new future in focus · 2019. 9. 27. · future in focus: student workbook 2007 6 we all have...

Future in Focus: Student Workbook 2007 1

Future in Focus

Student Workbook

Future to Discover Pilot Project Canada Millennium Scholarship Foundation

Canadian Career Development Foundation 2007


Workshop 1


The Transition Tree

As you prepare to leave high school, you are facing a major

transition. Where are you on the transition tree?


Have you ever heard of the game Tangram? It’s all about putting pieces like this… …together in different ways to create different images. Here’s an example:

How many images can you create using these shapes?


We all have interests, values, abilities and personality traits. Ideally, our career choices are a reflection of these. Just like you can make many different images out of a series of shapes, you can also find many different work options, or future plans, that reflect who you are and what is important to you. When it comes to your future…

Having one clear plan is reassuring. Having backup plans is liberating.

Interests Values

Personality Traits Abilities


Take the example of Adrian, who… Based on this, Adrian might want to… But this is not the only possible future plan, given Adrian’s abilities and interests. What are some other possible future plans for Adrian?

Is excellent at facilitating

groups

Loves children Has a good

knowledge of biology Adores animals

Future Plan 1: Become a veterinarian and give workshops in schools on how to take care of animals.

Future Plan 2: Future Plan 3:


Here are Patrice’s interests, values, abilities and personality traits: Interests: Values: Abilities: Personality Traits:

☺ Likes travelling

☺ Likes surfing the net

☺ Likes public speaking

♥ Cares about the environment

♥ Values relationships

✰ Uses camera equipment

✰ Is fluent in French and Spanish

✰ Has good knowledge of history and

geography

✰ Has strong computer skills

✔ Is very creative

✔ Is open to new ideas


Try building a few possible future plans that reflect at least some of Patrice’s interests, values, abilities and personality traits. Now it is your turn….

Future Plan 1:

Future Plan 2:

Future Plan 3:

Future Plan 4:


INTERESTS ☺

Here are some examples of interests. They are all words or phrases that could be used to complete the sentence: “I really like.…” Circle any that apply to you. Do not limit yourself to this list! Add others that are missing. The Arts Working with my hands Directing a group

Theatre Helping others Reading

Being in a group Meeting people Dancing

Music Outdoors/Nature Travelling

Public speaking Surfing the internet Shopping

Writing Working with numbers Cooking

Classifying things Having new experiences Politics

Math Giving directions Discussing

Fashion Planning activities Geography

Animals Physical activities Literature

History Scientific reports Cultural diversity

International development Finding information Learning new things

Selling Giving explanations Assembling things

Biology Talking on the phone Meeting challenges

Talking/Discussing with people

Psychology

Chemistry Physics


VALUES ♥

Here are some examples of values. They are all words or phrases that could be used to complete the sentence: “I value.…” Circle any that apply to you. Do not limit yourself to this list. Add any that are missing for you. Love/Friendship Harmony Prestige/Recognition

Money Honesty/Sincerity Progress/Innovation

Autonomy/Independence Humour Promoting Peace

Beauty Integrity Human Relations

Competition Justice Respect for self and others

Physical comfort Freedom (to act and express views)

Personal achievement

Contributing to society Leisure/Having fun Health

Creativity Loyalty Personal satisfaction

Culture/Language Modesty Career security

Reaching my full potential Optimism Belonging

Education/Knowledge Order Social status

Cooperation Openness Work

The Environment Perseverance Variety/Change

Excellence Punctuality

Family Power


ABILITIES ✰ Here are some examples of abilities. They are all words or phrases that could be used to complete the sentence: “I am really good at.…” Add any that are missing to make your abilities list complete. Helping others (listening, understanding)

Giving instructions, information

Operating heavy equipment

Learning new things Negotiating Public speaking

Working with others Developing strategies Making decisions

Assembling things

Writing (grammar, spelling)

