "Big Rocks" story, or Manning’s purposeful planning (see FR #1—
Motivation: "5Ps").
• Lead into the upcoming activity by telling the group you
are going to give a client example.
• Ask the participants to identify the 5Ps within the following
example as you read it:
I had a young client who had completed high school with
minimum passing marks. He was very disinterested in learning
and applying himself in school. He began a metal fabrication
program, studied hard for the first test, and, much to his surprise,
passed with 95 percent. He was so excited and energized by this.
Now he studies faithfully and is very motivated to do his best.
Since then, he has also become involved in several volunteer
organizations within his community. He’s on the volunteer fire
department, and is involved in several youth committees.
—Angela Hooper
• Ask the group to identify the steps in this story when the
client experienced each of the following 5Ps (Have the
5Ps outlined on a flip chart and refer to them now: When
did he experience . . . ?):
1. Pride: He felt proud when he scored a high mark on
his test.
2. Passion: He found out that he had an interest in
welding, a belief that he could succeed in this
program, and the value that was worth working for.
3. Purpose: He could live out this passion by staying in
school and continuing to learn.
4. Performance: He continued to perform well on his
11. Motivating Youth to Motivate Themselves – 11
tests. He studied and received great marks.
5. Poise: As a result of this experience, his level of
confidence increased tremendously. Due to this, he
sought out more pride experiences (volunteering) that
he would not have had the courage to attempt earlier.
• Describe how this process is a continual self-feeding
cycle: as your level of self-confidence increases as a
result of poise, you seek out new and fulfilling experiences
that in turn give you a new sense of pride, and the cycle
starts over again. You continue to grow, learn, and
improve.
• Show a flip chart of the "Circle of Magnusson’s 5 Ps" to
illuminate how the 5Ps provide self-propelling motivation.
Facilitator’s Note
While describing how the 5Ps are a continual cycle, refer to a cyclical representation of
the 5Ps, starting with pride, moving around a circle, and returning to pride.
Think-Pair-Share
Exercise: Pride
(30 min., although you can
take up to one hour for this
exercise)
Materials Needed:
• HO #3—Magnusson’s
"5Ps"
• Collage Materials:
· coloured paper
· large sheets of heavy-
weight coloured
construction paper for
base
· scissors
· glue
· sparkles
· magazines
· stickers
· coloured markers
· crayons
· whatever else would be
fun to include in a
collage
• prepared list of exercise
steps on a flip chart at front
of room
Think-Pair-Share Exercise: Pride
Facilitator’s Note
You can dedicate up to one hour for this exercise depending on your time frame.
• Introduce the exercise by telling the group that this
exercise requires them to think of something they did in
the past that made them proud.
• Ask them to briefly describe that experience by filling in
the handout titled Magnusson's “5Ps” (see HO #3, based
on Circuit Coach Self Application Tool B 1.1.), or by
creating a collage using the materials supplied.
• Distribute HO #3 and have all collage materials
accessible.
• Explain that this exercise will help participants experience
the 5Ps on a very personal level.
• Explain that the steps in this exercise are as follows (refer
to the flip chart):
• List one experience in your life that has left you feeling
proud.
12. Motivating Youth to Motivate Themselves – 12
• Through the worksheet, or through visuals, identify the
attendant values (Why was this experience
important?), interests (What was enjoyable about this
experience?), beliefs, (What skills, knowledge, and
attitudes are associated with this experience?). You
can do this by filling in the handout, or you can shake
things up by creating a collage.
• Invite the participants to work alone or with a partner,
however they feel their learning will be best supported.
Facilitator’s Note
Give the participants a good 30 minutes for this exercise–longer if you have time. The
collage allows another way of expressing one's pride and is a lot of fun for participants. It
works well in a group that includes members of the community who may not be youth
workers or career practitioners. It also models that exercises can be done in different ways
with youth, especially youth who may have literacy issues. You may want to have
appropriate music playing during this exercise to help set the mood.
Debrief
• When most participants have completed the exercise, ask
those who have been working individually to pair up and
discuss the pride experience they wrote about, or to
present their collage.
• Ask them to tell their partner how it made them feel. (How
did this experience effect their motivation?)
• Ask if anyone wants to share a pride experience with the
entire group.
