MOTIVATE! 10 Day Confidence & Motivational Training Programme · Personal Satisfaction Wheel Ask...

MOTIVATE!

10 Day Confidence & Motivational Training Programme

Aim of Programme:

• To look at confidence and how it affects you

• To increase participants’ feelings of self worth

• Have an action plan for taking forward goals

Day 1 TIME TOPIC TUTOR ACTIVITY STUDENT ACTIVITY RESOURCES

9.15- 10.00

Arrival/Group Welcome & introductions

Introduction to MOTIVATE!

Introductory Exercise (Icebreaker)‘Mingling with a Mission’ObjectiveFor everyone in the room to learn something about each other, get participants talking and beginning to relax with each other

MethodAll participants (including facilitator) is given the mission (scribed onto flipchart) to find out something about each other that they wouldn’t know by looking at them. Suggest participants prepare questions in advance (that people would feel comfortable in answering) and take notes if necessary. Once completed the facilitator encourages the group to identify some of the knowledge about each other during the ‘mingling’ process.

Housekeeping Aims & Objectives of 10 day programme

feel welcomed and safely integrated into the group

know who the facilitator are be familiar with venue/facilities

and aware of basic health and safety procedures (including fire evacuation procedures)

be aware of course content

Flip ChartPens/paper

10.00- 10.10

Exercise: What’s on Top & Temperature Check

Exercise: What’s on Top & Temperature CheckObjectiveFor participants to leave behind their immediate issues, worries, frustrations, and concerns to help enable them to focus on programme sessions.

Take part in exercise. How I am feeling worksheet HO 1

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10 Day Confidence & Motivational Training ProgrammeParticipants register their own level of confidence at this point in the day and note it privately for later comparison.

MethodWhat’s on Top: Facilitator pairs the group and invites them to talk to each other about anything that may be bothering or distracting them (if feel able and comfortable to do so). Alternatively participants can register feelings anonymously on pieces of paper placed into a box which can be taken away or shared anonymously with the group and capture (and scribe on flipchart) thoughts on help/advice/support for coping/resolving etc. Facilitator invites participants to speak privately with them during break time.

Temperature Check: Participants are invited to log privately on How am I feeling HO how confident they are feeling on a scale of 1 to 10 (handout to be retained by them in their folders and added to each day) Participants can also log any emotions/feelings they have during the start and close of each day until the end of the 10 day programme

MaterialsHow am I feeling worksheet HO

10.10 – 10.20

Ground RulesGround rules

ObjectiveTo ensure that all participants can participate in the course and feel secure in doing so. MethodFacilitator to encourage the group to consider content for a contract of ‘rules’ to which the group will ‘sign up’ to. This will help maintain a secure and safe-feeling environment for the remainder of the course. The facilitator will make suggestions as required. The ‘contract’ is scribed onto flipchart and retained on display throughout the course.

Take part in exercise Flip Chart

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Some basics to prompt from the group could be:

• Confidentiality• Honesty• Respect, listening and not interrupting• Giving time and space for others views and

opinions• Supporting each other• Not being made to do things• Recognising each others strengths and

weaknesses• Not judging• Willing to learn from each other• Having fun

10.20-10.40

Explorations Questions Ask participants to think about there current circumstances and what they want to get out of the course?Complete explorations questions

Complete handout 2 Explorations handout 2

10.40-11.00

Break

11.00-11.15

Personal Satisfaction Wheel

Ask participants to think about the following areas of their lives career, money, health, friends/family, significant other/ romance, personal growth, fun recreation and physical environment. Ask them to rate their personal satisfaction on the worksheet

Complete Personal Satisfaction Wheel handout 3

Personal Satisfaction Wheel handout 3

11.15- 12.15

Explore how confidence and lack of can affect you

Divide group into pairs and ask each participant to cite a situation where they felt lacking in confidence.

Divide group into pairs again, repeat process but citing examples of confidence.