Preparing text, documents

Singing Explaining or teaching Predicting consequences

Classifying objects, documents

Researching Selling

Understanding/Speaking other languages

Planning Repairing (computers, things)

Composing (text, music) Improvising Summarizing

Driving Manual labour Problem-solving

Editing/Correcting text Managing stress Working with numbers

Creating/Inventing Establishing systems/processes

Using camera equipment

Working independently Interviewing people Using different software

Consulting with people Playing a musical instrument

Using laboratory apparatus

Drawing/Reproduction Reading comprehension Using tools (saw, hammer)

Leading a group discussion Navigating online Training animals

Giving good advice Analyzing (text, data) Making lists (of things, priorities)

Comparing (things, data)


PERSONALITY TRAITS ✔ Here are some examples of personality traits. They are all words or phrases that could be used to complete the sentence: “I am.…” Do not limit yourself to this list. It is far from complete!

Hospitable/ Welcoming

Curious Intuitive Realistic

Active Determined Cheerful Reflective/ Thoughtful

Ambitious Disciplined Loyal Reserved/Shy

Likable Discrete Methodical Respectful

Attentive Dynamic Careful Responsible

Independent Emotional Optimistic A Dreamer

Leading edge Energetic/ Enthusiastic

Organized Sensible

Adventurous Reliable Original Serious

A Joker Demanding Open Helpful

Calm Expressive Passionate Sociable

Holistic Entrepreneurial Persevering A Loner

Competitive Flexible Perceptive Spontaneous

Confident Generous A Perfectionist Sympathetic

Convincing Honest Patient Tolerant

Courageous Innovative Positive Brave

Creative Honourable Practical

Critical A Planner


Now, go back to your lists of interests, values, abilities and personality traits on pages 10-13. On each page, put a star beside your “top” 2-3. So… for interests on page 10, choose the 2-3 things you are MOST interested in and put a star beside these. On page 11, put a star beside the 2-3 things that you value MOST. Do the same for abilities and personality traits.

MY PROFILE Now record all of the items you have put a star beside here:

MY TOP INTERESTS… MY TOP VALUES…

☺ I really like… ☺ I really like…

☺ I really like…

♥ I value… ♥ I value…

♥ I value…


MY TOP ABILITIES… MY TOP PERSONALITY TRAITS…

✰ I am really good at…



✔ I am…

✔ I am…

✔ I am…


Based on your interests, values, abilities and personality traits, what future plans are possible for you? Try to create 2-3 possible future plans that reflect your top interests, values, abilities and personality traits. Possible FUTURE PLANS for me…

Future Plan

Future Plan

Future Plan


Sometimes a fresh perspective can really help. Ask someone you trust – your parent, guardian, a teacher or friend – to look at your top interests, values, abilities and personality traits on pages 14-15. Before showing them the future plans you’ve created on page 16, ask them to create 1-2 possible future plans for you. What other people see as possible future plans for me…

Future Plan

Future Plan

Future Plan


Can you remember your Focus Statement from Grade 10 and the work options you thought about 2 years ago? FOCUS STATEMENT: WORK OPTIONS FROM GRADE 10: How do these fit with your interests, values, abilities and personality traits now? Can you see any connections between these and your future plans on pages 16-17?


Take a moment to think about your journey from high school to your preferred future. Just like anyone going on a trip, you need to pack your backpack with the skills, attitudes, knowledge, strategies, allies and resources that will help you get to where you want to go. Take an inventory of your backpack at this point in your journey. You may want to pack your knowledge of the interests, values, abilities and personality traits that matter most to you. You could also choose to pack the strategy of having more than one possible future plan. Things I now have in my backpack…


Now, as you think about your future plans… Which statement describes you best?