• Bring the group together and ask how this exercise would
work with their youth clients. Ask them what factors they
would need to consider before they use this particular
activity (e.g., clients may be too shy to talk about pride
experiences, some clients may find it difficult to express
themselves verbally) and what adjustments they might
need to make (e.g., do exercise graphically only, using
collages, for some students).
• Ask participants who did collages how it felt for them to do
the exercise visually instead of verbally.
13. Motivating Youth to Motivate Themselves – 13
Closure and Evaluation
(10 min.)
Materials Needed:
• Community Workshop
Evaluation Form
Closure and Evaluation
• Ask each participant to share one thing they learned
today.
• Provide an opportunity for participants to reflect on the
day’s activities and how they can tie them into their
everyday activities.
• Give time for the group to ask questions, and to say
goodbye.
• Remind them that all the resources used in the workshop
were from Circuit Coach, and encourage participants to
explore and use Circuit Coach (and Career Circuit in
general) to their benefit.
• Provide participants with time to complete a written
evaluation of the session and submit their comments prior
to leaving.
• Distribute the evaluation form.
• You may decide to do a summary close or a closing
quotation.
• Thank participants for their participation and contributions
and be sure they know how to contact you for support as
they continue their learning journey.
15. Motivation: The "5Ps" – 1
Facilitator’s Reference #1—Motivation: "5Ps"
(Use in addition to participant handouts from Circuit Coach Section B1.1.)
Pride
Norm Amundson also looks at the importance of pride in purposeful planning. He calls it
the backswing, and examines how no forward motion can be gained without an initial
gathering of energy.
Regeneration of the energy source often requires a step backward before one is in a position to
move forward. To understand this process of generating energy by moving backward before
moving forward, let us return to physics. Consider the movements of people as they try to
generate energy in order to move an object forward. Think about the carpenter swinging the
hammer back in order to hit a nail, or the golfer’s measured backswing before hitting the ball. In
both of these instances, and in many more, power and energy come through the backswing, a
measured activity where a goal is always in focus. For maximum success, the backswing is
followed by full contact with the object and a smooth follow-through (Amundson, N., 2003. The
Physics of Living. Richmond: Ergon Communications, p. 127).
In other words, it is not possible to move ahead without recognizing where we are now,
and celebrating ourselves.
Purpose
Purpose must be found in order to live out passion. Finding purpose is about seeking
opportunity and bringing passion into reality. This does not mean that the one purpose
in life must be found (if such a thing even exists), but that it is more about establishing a
small purpose or set of purposes as a starting point for action.
How can these purposes be extracted from the many important things in the lives of
youth? How can priorities be established? Following is an illustration that is used in the
Student Success Course at MacArthur State Technical College, for students who are on
academic probation. It comes from Skip Downing, the developer of an On Course
workshop, web site, and book, and was written by Polly Patterson.
On Course: Big Rocks
One day, an expert in time management was speaking to a group of business students and, to
drive home a point, used an illustration those students will never forget. As he stood in front of the
group of high-powered overachievers he said, "Okay, time for a quiz" and he pulled out a one-
gallon, wide-mouth Mason jar and set it on the table in front of him. He also produced about a
dozen fist-sized rocks and carefully placed them, one at a time, into the jar. When the jar was
filled to the top and no more rocks would fit inside, he asked, "Is this jar full?"
Everyone in the class yelled, "Yes."
The time management expert replied, "Really?" He reached under the table and pulled out a
bucket of gravel. He dumped some gravel in and shook the jar causing pieces of gravel to work
themselves down into the spaces between the big rocks. He then asked the group once more,
"Is the jar full?"
By this time the class was on to him. "Probably not," one of them answered. "Good!" he replied.
He reached under the table and brought out a bucket of sand. He started dumping the sand in the
16. Motivation: The "5Ps" – 2
jar and it went into all of the spaces left between the rocks and the gravel. Once more he asked
the question, "Is this jar full?"
"No!" the class shouted. Once again he said, "Good." Then he grabbed a pitcher of water and
began to pour it in until the jar was filled to the brim. Then he looked at the class and asked,
"What is the point of this illustration?" One eager beaver raised his hand and said, "The point is,
no matter how full your schedule is, if you try really hard you can always fit some more things in
it!"