Labels Exercise – Split group into 2 groups. Ask I group to write down all the negative words that have been used to describe women/men. Ask the other group to write down all the positive words that have been used to describe them(this will be more difficult)

In groups, one person takes several minutes to describe their experience etc while the other listens.

As above but citing experiences of feeling confident.

Students split into 2 groups

Flip Chart paperPens

12.15- ‘How do perceive Split the group into groups of 2/3. Issue each Cut out pictures and write brief Magazines

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10 Day Confidence & Motivational Training Programme12.55 Confidence’? group with magazines and ask them to cut out

pictures which portray confidence. Stick pictures on to flip chart sheets explaining reasons for choices.

explanation for choice. PensScissorsPrit StickFlip chart paper

12.55-1.00 Evaluate the sessionTemperature Check

Ask participants to complete temperature check worksheet

Complete How am I feeling worksheet?

SESSION PLAN FOR CONFIDENCE BUILDING

DAY 2

TIME TOPIC TUTOR ACTIVITY STUDENT ACTIVITY RESORCES9.15-9.30 Coffee – recap of previous class

and outline of objectives of today’s topic – ‘Confidence Building - the next step’

Ensure everyone comfortable and clear on objectives.

Discuss any worries or fears about the course.

Flip Chart

9.30- 11.00 ‘How confident are you’?This exercise highlights how confidence can vary between situations and between participants in the group.

Tutor describes an imaginary line in the room that has a scale attached to it, with not all confident at one end of the line to very confident at the other end of the line.

Describe each situation in turn (see handout A) and ask each participant to physically place herself on the imaginary line according to how confident she generally feels in each situation.

Students to physically position themselves on line.

Handout 4

11.00-11.15 Break11.15 – 1.00pm

‘Adopting positive strategies’ in order to take the first tiny steps forward.

Tutor asks participants to work in pairs and identify 2 things they would like to do but can’t. Ask them to list what would help them achieve their goal.Break the goal down into small, achievable sections.

Role Plays: Picking particular scenario from the ‘imaginary line’ task, split the group into 2 and ask for one person out of each group to reinact the scenario.

Participants enter into discussion.

Learners split into groups and a

Flip Chart PaperPens

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10 Day Confidence & Motivational Training Programmevolunteer from each reinacts a scenario Props

( glasses; train table etc)

1.45 – 2.30 Recap of objectives. Recap of objectives. Ask questions Flip chart

DAY 3

TIME TOPIC TUTOR ACTIVITY STUDENT ACTIVITY RESORCES9.15-9.45 Recap of previous class

and outline of objectives of today’s topic – ‘What type of personality are you’?

Ensure everyone comfortable and clear on objectives.

Discuss any worries or fears about the course.

Flip ChartPowerpoint

9.45 - 11.00 ‘What kind of personality are you’?

Aims:To enable participants to view their personality positivelyRationale:To provide an opportunity for self-evaluation

Tutor circulates ‘personality test’ for participants to complete. Ask each participant to put 10 ticks against the words which most describe her and crosses against the words which least describe her.

In pairs, compare lists.

Ask each participant to choose 2 positive traits and to describe 2 recent situations where she has displayed those qualities.

In the group, ask each participant to share with the others three of her positive traits.

Students to complete personality profile and discuss results

Personality test handout 5PensFlip Chart

11.00-11.15 BREAK11.15 –12.15 ‘How others see me’

Aims:To enable assessment of personal strengths and weaknessesTo invite constructive comment from people near you.

Tutor gives out handout 6 and asks participants to fill in first section identifying 2 things they like about themselves and 2 things they would like to change.

Ask them to ask 3 people they are close to (family etc..) to fill in the other sections for next session (this can be done for homework)

Participants work on an individual basis.

Flip Chart PaperHandout 6Pens

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12.15-12.45 ‘Balloons Exercise.’

Aims:To boost confidenceTo create a framework for compliments to be made

Rationale:

This encourages participants to verbalise positive validations of each other.

Tutor gives out handout 7 and asks each participant to write name on bottom in the square.