My sense of direction is unclear now

My sense of direction needs more work

My sense of direction is solid for now Whichever statement is closest to your reality, you have work to do to get to your preferred future. Having an action plan with concrete steps is a key to success. Think of the time you spend working on your action plan as an

investment in yourself and in your future. On the next pages, you’ll find a series of action plans. There are different action plans with different steps depending on how certain you feel about where you are headed AND depending on whether you think you are going to post-secondary education or work. Find the action plan that is right for you, read through it, add other steps that are missing and begin to own it. It is going to be a key tool for you as you prepare to leave high school.

Future in Focus: Student Workbook 2007 21 21

Action Plan Steps

Steps Done Not Necessary

To Do Alllies* How? When? Progress

01 Ask people for feedback on my strengths/personal characteristics

02 Inventory my interests, values, abilities, personality traits

03 Visualize different preferred futures

04 Repeat career focusing

05 Use a career program (Choices, Career Cruising)

06 Research areas of interest (prospects, conditions, etc)

07 Volunteer in areas of interest

08 Work shadow in areas of interest

09 Talk to people who are doing things that interest me

10 Tell people that I am exploring options/looking for opportunities

* parent, guardian, F2D facilitator, guidance counsellor, teacher, friends, other

MY SENSE OF DIRECTION IS UNCLEAR NOW


Action Plan Steps



11 See a guidance counsellor re: my focus

12 Create some new future plans (with help or alone)

13 Talk to people I trust about my preferred plans

14 Research preferred plans (see research ideas on pages 21-24)

15 Decide where I will be living next year

16 Have a short-term plan to make money/keep learning next year

17 Do a budget

18 Make sure key allies are on my side

19

20


MY SENSE OF DIRECTION IS UNCLEAR NOW


Action Plan Steps



01 Decide what experiences might help give me more focus

02 Consider volunteering in fields of interest

03 Select courses to keep options open

04 See a guidance counsellor re: my focus and action plan

05 Discuss my uncertainty with people I trust

06 Find out about the types of training/programs available

07 Confirm courses associated with the different programs

08 Verify where training/programs are offered

09 Research prerequisites/admission requirements

10 Find out about average acceptance rates (Call the Registrar’s office)


PSE: MY SENSE OF DIRECTION NEEDS MORE WORK


Action Plan Steps



11 Research costs (tuition, housing, etc.)

12 Research scholarships

13 Research financial aid

14 Prepare a budget

15 Find out about orientation programs

16 Talk to people already in the program/at the institution

17 Visit the campuses/institutions or apprenticeship sites that are of interest

18 Research services offered by the institutions/in the communities

19 Research housing options

20


PSE: MY SENSE OF DIRECTION NEEDS MORE WORK


Action Plan Steps



01 Decide what experiences might help give me more focus

02 Volunteer in companies of interest

03 Work shadow people in different roles/companies

04 See guidance counsellor re: my focus and action plan

05 Discuss my uncertainty with people I trust

06 Check options against my interests, values, abilities, personality traits

07 Research the tasks/responsibilities associated with work options

08 Verify the training/skills required

09 Verify if a minimum of experience is required

10 Research salary scales


WORK: MY SENSE OF DIRECTION NEEDS MORE WORK


Action Plan Steps



11 Research work schedules, environments, benefits, training

12 Research mid and long-term prospects for advancement and security

13 Research where work is available (in own region, elsewhere)


15 Prepare a budget

16 Conduct information interviews with employers

17 Talk to people already working in areas of interest

18

19

20


WORK: MY SENSE OF DIRECTION NEEDS MORE WORK


Action Plan Steps



01 Have a Plan B

02 Verify where training/program is offered

03 Confirm prerequisites/requirements

04 Find out about average acceptance rates (phone the Registrar’s office)

05 Research costs

06 Research scholarships

07 Submit application forms

08 Submit application for financial aid

09 Research housing options, application processes and deadlines

10 Do a budget


PSE: MY SENSE OF DIRECTION IS SOLID FOR NOW


Action Plan Steps



