| Action
Planning: Developing a Plan |
| |
Student organizers and leaders of community
service projects and civic engagement often face issues
that require well-developed plans and problem-solving
approaches. This workshop guides participants through
a series of activities including brainstorming, idea formation,
and written exercises to guide development of individual
action plans. Through it, participants will learn a concrete
strategy for action planning that allows them to focus
their purpose and goals, as well as produce written plans
and documentation that can be used to persuade others,
garner resources, and move forward. |
| |
| Advocacy
101: Tools for Political Engagement |
| |
Many of us are concerned citizens with at
least one or two good suggestions for elected representatives
or those in positions of authority. This workshop introduces
some basic and always useful strategies for advocacy.
It presents knowledge aimed at enhancing individuals'
abilities to advocate for an issue to a policy maker or
elected official. These practices are linked to the larger
development of active, informed citizenship. In this workshop,
participants have the opportunity to engage in group activity
learning and practice a form of advocacy on a given topic.
These activities also promote communication skills, such
as those required to convey viewpoints. |
| |
| Advocacy
201: Meeting with An Elected Representative |
| |
Students may be moving into forms of political
engagement, including lobbying an elected official. If
students have begun to take on advocacy as a key part
of their work, refining skills in effectively representing
a point of view and persuading a congress representative
or other official on an issue is important. This training
exercise prepares participants for meeting with a member
of congress or their aide. Through interactive activities,
it covers a range of dimensions in order to ensure that
this approach to advocacy can be effective. This is a
good follow-up to the Advocacy 101 workshop. |
| |
| BHAGS:
Setting Big Hairy Audacious Goals |
| |
This workshop can be a fun, imaginative
way for a team to grapple with their work project and
articulate its vision in new ways. BHAGS (pronounced "bee-hags")
are Big Hairy Audacious Goals -- a term coined by authors
Jerry Porras and James Collins in their book "Built to
Last," which examines the qualities of successful visionary
companies. They found that one factor that distinguished
successful efforts from unsuccessful ones was the use
of ambitious, even outrageous, goals to motivate people
and focus them toward concrete accomplishments. While
we in the student service arena are in the "business"
of service and social change, the lesson and process captured
by BHAGS can be fun and useful. By imagining and refining
real BHAGS, a team can let loose their creative, motivating
energies. BHAGS by definition are inspiring, "hit you
in the gut" goals, and they can be helpful for any team's
project, however big or small. |
| |
| Bridging
the Gap Between Service, Activism, and Politics |
| |
In most recent years, participation in community
service by young adults is at an all-time high, yet voting
and other forms of political participation have fallen
to their lowest levels since 1971, when American citizens
18 and over received the right to vote. Even the past
several years of voter registration did not net huge gains
in the voting rate of youth, although recent data indicates
that college students did vote in high proportion (75%)
in the 2004 election. Research suggests that those involved
in service often see it as a form of politics. On the
other hand, since September 11, 2001, college freshmen
describe themselves as more patriotic and also have participated
in protests at higher levels. How to bridge all these
avenues? This workshop is designed to assist facilitators
in bringing together students interested in and involved
in community service with their counterparts involved
in activism and in politics to discuss ways their work
can support each other and even create collaboration.
Note that the session requires participation by students
who can consider or represent both avenues. |
| |
| Building
a Personal Network |
| |
This training introduces the concept of
building personal networks, which is a foundation for
helping individuals become cognizant about how the relationships
they develop through their work in various communities
is also building a potentially lifelong network. The workshop
is designed to guide participants to distinguish different
communities in their lives and what personal resources
they have in each of these communities. In addition, participants
will be asked to look critically at these networks and
assess whether or not they align with personal goals. |
| |
| Building
Career Networks |
| |
Too often job seekers place little attention
on the value of recognizing, building, and accessing both
personal and professional networks to gain insight about
a potential job or even to get a foot in the door of a
sought-after organization. The fact is our entire world
is a series of networks that make one global network.