They then pass their paper to their neighbour on the left who has to fill in a balloon writing in something positive about the named person. Everyone then passes the paper on to the person on the left and so on until your paper comes back to you.

After giving everyone an opportunity to read through their own paper, ask each participant to read to the group 2 of the things written about them.

Each participant is given an opportunity to read through their own paper, asking them to read to the rest of the group 2 of the things written about them.

Flip chart and markersHandout 7

12.45-1.00 pm Recap of objectives.Question and Answer Session

Recap of objectives.Ask questions

Ask questions Flip chart and markersHandouts

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10 Day Confidence & Motivational Training ProgrammeDAY 4TIME TOPIC TUTOR ACTIVITY STUDENT ACTIVITY RESORCES

Day 4

Aim* Be aware of the importance of well developed communication skills* Understand the importance in employment of working as a team member* Appreciate the importance of personal presentation in seeking employment

9.15 – 10.15 Communication, Personal Presentation & Teamwork

Emphasis the value of each of the components by sketching Communication, Personal Presentations and Team Work in three combined circles on a Flip chart (see worksheet for more information) explain the dependency links.Explain that the session will be covering the key elements of communication in terms of Listening, Questioning and non verbal communication.

Communication is a vital element in everyday lives and is one where we can all expect to go on learning and improving. Good communication skills can be of benefit to you when: seeking information, being interviewed, negotiating for better conditions & making complaints etc.

What is communication?

Exercise: Ask for someone to volunteer and to describe a picture to the group. The group will then draw the picture as described. This is one way communication only and no questions can be asked by the group.

Discuss the previous exercise by asking

Participate in discussion and exercise

Discussion

PicturePens Paper

Flip chart

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10 Day Confidence & Motivational Training Programmequestions- Was it difficult? Why was it difficult?

- Assumptions made- Misheard- Unable to ask questions- No check for understanding- No feedback- One-way communication

All of the above are communication barriers

Ask participants

What are the different methods/opportunities for communicating?

-Verbal- Written- 1:1 interviews- Meetings-Presentations

Discussion

Flip chart

10.15-11.15 Listening Discuss the different components of communication. Exercise: What percentage of time do you think the average person spends listening to others?

On a flip chart write the following:

Listening =Speaking= Reading=Writing=

FACTS to pass to participantsListening =45%Speaking= 30%Reading=16%Writing=9%

Unfortunately listening is grossly underrated skill and this is failing often leads to major breakdowns in communications. But listening is

Discussion Flip chart

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10 Day Confidence & Motivational Training Programmea skill which can be developed. We normally act as passive recipients of verbal information and consequently miss a lot of detail. If we listen actively we will remember much more.

Tutor to read a short paragraph once, participants may take notes if they wish but cannot ask any questions.

“You are the Captain of a short hop jet known as B-400c. It leaves Heathrow at 0800 with 60 passengers.

At Birmingham 20 people get off and 30 people get onAt Leeds 10 people get off and 6 people get onAt Edinburgh ½ of the people now get offFinal destinationAberdeen and remainder of the people leave completed journey

What is the make, model and colour of the Captain’s car?

So why don’t people listen?

- Not trained to listen- Speed of thought (we think faster than

we talk)- Outside distractions- You infer- make interpretations and

judgements- Want to speak and therefore interrupt- You are preparing your reply whilst they

are talking- Hold a different view- Hear what you expect to hear rather

than the intended message- Wrong/inappropriate language eg

jargon- Fear of being exposed- Heard it all before- switch off

Discussion

Discussion

Flip Chart

Flip Chart

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Listening is an active and not a passive skill and we need to listen for a variety of reasons

- To be polite- To obtain information (eg directions or

instructions)- Out of interest for the person or the

topic- To help our understanding of the other

person’s situations or ideas- To find fault in what’s being said- For new ideas and approaches

What are the actions which identify a good listener?

- seeks clarification- Summarises- Eye contact- Nodding gestures

To actively listen is to interpret all the messages received and conclude what response is required.