11 Talk to someone already in the program/at the institution

12 Visit the campus/institution or apprenticeship site

13 Find out about services offered on campus/in the community

14 Research housing options, application processes and deadlines

15 Do a budget

16 Secure housing

17

18

19

20


PSE: MY SENSE OF DIRECTION IS SOLID FOR NOW


Action Plan Steps



01 Have a Plan B

02 Research work in my region

03 Research work elsewhere

04 Find out about employment prospects in the field

05 Find out about work conditions, retention rates, etc.

06 Find out about benefits, advancement, training, etc.

07 Conduct info interviews with managers

08 Talk to people actually working in the area

09 Gather key information about the field/company needed for an interview

10 Inventory skills/attributes and my potential contribution


WORK: MY SENSE OF DIRECTION IS SOLID FOR NOW


Action Plan Steps



11 Practice job interviewing

12 Prepare my resume

13 Adapt my resume for different possibilities

14 Prepare business cards

15 Submit resume/portfolio/proposal


17 Prepare a budget

18 Start a savings plan

19

20


WORK: MY FOCUS IS SOLID FOR NOW


Workshop 2


Are you the kind of person who can bounce back from disappointments, challenges or difficult situations? People who are resilient (or able to bounce back):

Work at solving problems Access their allies Believe in themselves Are flexible Use their creativity

What are some of the skills, attitudes and strategies that help you bounce back – or that you have seen in other people who seem to be resilient?


POSITIVE COPING SKILLS, ATTITUDES AND STRATEGIES

Here are some examples of positive coping skills, attitudes and strategies. They are all words or phrases that could be used to complete the sentence: “I use my… to overcome challenges”. Circle any that apply to you and add others that are missing from the list.

Ability to create win-wins/compromises

Ability to manage information

Achievement/Goal oriented

Adaptability/Flexibility

Global mindedness (i.e. ability to see things from many different points of view)

Belief in self

Communication skills Creativity Determination/persistence

Empathy Healthy emotional expression

Healthy perspective when faced with adversity

High expectation for success

Humour

Initiative (i.e. seeing something that needs to be done and doing it)

Leadership

Motivation to succeed Negotiation skills (i.e. the ability to bargain or resolve disputes)

Optimism Organizational skills Planning skills

Positive attitude Positive self-talk Problem solving skills

Realistic assessment of situations

Responsibility Self-control (of negative impulses/emotions)

Sense of being in control Teamwork skills Thinking skills (thinking outside the box, creative thinking)

Time management skills Ability to trust Willingness to ask for help


Sometimes, people let situations drag them down by: getting discouraged giving up getting angry blaming others

Do you think you can control how you react to a situation? Imagine you just got a failing grade on an important test. What are some possible thoughts and feelings you might have? Thoughts: Feelings: There’s an action (and a consequence/outcome) that goes along with every thought and feeling. Try to imagine how your different thoughts/feelings above might lead to different actions.


Here are some examples: SITUATION POSSIBLE

THOUGHTS POSSIBLE FEELINGS

POSSIBLE ACTIONS

You just got a failing grade on an important test

I’ll never get accepted into PSE now.

I didn’t study enough. I could do better.

I tried really hard. I wonder what went wrong.

Shocked and Defeated

Motivated

Discouraged and Curious

Drop out/Give up

Get help with study skills

Talk to the teacher about how to improve study methods in order to do better next time

Every action has a consequence (outcome or result). What are the likely consequences of each of the three actions above?


REAL LIFE SCENARIOS The following are real life scenarios taken from teens in their first year after high school. They are situations that people often face. Read through these scenarios.

1. You have been really excited about leaving home and finally being on your own in a new city. You get started in your apprenticeship program and love it. Much to your surprise, however, you find you are incredibly homesick and lonely.

2. You have read the university brochures and talked to the recruiters. The university you have chosen seems really friendly and welcoming. But when you get there, you are in classes with over 300 students and you are treated like a number. You hate it.