If we can find a link between ourselves and someone on
the other side of the world (as the theory Six Degrees
of Separation suggests) then we can find a link to a potential
job that may be in the same community, city, state, or
country as we may be. This workshop will be begin this
crucial process of identifying networks of both professional
and personal natures to see how you may be closer your
dream job than you may have guessed. |
| |
| Building
Coalitions |
| |
Often, student leaders, community organizers,
and professionals encounter issues on their campus or
in their community that are difficult to address with
one organization or club alone. Collaborative efforts
or coalition support can prove helpful in addressing such
issues. In practice, coalition building can be a challenging
task to accomplish, but is often worth the effort. It
demands the ability to analyze contexts and issues, identify
allies and supporters, and negotiate unity among individuals,
groups and organizations with different goals. This workshop
provides some guidance for coalition building. Through
a series of group exercises and demonstrations, participants
practice ways to analyze campus issues, build coalitions,
and create shared goals and objectives. |
| |
| Citizenship:
Rights, Responsibilities and Struggles |
| |
This workshop is designed to engage participants
in thinking about how they and others tend to define citizenship
-- in theory and in practice. It aims to spur dialogue
across some commonly held beliefs about what it means
to be an active citizens in the United States. It also
aims to help people think critically about the way in
which conceptions and rights of citizenship had changed
historically, including through the amendments to the
Constitution and the Bill of Rights (which are included
in the workshop as handouts, along with a provocative
article upon which the exercise is based). Finally, this
session helps participants to consider connections between
our legal and political rights and forms of citizen action. |
| |
| Community
Asset Mapping: A Critical Strategy for Service |
| |
Community asset mapping-- the process of
intentionally identifying the human, material, financial,
entrepreneurial and other resources in a community--is
an important process for community projects of all kinds.
Whether you are tutoring a child in a neighborhood school,
starting your own new initiative, or mobilizing a campaign
for a policy change, knowing and using the many assets
within a community (including those of the university
or college) provide a foundation for effectiveness. This
intensive training, designed over a series of activities
most suitable for at least three days, provides guidance
on how to uncover community assets and create a canvass
or map of them. It relies on the framework of viewing
a community from its assets, rather than deficits, in
order to utilize and manifest existing resources of all
kinds. |
| |
| Community
Building Challenge Course |
| |
Challenge courses can be used as team and community
building activities because they help to define a program’s
identity and to create teamwork and unity between students.
These challenge course activities are designed to help
students learn to work with one another, beginning relationships
necessary for the growth of your Bonner Program. A continued
exploration of community building can be achieved through
weekly gatherings to discuss and reflect on Bonners’
experiences. |
| |
| Conflict
Resolution: Steps for Handling Interpersonal Dynamics |
| |
This workshop engages participants in addressing
conflicts that are typical for their work/situation through
talking through them, using a series of eight simple steps.
By presenting a strategy for addressing conflicts, participants
learn that there are ways to address and resolve conflicts
through better communication. They can apply these steps
to conflicts (real or through case studies) that they
are facing personally. |
| |
| Cover
Story |
| |
The Cover Story engages participants in
a creative visioning exercise to imagine their idea, project,
or organization as a "cover story" for a published magazine.
For example, a student organization can imagine a Time
Magazine or local newspaper "cover" for their university's
work in the community for a year in the future (2-5 years).
This activity involves a variety of tasks -- including
silent brainstorming, drawing, coming up with clever slogans
-- which provide people with many ways to explore their
visions, ideas and goals. It helps a team or group to
articulate a shared vision
through a process that can be engaging and fun. |
| |
| Exploring
Nonprofit Careers |
| |
When considering a possible career within
the nonprofit sector, many individuals may be plagued
with certain myths attached to the sector, like lack of
funding and instability. While these concerns certainly
exist in the nonprofit sector, they also exist within
other sectors as well. This workshop will guide participants
through countering some common myths related to nonprofit
careers. This workshop introduces participants to examples
of successful nonprofit leaders and the career choices
they have made create and maintain roles within the sector.
|
| |
| Facilitation
101: Roles of Effective Facilitators |
| |
This workshop provides a basic introduction
to techniques and tips for facilitation, which are useful
for trainings, discussion groups and other formats. It
is an introductory workshop, exploring some of the knowledge
and skills a facilitator needs to be effective in leading
groups. It focuses in particular on presenting the roles
of effective facilitation. It should likely be followed
with additional training on facilitation, such as Facilitation
201 and Facilitation 202. |
| |
| Facilitation
201: An Intensive Introduction |
| |
This lengthy, content-rich, interactive
session introduces a general approach to facilitation
and a range of tools and techniques for facilitation.
It introduces a framework that provides a foundation for
how to approach facilitation. Then, using a series of
active role-plays, the workshop involves volunteer participants,
engaging them in learning about and practicing a variety
of facilitation tools. This is a fairly advanced training
in parts, requiring a facilitator who is comfortable with
all of the techniques and tools contained in this trainer
guide and handouts. A precursor to this training is the
basic Roles of a Facilitator. A good follow-up session
is Facilitation 202. |
| |
| Facilitation
202: More Techniques and Strategies |
| |
This session provides participants with
advanced tools and techniques for facilitation, whether
for use in meetings or trainings. Through small group
work using situations of typical facilitation challenges
generated by participants, the workshop guides participants
to review and select appropriate tools and strategies.