The response may be A questionA confirmationA simple statementAn acknowledgementOr may be no need to respond

Good guide to listening (put on flip chart)

Look interestedInquire with questionsStay on track- don’t let your mind wanderTest understandingEvaluate what you are hearingNever interrupt

Discussion Flip Chart answers

Flip chart

11.15- 11.30 BREAK11.30-12.00 Non Verbal Ask participants to think for a moment about

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10 Day Confidence & Motivational Training Programmecommunication face to face communication and write down how

much information is conveyed by each of these elementsWORDS = TONE = NON VERBAL COMMUNICATION =

Display answers on a flip chartWORDS = 10%TONE = 35%NON VERBAL COMMUNICATION =55%

What are the forms of non- verbal behaviours?

• Facial expression• Body Posture• Gesture• Eye contact • Emotion

Distribute handout ( Non verbal communication – your perceptions)

What do these examples of non-verbal communication convey to you?

Discuss responses (tutors copy provided)Emphasise wide range of perceptionsEmphasise importance of facial expressions

It is not only what you say that communicates- it is also very much how you convey it. If the message is right and the non verbal communication is wrong, it will affect the outcome.

DiscussionWrite down

Discussion

Discussion

Complete handoutDiscuss

Discussion

Flip ChartPens/paper

Flip chart

Non verbal communicationHand out

12.00- 12.45 Teamwork Definition of Teamwork

“Sharing, understanding, respecting, encouraging each team member.”

Definition on Flip Chart

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Exercise on teamwork

Ask participants

What is a team?

A team is a group of people who share certain tasks or goals.Teamwork means that members of a team:Depend on each other- their combined talents and efforts are essential to accomplishing their goalsAre willing to work together- “co-operation” is the foundation of any good team

Are committed to achieving team goals – true team members will put team goals before individuals interests

Introduce and carry out Exercise “ CHAOS” as follows:

Hand out recording sheet to all participants and ask them to go round the room and get a signature of the people who have done the things on the list.

While this exercise is taking place the trainer monitors the activities and provides feedback on how the group acted eg. Polite, demanding, information giving/seeking, cooperative, secretive.

Ask participants “What does teamwork offer Team Member”.

AnswersFor many people teamwork offers:

1. Social interaction and chance to make friends

2. Another support system 3. A sense of belonging4. A chance to learn from others5. A sense of achievements when a job is

Discussion

Take part in exercise Handout/exercise

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10 Day Confidence & Motivational Training Programmewell done

6. Challenges7. Motivation

Day 5

TIME TOPIC TUTOR ACTIVITY STUDENT ACTIVITY RESORCES9.15- 10.15 Make an ‘I want list’ Tutor to ask participants to think about the

journey from where they are to where they want to be. I other words what does success look like to you?One of the main reasons why most people don’t get what they want is they haven’t decided what they want. Make an ‘I want list’One of the easiest ways to begin clarifying what you truly want is to make an list of (List on flip chart)

• 10 things you want to do• 10 things you want to have• 10 things you want to do before you die

Make a list of 20 things you love to do and then think about what you can make a living doing some of those things.

Examples: love sport= sports coachLove travel= write travel articlesLove films= camera operatorLove animals= vet assistance

Make a list on a piece of paper Flip chartPiece of paper

10.15- 10.45 Interests and Passions When we do what we feel passionate about we lose ourselves, feel totally motivated and often do well.Tutor asks participants to break into groups of two and work through the following questions(Put questions on flip chart)How do you use your leisure time?

Work in groups of two and discuss questions on flip chart

Flip chart

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10 Day Confidence & Motivational Training ProgrammeWhat would you be rather doing?What inspires you?When have you been absorbed that you didn’t notice?Tutor asks group to feedback what there interests are and how this can be related to the working environment.

10.45- 11.00 BREAK11.00-11.20 Personal strengths &

professional strengthsTutor asks the group to pick three significant people at least one of whom know them in a work training capacity and asks them to tell them what there greatest strengths are. Ask participants to pick three professional and three personal strengths that strike them as both true and enjoyable. For each of the three provide an example from there life or work which demonstrates how they have used it successfully. Look at what was enjoyable and cam easily to them.This can be discussed at the next session.