"No," the speaker replied, "that's not the point. The truth this illustration teaches us is if you don't
put the big rocks in first, you'll never get them in at all. What are the 'big rocks' in your life—time
with your loved ones, your faith, your education, your dreams, a worthy cause, teaching or
mentoring others? Remember to put these BIG ROCKS in first, or you'll never get them in at all.
So, tonight, or in the morning, when you are reflecting on this short story, ask yourself this
question: What are the big rocks in my life? Then, put those in your jar first. (Polly Patterson,
MacArthur State Technical College, AL.)
In other words, what is your passion, your purpose? How will you ensure that you make
room in your life for your big rocks?
Performance
Purpose, as stated, must be accompanied by action. Performance is about taking
effective action that is supported with skills and strategies. Decisions must be focused
and flexible, particularly to avoid self-defeating thoughts when barriers are encountered.
Doug Manning talks about Proactive Planning as a way to get youth moving
(presentation at the National Consultation on Career Development [NATCON], January
2003). He states that the purpose of a plan is not necessarily to "get there," but to
motivate, give a sense of purpose, and help get you started. A plan connects who you
are with what you do, linking your motivation with your competencies. Connecting your
plan with purpose and action leads you to three questions: What do you want from life?
What do you have to offer? How do you connect who you are with what you do?
17. The Basics of Motivation Theory – 1
Handout #1—The Basics of Motivation Theory
(Circuit Coach Section B.1.3.)
This section deals with the basic tenets of motivation theory. This is a broad topic, but
we’re just going to take a birds-eye look at what it’s all about. Let's start with two types
of motivators: intrinsic and extrinsic.
Intrinsic motivators are those that come from within; no one does anything to create
these, although we can sometimes create conditions that allow these motivators to
emerge. When you've gone a while without eating, for example, you experience
hunger—that is, you are intrinsically motivated to eat. When you're tired, you're
intrinsically motivated to sleep. When you're cold, you're intrinsically motivated to find a
way to be warmer. When you're bored, you're intrinsically motivated to find something
interesting to do. Nobody has to create these motivations within you because you
already have them; they're part and parcel of being human.
Extrinsic motivators are external factors that control your behaviour. Nobody is born
with a yearning for money; money is an external or extrinsic driver of behaviour, a
learned motivator. Hearing "You're a good boy!" or "You're a good girl!" from your mom
or dad when you're growing up is extrinsically motivating as well. With extrinsic
motivators, something outside of you urges you to behave in a certain way. Money, gold
stars, treats, prizes, grades, and praise are all examples of extrinsic motivators. Intrinsic
motivators, such as food, can be used as extrinsic motivators, too. For example, one
might use food to motivate a dog to come when its name is called. The dog will seek
food because of hunger, an intrinsic motivator. However, food can also be linked to the
act of coming to the dog's name. In this instance, food is an extrinsic motivator for that
particular behaviour.
Not all intrinsic motivators are automatically present at birth, however. According to
some theorists, such as Abraham Maslow, motivation is influenced by other factors.
Maslow claimed that motivation is developmental. He contended that humans are born
intrinsically motivated to meet physiological needs (e.g., eating, sleeping), but as these
needs are reliably met, a new set of dominant motivations arises: safety and security
needs (e.g., freedom from the elements, pain and, of course, death). As these are
reliably satisfied, new intrinsic motivations for love and belonging become dominant.
These comprise the needs to feel loved, show love, and feel part of at least one social
group. When a person feels securely loved, the new dominant motivations centre on
esteem—feeling good about yourself and knowing that others hold you in high regard.
Finally, once these basic or deficit needs are consistently fulfilled, a new order of
motivators emerges. These are called being needs or self-actualization needs, and they
are comprised of the needs for knowledge (e.g., science, philosophy, history), beauty
(e.g., painting, music, dance), and goodness (e.g., justice, peace, philanthropy).
The system Maslow used to detail the developmental aspect of motivation is called
Maslow’s Hierarchy of Needs. Some of the research in this area is a little shaky, but it's
useful to be familiar with it, as it is much safer to find and use intrinsic sources of client
motivations than it is to use extrinsic sources of motivation, for three main reasons:
18. The Basics of Motivation Theory – 2
1. Intrinsic motivators will be there long after you're gone; the extrinsic ones only work if
someone keeps doling them out.