3. You have been accepted to the college program of your choice and can not wait to get started. You expect it to be tough, but are up for the challenge. When you get there, it is exactly like high school and you are not learning anything new.

4. You have moved into your own apartment and are so happy to be sharing your place with a good friend from your home town. At first, everything is going really well. Over time, however, your friend is really irritating you. She/he never picks up her/his dirty clothes, does not do their dishes and is always late with her/his share of the rent.


5. You have your first full time job and love it. It feels amazing to have money and to be on your own. As the first couple of months go by, you realize you are always coming up short and never have enough money to pay your rent, all of your bills, get groceries and go out with friends.

6. You thought you knew what you were in for with university, but when you get there it is totally different. No one cares whether you show up for class and there is so much reading. You find yourself sleeping in, missing class and getting further and further behind.

7. You have a part-time job to help with costs and, for the most part, you like it alright. Your boss keeps changing your shifts, though. One week, when you are really busy at school, she books you in for three extra shifts and the next week gives you none.

As you were reading, you were probably thinking, “How would I deal with that?”

Here is your chance to try out some possible reactions.


Choose a scenario you want to work on from the list on pages 36 and 37. Use the following table to work through possible thoughts, feelings, actions and consequences. Try to come up with at least one negative reaction and two positive ones.

Situation Thoughts Feelings Action Consequence

1.

2.

3.


A way to remember this is to think of STAC…

Every Situation,

Leads to Thoughts/Feelings

Which lead to Actions

Which result in Consequences Once you remember STAC, you can remind yourself that the key

to STAC is to STOP before you jump to action. Take a deep breath, think about the ultimate result you want and take control of your reaction.

SITUATION THOUGHTS/ FEELINGS

ACTIONS CONSEQUENCES

STOP

Take stock of my initial thoughts and feelings Remember “I have a choice”

Choose an action that will move me in the direction of my preferred future

Move a step closer to my preferred future


There are lots of different sources of stress… especially during a big transition. Sometimes stress is caused by too much of something (school work, pressure, partying). Sometimes stress is caused by too little of something (time for sports, caring allies). This wheel shows a few of the different parts of your life that can get out of balance. Take a moment to mark an “x” in each area, showing if you have too much, too little, or just the right amount in each area.


Connect the “x”s to see how well rounded you are right now. No one has a perfectly well rounded wheel, with just the right amount in every area of their lives. But… the more round a wheel is, the better it rolls. In the same way, the more you can find balance, with interests and activities in different areas, the more likely you will be resilient and able to bounce back from challenging situations. Take some time to think about your wheel. Is there anything you would like to change? How might you begin?


Now that you are at the end of Workshop 2, take a moment to take another inventory of your backpack. One thing you may want to add to your backpack is STAC as a strategy that reminds you that you have a choice and can take charge of your actions.

Things I now have in my backpack…

Go back to your action plan (from pages 21-30). Where are you now? What are your next steps?


Workshop 3


Remember the TRANSITION TREE (page 4)? Where do you see yourself on the tree now?


SETTING OUT Transitions are a lot like a hiking trip. You set out, trek and – if you have prepared properly and packed the right gear – you ultimately arrive. Each part of the journey has its own challenges and opportunities. What are some of the challenges and opportunities of setting out?


TREKKING What are some of the challenges and opportunities of trekking?


ARRIVING What are some of the challenges and opportunities of arriving?


Your action plans (from pages 21-30) are a key part of your preparation for your journey beyond high school. Take some time to revisit your plan, update it and determine the next steps you want to take. As you imagine your trek ahead and arriving safely and successfully at your chosen destination for next year, consider the following:

1. What do you need to leave behind? 2. What do you need to take with you? 3. What do you need to pick up on the trail?

You may want to talk about your action plan and/or your answers to these questions with someone you trust (a parent, a significant adult in your life, a guidance counsellor or a friend).