Participants to speak to three significant people at least one of whom know them in a work training capacity and asks them to tell them what there greatest strengths are.

11.20-1.00 Achievements & Recognition

Many people never stop to review and acknowledge their own achievements. As a result they may have a different view of themselves and their potential. This exercise is designed to help you take stock and appreciate your achievements to date.

Create a list of the following:

Professional achievements- Your three favourite employment roles

to date with your most important or enjoyable achievements and how you made a difference and added value. (max 3 roles and 100 words per role)

Personal achievements - Awards, degrees and major achievements from your life outside of work, including any past and present voluntary or community activities.

List personal and professional achievements

Paper/ pen

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Week 2

Day 6

TIME TOPIC TUTOR ACTIVITY STUDENT ACTIVITY RESORCES9.15-9.30 Recap of previous class

and discuss homework on Personal strengths & professional strengths from previous class

Homework – ask participants to discuss personal & professional strength.

To feedback to group

9.30-11.15 Outline objectives for today’s topic – ‘How can I overcome my lack of confidence with reference to work’?

Ensure everyone comfortable and clear on objectives. Tutor to write questions on flip chart

• What are your concerns about entering employment

• What relationship problems have happened in your previous work history that you are concerned might happen again?

• Do you have an up to date CV?• Have you had interview experience?

Ask participants to think of any other barriers they feel they may have in relation to work.

Discuss any worries or fears about the course. Identify one real barrier that affects confidence ref work. Prior discussion has identified this as lack of It skills/CV writing/ Application Forms/Interview Skills.

Flip ChartPowerpoint

11.15- 11.30 BREAK11.30-1.00pm Work Works This session enables participants to look at

specific barriers and discuss ways of tackling them.

Facilitator can use their discretion in this session and ‘cherry pick’ barrier exercises dependant on the need of the group

• Financial help when returning to work (mandatory)

• Managing household income when returning to work

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10 Day Confidence & Motivational Training Programme• Maintaining motivation during work

search or other activity• Assessing good quality childcare• Comparing childcare options

Objective To consider specific return to work barriers and identify information resources, tips and techniques to help tackle/overcome these issues

MethodDepending on number of exercises being used in this session, break participants in groups of corresponding number ie

Group One – Financial help when returning to work (mandatory)Group Two – Managing household income when returning to work Group Three – Maintaining motivation

If both childcare exercises required Group One Financial help when returning to workGroup Two Managing money or Maintaining motivation Group Three Assessing good quality childcare Group Four Comparing childcare options

Ask each group to consider their set exercise by issuing the relevant barrier worksheet and instructions. (Each group is set a different exercise with the relevant worksheet containing full task instructions)

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Week 2

DAY 7

TIMETOPIC TUTOR ACTIVITY STUDENT ACTIVITY RESOURCES

9.15 – 10.15 Job Match ONE – Recognising job opportunities

ObjectiveFor participants to become more familiar with the construction and language of job advertisements to enable job opportunities relating to required skills, knowledge and personal strengths

Break into small groups. Issue participants with ‘Recognising job opportunities’ HO

Task instructionsInvite participants to look at the three adverts from a selection of real jobs. The objective is for groups to identify and highlight each skill, personal strength and quality and area of knowledge detailed in adverts 1-3 (highlight each on the page by circling or underlining) The purpose of this exercise is for them to acknowledge that without clearly identifying what each job specifically requires they may miss a job opportunity through lack of attention or lack of confidence; sometimes feelings intimated by the selling style of the job advert and job title.

Split participants into pairs. Issue ‘Discovering a unique you’ HO. Reassure participants that this task is not a test of language but an opportunity to ensure we understand the meaning/definitions of common words and phrases used in job advertisements. Participants for whom English is their second language may need closer supervision and support during this exercise.

Flipchart – ANY WORDS AND PHRASES NOT FAMILIAR TO GROUP. Facilitator to provide definitions and scribe the task.