2. There is a considerable body of evidence to suggest that intrinsic motivators can be
diminished and destroyed by the use of extrinsic motivators.
3. Extrinsic motivators put someone else in control of your clients' behaviours; intrinsic
motivators help them stay in control.
Maslow's hierarchy is useful for youth workers because it provides a framework for
thinking about what might be intrinsically motivating to youth clients. Let's look at the
three reasons for using intrinsic motivators whenever possible:
1. Intrinsic motivators will be there long after you're gone; the extrinsic ones
only work if someone keeps doling them out.
One danger of using extrinsic motivation to change client behaviours is that you have no
idea how clients will be treated once they leave your program. For example, you may
find that praise really seems to work with your clients, so you reward positive
behaviours with compliments such as "great job!", "good question!", "nice résumé!", and
"terrific outfit!" You employ this approach throughout the program on a consistent basis
until one day the program ends. But what comes after that?
You have helped your clients launch successfully into the world of work, to take training,
or improve their education, but the scenario has suddenly changed and there are new
rules to follow. It could happen that a new employer does not give praise. Does this
mean that clients will wonder whether they are doing something wrong? Will positive
behaviour erode because no praise is given? No one knows for sure, and that is the
point; you cannot be sure what will happen when a youth is placed in a different
environmental context. Therefore, it's safer to find out what intrinsically motivates your
clients and proceed to work from that base. Then, you know at least that they'll take
their intrinsic motivations with them after they leave your program.
2. There is a considerable body of evidence to suggest that intrinsic motivators
can be diminished and destroyed by the use of extrinsic motivators.
A summary of a simple experiment illustrates this point. A psychologist called Harry
Harlow used monkeys in his experiments way back in the time of World War II. The
monkeys spent a lot of time in cages, so Harlow thought it would be nice to give them
something to do. He had noticed that they really liked playing with the latches of doors
and windows, trying to figure out how they worked. To indulge their interest, Harlow
obtained a bunch of latches and let the monkeys play.
Soon Harlow decided to conduct an experiment: "What would happen," he wondered, "if
half the monkeys were rewarded for figuring out how to work the latches, while the other
half were left simply to play?" As might be expected, the half that were rewarded
showed more focus in their activity and worked a little faster. However, the interesting
part was what happened after the experiment had ended: The monkeys that had been
rewarded for figuring out the latches actually lost interest in figuring them out, once the
19. The Basics of Motivation Theory – 3
rewards were no longer present! Indeed, Harlow had managed to suppress, at least
temporarily, what had previously been intrinsically motivating to these monkeys. Similar
experiments with humans have repeatedly shown the same finding. Extrinsic rewards
may work for a while and in some instances, but when the rewards are removed, the
initial motivation may be gone.
Now, this doesn't mean that extrinsic motivators are always destructive. When
something needs to get done, but nobody is intrinsically motivated to do it, extrinsic
rewards may be helpful. Cleaning latrines is an example that pops to mind (yet even this
can be motivated by the basic physiological need for hygiene and health!).
3. Extrinsic motivators put someone else in control of your clients' behaviours;
intrinsic motivators help them stay in control.
You're working with youth because you want to help them take charge, take control, and
successfully manage their lives. It seems rather contradictory, then, for you or any other
helping agent to motivate them through external controls! The better that youth
understand their intrinsic motivations and find ways to fulfill them, the better they'll be
able to manage once outside the safe environment of your program or service. If you're
the one who exerts the control (and extrinsic motivators are always about control), it will
be more difficult for youth clients to assert themselves by taking charge.
Frederich Hertzberg, a fan of Maslow, identified factors affecting job satisfaction. He
listed these under two headings, maintenance and motivator, respectively.
Maintenance factors are not considered motivational in and of themselves, but their
absence is sure to cause problems. Motivator factors, on the other hand, actually
enhance motivation and performance. Take a look at the following table:
Maintenance Factors Motivator Factors
Dissatisfiers (if absent) Satisfiers
• supervision • personal growth
• job security • recognition
• company policy • achievement
• employee relations • autonomy
• pay (dual factor) • responsibility
• job enrichment
• opportunities
• sense of participation
• pay (dual factor)
• progression systems (moving up the
ladder)
• suggestion systems (using employees'
ideas)
• lateral movement
Notice that all the motivator factors are intrinsic, except pay. Pay is a dual factor; that is,
it's extrinsic, but can fulfill intrinsic motivations as well.