Remember THE WHEEL from Workshop 2 (page 40)? You were asked to think about how “well rounded” you were in terms of balancing different areas of your life. Now, think about where you want to be next year. Imagine yourself there. Where might you be out of balance? Examples might include:

You might find that you miss your friends if you move away from home (too little “Friends”)

You could lose your part-time job and have trouble paying your bills (too little “Work”)

You might find the workload at school way heavier than you thought it would be (too much “Education/Training”)

If you chose to stay at home, you could find it challenging to convince your parents/guardians to give you the amount of independence you want (too much “Family”)


Go around the wheel and mark an “x” in each area to show where you anticipate being next year.


What do you think will be your biggest challenge? Record it here and see if you can work out some possible strategies and concrete steps to overcome it. Challenge:

1. 2. 3.

Possible Strategies Steps

1.

1.

2.

3.

2.

1.

2.

3.

3.

1.

2.

3.


Think about finding possible solutions for other challenges you anticipate for next year. Being prepared is an important backpack strategy for any trekker! You may want to access your allies and ask someone you trust to work with you on strategies and steps. ACCESS YOUR ALLIES One challenge that many people face in their first year after high school is having and maintaining a strong circle of allies. Whether you move away or stay in your community, you will want people who can give you support around you. Many organizations have a Board of Directors, made up of people with specific expertise, as well as people who believe in the value of the organization. If you were going to make up your own personal Board of Directors, who would be on it?


Here are some ideas of people you might want in your own Circle of Allies:

Notice that there are both people that can help you in practical ways (with budgeting and school/work) AND people who will encourage you and believe in you.


Now, take some time to create your own personal circle of allies. Think about your plan for next year and your anticipated challenges. Who do you want in your circle?

Be sure there is someone in your circle of allies you can call in the middle of the night when you are in trouble, questioning yourself or broke! Think about actually talking to the people you have put in your circle about their role. They will be much more likely to help you if they know you want their help!


Now that you are at the end of Workshop 3, take a moment to take another inventory of your backpack. You may want to consider adding the names of allies or a strategy you think might help you overcome challenges you anticipate next year.

Things I now have in my backpack…

Go back to your action plan (from pages 21-30). Where are you now? What are your next steps?


Workshop 4


As a result of your participation in Future to Discover, you have experienced:

Career Focusing

Lasting Gifts

Future in Focus

PSA Workshops The hope is that this experience may have given you…

more clarity about your focus

a better understanding of the job market

messages that inspire you and keep you grounded

coping skills and strategies

a better understanding of what the four streams of PSE are really like

These are all part of your backpack now.


If you are going on a trek, it is critical to bring along water. As you may know, the chemical symbol for water is H20.

We have a different way of thinking about H20. Our 2 “H”s are:

Hopes and Heroes

And our “0” is:

Opportunities

Just like water, these are essential elements for your trek beyond high school.


HONOURING YOUR HOPES As you think about your preferred future, what hopes stand out for you? Imagine that it is the year 2017 and your class reunion is tonight. Old classmates and teachers will be asking you all about your life these past ten years. What do you hope you will be able to say when you are asked these questions? Where are you living now? What do you do? What is a day in your life like? Are you with a partner/spouse? Do you have children? What are you most proud of? What brings the most happiness to your life? What else would you like to be able to tell people at your reunion?

Your answers to these questions reflect your hopes for the

future. These hopes are important ingredients of your backpack. They can inspire you and sustain you.


THE HERO WITHIN Think about someone you really respect and admire. It may be someone you know personally (like a family member or someone in your community) or it may be someone you only know from a distance (like a political activist, author or musician). Choose someone who is meaningful and inspiring to you. Think about the qualities that you most respect and admire about that person. What makes this person someone who inspires you?


On each stone of this Inukshuk, write a quality that you respect in the person you’ve chosen.