Task instructions.

Invite participants to complete section 1 of task by

MaterialsRecognising job opportunities HO

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10.15-10.30Job Match TWO-

Discovering a unique you

Objective

To enable participants to identify their individual sets of personal strengths and qualities through connecting with language used in job opportunities

selecting six words/phrases that they feel best describes them. Identify these by circling/underlining their choice.

Ask participants to look at section 2 of task and consider their reasons for their selection. Two questions to assist with this task are:

Can you recall an activity or event when you have demonstrated this strength or quality?

Has another person described you by using one of your selected words/phrases. Do you know why?

NB: Section 2 is purely a focus exercise for the next task in Job Match Exercise THREE and NO written work is required to complete section 2

Reinforce to group how utilising these words/phrases on application forms/CV/at interview promotes their key ‘strengths and abilities’ as well as good preparation for competency styled selection interviews when interviewees are asked to give specific examples to back up and illustrate key strengths ie good time management, works well under pressure.

Next sessionExplain that in the next exercise the group will begin to provide evidence (examples) that they have just been considering in section 2.

MaterialsDiscovering a unique you – HO

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10.30-10.45 Job Match THREE - Promoting yourself to others

ObjectiveTo enable participants to develop their individual set of evidenced ‘key’ strengths and qualities

Break group into pairs and issue ‘promoting yourself to others’ HO Encourage each pair to explore ideas together for each of them making sure that any examples are very specific and NOT ‘I am organised because I organise my children’

Task Instructions Explain this exercise is designed to encourage participants to write down examples that they can use to promote themselves on application forms/CV/at interview. Ask each participant to select four of their selected words/phrases from Job Match exercise TWO

Highlight the worked examples at the top of ‘promoting yourself to others’ HO

STRENGTH 1: Quick to learn

MaterialsPromoting yourself to others HO

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10 Day Confidence & Motivational Training ProgrammeWhy? Because my college tutor said how quickly and accurately I worked through my course exercisesSTRENGTH 2: Creative Why? Because friends comment on how well I use colour and design in my rooms at home

10.45-11.00 Job Match FOUR – Create the right job for you

ObjectiveTo enable participants to see their own work ideas and aspirations; their own personal skills and strengths and experience created in the form of a personalised job advertisement.

Ask participants to work individually on this task but encourage discussion with their immediate peers/facilitator and issue ‘create the right job for you’ HO. Reinforce to participants that this is not a test of their written capabilities so they do not need to create a fully worded advertisement but simply add ideas and words under each paragraph prompts numbered 1 – 4 on the worksheet overleaf

Task instructionsIntroduce this task by reminding participants of the key components of a job advertisement (that we first looked at in Job Match Exercise ONE):

• Job role• Work environment• Candidate skills and experience• Candidate personal strengths and qualities• Candidate knowledge

Explain that the aim of this task is to create an advertisement that describes them and any ideas they have for a job/career (if they are unsure on a job role or environment that they may be suited to, encourage them to describe a job they had or someone close to them had to enable them to start)

Facilitator to read out to the group the job advertisement headed Part time positions in Fashion Retail on ‘create the right job for you’ HO

MaterialsCreate the right job for you HO What is your job title HO

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10 Day Confidence & Motivational Training ProgrammeIssue the worksheet headed What is your job title? and explain that each of the questions headed 1 – 4 directly relate to the type of content provided in the Part time positions in Fashion Retail (parapgraphs 1 – 4)

Facilitator to read through questions 1 – 4 to ensure that participants are clear on what information is needed

NB Suggest facilitator may need to scribe another example job advertisement on the flipchart to show how participants can approach this task. Suggest facilitators use their current job or a previous job as an example

STRESS to participants that they are at a very early stage of self awareness/self development and not to expect self promotion to come easily at this stage. The Job Match set of exercises has been designed to help them see themselves in a structured way and show them their own skills, experience and personal strengths

11.00-11.15BREAK

11.15- 12.00Applying for success:

ApplicationsObjectiveFor participants to consider how people are appointed and the skills and tools needed to market themselves and get through an application process

Break into groups of 3-4. Explain to the group that this task enables them to look at the process of recruiting an individual to a specific job. Each of the smaller groups forms the selection panel that decides which candidates meets the job requirements most closely.