20. The Basics of Motivation Theory – 4
Now consider the motivator factors listed above in terms of yourself and your clients.
Experiencing fulfillment in these areas beats receiving a cursory "attaboy" or "attagirl"
from the boss, don't you think?
Hopefully, the significance of the 5Ps that were outlined in the previous section is now
becoming clear. Passion, the second of the 5Ps, is really just another word for intrinsic
motivation. What you're helping a client to uncover during the 5P process is, in fact,
intrinsic motivation. This is the stuff that will ultimately sustain you and your young
clients, not extrinsic motivation.
21. Magnusson’s "5Ps of Planning" – 1
Handout #2—Magnusson’s "5Ps of Planning"
(Circuit Coach Section B1.1.)
Kris Magnusson of the University of Lethbridge has developed a planning model, called
the "5Ps of Planning," that guides clients through five carefully defined steps for
generating purposeful motivation. These steps encompass pride, passion, purpose,
performance, and poise.
• Pride is the starting point in the planning process. Pride will generate a spark of
enthusiasm in youth who may lack motivation and incentive. The 5Ps model focuses
on events where youth have experienced pride, instead of examining problems. A
change process is started by having clients identify moments in their lives when they
have felt quite proud. The experiences need not be work-related. Then, the person
identifies and lists the skills and knowledge they used within the pride experience,
and the values, interests, and beliefs associated with the experience. The participant
is likely to feel a renewal of energy from tapping into pride experiences, and a list of
assets will begin to emerge.
• Passion (or intrinsic motivation) follows directly from pride. It’s about values, beliefs,
and interests. As clients work their way through a number of pride experiences, they
begin to notice a recurring pattern in values, beliefs, and interests. This represents
passion, which sustains people and keeps them going even when everything is
going wrong. This passion must be channeled to ensure motivation is sustained.
• Purpose is the place where you think about ways to actually live out your passion; it
is about seeking opportunity and bringing passion to reality. This can mean exploring
the world of work, being open to opportunities, determining needs, and creating
opportunities. It is not about finding the purpose, but finding a small purpose or set of
purposes as a starting point for action.
• Performance is about accompanying purpose with action. Effective action requires
skills and strategies. Therefore, performance can include a host of competencies,
such as work search strategies, action-planning methods, work-specific skills, self-
management skills—whatever it takes to effectively fulfill purpose.
• Poise comes with practice and success. As individuals perform, they get better at
what they do, and see results from what they have done. When this happens often
enough, the confidence and grace of poise begins to develop. The poise that is
acquired leads to new pride experiences, and the circle is complete—the 5Ps
process starts all over again!
Motivation builds on itself, but it has to start somewhere. When dealing with people who
are lethargic, apathetic, and feeling that life is hopeless, it is imperative that a kernel of
motivation be found somewhere. Pride, the first of the 5Ps of Planning, is a reliable
starting point, and feeds into a process that becomes self-propelling.
22. Magnusson’s "5Ps" – 1
Handout #3—Magnusson’s "5Ps"
(Circuit Coach Self Application Tool B1.1.)
Individual or Pairs Exercise
1. List any experiences in your life that have left you feeling proud.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Describe the experience(s) below.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Identify the values (why is this experience important?), interests (what was enjoyable
about this experience?), beliefs, skills, knowledge, and attitudes associated with this
experience.
VALUES
INTERESTS
SKILLS
BELIEFS
KNOWLEDGE
ATTITUDES
23. Magnusson’s "5Ps" – 2
4. This set of values, beliefs, interests, knowledge, and attitudes represents passion.
Review your "passion" list and see if anything obvious is missing. Add any value,
belief, or interest that you feel has been left out.
5. Identify at least five ways you could fulfill or live out your passion with purpose. This
could include hobbies, social events, enhancing your current work, taking on
additional new work (e.g., contract work), or changing work. For example, say you're
working with youth in a one-to-one counselling role, but your passions include
interests in computer programming. Could you take on a contract helping a software
company create a career development program for youth? Could you offer to help
your employer set up a web site? Could you begin a home-based computer
consulting business on the side?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
See if fulfilling the purpose begins to lead to poise (confidence and grace), and to new
pride experiences.