You can not appreciate qualities in others unless you embrace them yourself. In some cases, these qualities may be well developed in you. In others, you may be just beginning to try to build these qualities in yourself, but the seeds are there. Write “I AM” at the top of your Inukshuk, claiming the qualities you admire in another as qualities that you also have or are building in yourself. Can you think of any ways that you demonstrate these qualities already in your life? The Inukshuk is your reminder of the hero already within you.


Honouring your hopes and the hero within will lead to more opportunities. The more open you are to opportunities, the more opportunities will come your way. This is your H20.

It is time for a final check on your backpack. Take some time to think about what you have taken from the different parts of Future to Discover. Let’s start with the most recent… On the next page, you will see some of the key activities/themes from Future in Focus. Review these and flip back through the pages of this Workbook to remind you of what was most important to you.


GRADE 12 – FUTURE IN FOCUS Workshop 1…

The Transition Tree The image of the backpack Revisiting your focus

o Shapes activity o My profile: your own interests, values, abilities and

personality traits o Building future scenarios based on your profile (alone

and with the help of others) Action plans

Workshop 2… The rubber ball – bouncing back Forming a company from team members’ skills Inventory of your own coping skills, attitudes and strategies

STAC Real life scenarios The wheel – assessing your own balance

Workshop 3… The idea of transitions being like a journey – setting out, trekking and arriving

The obstacle course – preparing for your trek The wheel revisited – anticipating challenges next year and building strategies to overcome them

Circle of allies Ball of rope

Workshop 4… H20

o Honouring your hopes o The hero within – the Inukshuk

Your own backpack


Take some time to think about what you are taking with you in your backpack from the Future in Focus workshops. Record anything that stands out to you on page 70. On the next page, you will find some of the key activities/themes from Lasting Gifts. Take some time to review these and your Participant Workbook from Grade 11.


GRADE 11 – LASTING GIFTS Workshop 1…

Positive uncertainty Preferred future – imagine it and build it The world of work changing from a Diamond to a Pyramid Lasting gift messages

o Change is constant o Follow your heart o Focus on the journey o Access your allies and be an ally o Keep learning o Believe in yourself o …others

Workshop 2 (Meandering)… Explore your passions (For Love or Money) Explore pride experiences (Story of something you did, enjoyed and feel proud of)

Follow your curiosity (Explore fields and sectors) Network (Access your allies and be an ally)

Workshop 3 (Manoeuvering)… Identify your skills and prove your case Do research (the 3 Ps – people, print and participation)

o Information interview o Never trust one source of information and learn how

to read between the lines (ex. Job growth) o Get out and experience (through part-time work,

volunteering, job shadowing, etc.) o Have a Plan B

Workshop 4 (Meaning)… Listen to your “inner net” – let your inner voice or gut be heard

Explore widely Reflect on and learn from experience


Take a few moments to recall what was most important to you from the Lasting Gifts workshops. What is in your backpack from Lasting Gifts? Record anything that stands out to you on page 70. Here are some of the key activities/themes of Career Focusing. Take some time to review these and your Workbook from Grade 10. GRADE 10 – CAREER FOCUSING

Artifact bag Focus statement Interaction map – people, data, things Work wheel – names of work that fit my focus Functional skills – my natural abilities Workplace needs – my ideal workplace Filter #1 – Workstyle preferences Post-secondary research Filter #2 – Academic realities 3 Top work options High school course selection PSE and training options


Think about what is in your backpack from Career Focusing and record what stands out to you on page 70. Finally, you had opportunities to meet with Post-secondary Ambassadors. You heard their stories and worked with them over these last three years. What is in your backpack as a result of working with them? Record what stands out to you on the next page.


MY BACKPACK This is a place to record the most important things you are taking with you in your backpack as a result of the Future to Discover experience.


CONGRATULATIONS!!!!

…ENJOY YOUR JOURNEY…


NOTES

new future in focus · 2019. 9. 27. · future in focus: student workbook 2007 6 we all have...

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