Issue handouts : • job specification/person specification for

part time receptionist• application form: Brown• application form: Gray• application form: Blue

Task instructionsInvite each group to examine each of the three

MaterialsRecruitment Exercise Job Spec HOCompleted Applications Form Samples x 3 HO

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10 Day Confidence & Motivational Training Programmeapplication forms and look for evidence of the relevant skills and experience required; taken from the person specification (essential and desirable skills) and tasks within the job specification then decide as a selection panel whom to interview. FeedbackFacilitator to encourage feedback which highlights spelling mistakes and differences in the quality of content and the ability to provide evidence of suitability for the job

Facilitator gathers feedback from the main group on their first impressions of each application and draws together a list of do’s and don’t’s of selling techniques when looking to impress a prospective employer. Use flipchart to capture answers

12.00 -12.45 Applying for Success: CV workshop

Objective To raise awareness of tips and techniques that strengthen presentation and content of a CV

Break into small groups of 3/4 and issue two examples of CV’s (one poorly presented with inappropriate information and errors, the other clearly presented with succinct but appropriate information).

Task instructions Ask each group to discuss the presentation style and content of each CV and encourage them to rate (ie their likes and dislikes) on each CV based on:

• initial impression• style and layout• content • clarity of information

FeedbackScribe all feedback on flipchart. Ask each group in turn to feedback on their discussions (start with the poorly presented CV) and ask for a single positive/negative from each group and rotate until a sufficient list is scribed. Turn group attention to the well presented CV and feedback facilitate feedback as previously

MaterialsBad CV HOGood CV HOCV top tips HOCV template HO

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NB: HIGHLIGHT THAT BOTH CV EXAMPLES ARE THE SAME PERSON demonstrating how important presentation and clearly focused information is in making a positive impact. ISSUE ‘CV Top Tips’ handout and blank CV template which participants could adopt for future reference. Facilitator to ‘walk through’ each handout and draw out key features.

12.45-1.00 Evaluation of the days training

Ask participants to bring in details of qualifications etc to help draft a CV the next day.

Day 8

TIME TOPIC TUTOR ACTIVITY STUDENT ACTIVITY RESOURCES9.15-9.30 Introduction 9.30-10.15 CV Do up a CV Draft CV CV template10.15-11.00 Interview techniques –

practical ObjectiveTo demonstrate two styles of interview selection which focuses on specific techniques

Facilitator to issue competency based selection interview HO to participants and explain to group that the task is for them to observe a role play and ask for a volunteer to act as the interviewer

Task instructionsFacilitator to read through the scene setting of the interview and begin

Facilitator to ensure all participants have good sight lines of the role play and vocal level is sufficiently high for all participants to hear

Facilitator asks volunteer interviewer to ask three specific interview questions that are contained on competency based selection interview HO

• What attracted you to our organisation?• What skills do you believe you are

bringing to this role?• Can you give me an example of how you

manage your time?

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10 Day Confidence & Motivational Training ProgrammeFacilitator has two versions of interview to perform

Version OneCandidate shifts in chair, has closed body language, looks down when speaking, has noticeable habits and gives short answers to questions. Answers to questions are contained in Version 1: left hand side of table on competency based selection interview HOVersion TwoCandidate is nervous, has open body language, smiles, holds eye contact and tries to give full answers to questions. Answers to questions are contained in Version 2: right hand side of table on competency based selection interview HO

Limit comments from participants’ observations by explaining to group that further discussion, feedback and exploration is scheduled for the next session after morning break.

11.00-11.15 Break11.15-12.00 Interview practice –

break out session

ObjectiveTo enable participants to experience a brief interview process playing roles with differing perspectives

Invite participants to break into groups of 3 (or 4 as size of group dictates) and ask them to agree who will play

• the interviewer• the interview candidate • silent observer x 2 (if groups of four)

Encourage all participants when playing the candidate role to use their own answers to the interview questions (by referring to their job match exercises from Day 2 on personal strengths and skills). Any participants unsure of using their own answers can use the scripted answers from competency based selection interview HOFacilitator to ensure each group rotates roles so that each participant gets to play an active role (either interviewer/candidate) and an observer

MaterialsCompetency based selection interview HO

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10 Day Confidence & Motivational Training Programmewithin the remaining session timeframe

TIME TOPIC TUTOR ACTIVITY STUDENT ACTIVITY RESOURCES12.00-1.00pm

Feedback from interview practiceCapture observations and feelings generally from the group and scribe on flipchart. Also ask for specific feedback:

• from candidate’s perspective • from observer’s perspective • from interviewer’s perspective

Facilitator to highlight issues around use of tone and speed of voice/body language, answers using specific examples, etc and how these can impact on overall interview performance

Encourage group to feedback without reference to another participant’s performance to ensure comfort level of all participants

Day 9

TIME TOPIC TUTOR ACTIVITY STUDENT ACTIVITY RESOURCES

Role Play Selection Interviews

Objective

To enable participants to gain practical experience of a role play style of selection interview

Break groups into pairs and issue ‘role play selection interviews HO’ Facilitator to explain that this type of interview can be frequently used in shortlisting candidates for customer services type roles.

Facilitator to introduce the practical exercise to support the role play selection interview Task instructions Facilitator to introduce both exercise one and two. Issue ‘role play selection interviews’ HO. Instruct pairs to agree who will start as’ the customer’ in exercise one to ensure they swap over to ‘customer services assistant’ in exercise two

Facilitator to allow 5 minutes at the start of each

MOTIVATE!

10 Day Confidence & Motivational Training Programmeexercise so that the ‘customer services assistant’ can prepare their selling script ie product description, its value and benefits eg jumper/handbag/scarf and caravan holiday. Remind participants that the ‘role play selection interviews’ HO has product benefits under each sale item;

For example: Cardigan: soft, washable with pearl buttoning detail down front and on cuffs. Available in six colours

REASSURE participants that this is a new area of interview for many of them and this task is about awareness and familiarisation of this style of interview selection and NOT about interview performance

ADVISE participants that there are organisations that can assist with interview performance coaching who can help them.

Timings:Exercise One – 10 minsIncludes preparation time for customer services assistant to consider product benefits of cardigan/handbag/necklace and refer to role play selection interviews HO for ideas

Exercise Two – 10 minsIncludes preparation time for customer services assistant to consider product benefits of caravan holiday and refer to role play selection interviews HO for ideas

Brief recap to focus participants on the value of using preparation time effectively before role-play selection interview begins. Advise participants that Marks & Spencer use role-play selection interviews for their customer services role.

MOTIVATE!


Materials

Role play selection interviews HO

Day 10

TIME TOPIC TUTOR ACTIVITY STUDENT ACTIVITY RESOURCES9.15- 9.30 Job Search Ask participants to look at jobs sites on the internet

and local newspapers to find a suitable job that they would like to apply for. Ask participants to look at what qualifications they need and qualities to apply.

Internet and newspapers to source jobs

Internet/ newspapers

9.30-11.00 Group & 1 to 1 career sessions

Qualified careers advisor will discuss job and training opportunities to participants. Advisor will then carry out an individual career session with each participant.

11.00-11.15 BREAK11.15-12.45 Welfare Rights Advisor Advisor will meet individually to each participant to

carry out better off calculation, to discuss benefit entitlement and funding opportunities

12.45-1.00 EVALUATION Tutor to give out evaluation forms Complete evaluation forms

Evaluation Forms

Organise Guest speakersVisits

MOTIVATE! 10 Day Confidence & Motivational Training Programme · Personal Satisfaction Wheel Ask...

Documents

Transcript of MOTIVATE! 10 Day Confidence & Motivational Training Programme · Personal Satisfaction Wheel Ask...