It also introduces and incorporates a wide range of tools
and games. The session actively involves participants
in presenting, using role-plays and the opportunity for
feedback. This session is a great complement to Facilitation
201, which introduces a framework and set of techniques.
|
| |
| Fishbowl
Discussion: Defining Your Communities |
| |
A fishbowl discussion is a group communication technique
that can help students talk about issues. In this case,
it can be used to allow students to explore the communities
to which they belong in safe environment. It is designed
to help students learn to listen to each other, enhancing
relationships necessary for the growth of your Bonner
Program. A continued exploration of community building
can be achieved through future reflections on Bonners’
experiences. |
| |
| Four
Corners: Building Appreciation for Diverse Ideas and Dialogue |
| |
Four Corners engages people in a semi-structured
dialogue around a set of statements intended to provoke
critical thinking and sharing. By doing so, participants
have the chance to reflect on and articulate their own
viewpoints. It also provides a structure for participants
to learn, through dialogue, about viewpoints that may
differ from their own. This activity fosters communication,
listening, and leadership skills. By using statements
that are designed to be intentionally ambiguous and effective
at dividing the group by different perspectives, this
activity helps participants to dialogue. This workshop
can work well for a variety of settings and purposes,
most often to focus on issues of cultural background,
political viewpoint, values, race, class, gender, religion,
and other issues. It promotes active listening and articulate
community building skills. |
| |
| Games,
Games, Games Galore |
| |
This is a resource handbook of games suitable
for use as icebreakers and other interactive learning
activities during trainings, meetings, and workshops.
Many of the games can be modified for various purposes
or topics. Many are great for introductions, getting people
focused, or facilitating the sharing of ideas and information.
For each game, you'll find the title, short description
of what size group the activity is best for, and fuller
description of how to do the activity. |
| |
| Gender
1: Building Gender Awareness |
| |
In our society today, communities are made
up of people with a wide range of ideas and orientations,
even about issues as fundamental as gender. Anyone engaging
in his/her community may be challenged by ideas and orientations
that they have not considered. Among these ideas, differing
ideas about gender can be very challenging, especially
if a person hasn't thought about the issues of growing
up male or female and how gender expectations affect day-to-day
working relationships. This workshop invites students
to think and dialogue on what gender is and on their own
attitudes toward it. |
| |
| Gender
2: Deepening Gender Awareness |
| |
The roles associated with gender influence
each aspect of our lives. Our gender can affect everything
from the clothes we wear to how we talk. As a continuation
of An Introduction to Gender Dialogue, this workshop provides
a structured setting in which participants can explore
and discuss their own reflections about how gender has
influenced their own behavior and interactions within
the society at large. Through this sharing and dialogue,
participants deepen their own self-awareness, as well
as abilities for interpersonal relationships and working
in a way that is aware of issues and biases. |
| |
| Get-Out-the-Vote
(with a youth focus) |
| |
In 2000, voting among American 17- to 24-
year olds reached its low at around 36 percent, falling
more than 13 percent since the voting age was lowered
to eighteen in 1971. Despite millions of dollars in investment
and the hard work of individuals and groups across the
nation, voting by youth (with the exception of college
students) in the 2004 election did not increase notably.
Voting among those older than 25 isn't at 100% either,
with 80% of those eligible claiming to have voted in the
2000 Presidential election but with turnout likely much
lower. This module provides strategies for running a Get
Out the Vote campaign on your campus or in your community.
In particular, it is designed to help increase political
engagement of young people. It uses a variety of fun,
interactive activities to get participants thinking and
equipped to carry out voting campaigns. |
| |
| Groups
Within Groups: Exploring Dimensions of Diversity |
| |
This is a longer workshop exploring dimensions
of diversity, suitable especially for a retreat. It consists
of a series of group within group discussions and sharing
sessions. You can set this up using a range of characteristics
-- including age, gender, class, ethnicity/race, etc.
For each topic, the same structure, technique and guiding
questions are used. The overall purpose of this activity
is to build understanding of, and appreciation for, how
people value and interpret their own identity and to build
the capacity of a group along issues of diversity. This
is a great activity for a group (e.g. Bonner class, a
campus-based program or student group) at a more developed
stage of exploring diversity issues. |
| |
| Homophobia:
Countering It |
| |
Homophobia can be defined as prejudice and
discriminatory attitudes toward gays and homosexuals.
Homophobia is still pervasive in our society, and it is
wise to prepare for the likelihood of encountering homophobic
individuals in the course of your work and throughout
life generally. In order to create a foundation for addressing
issues and concerns relating to homophobia, this workshop
leads participants through a series of discussions and
exercises. These activities provide a space for participants
to share ideas about ways to address homophobia in their
community and society. |
| |
| Icebreakers
for Diversity Workshops |
| |
In this document you will be introduced
to three different icebreaker activities that are especially
suitable for the beginning of a diversity workshop or
in a new community. Each activity encourages people to
open up and share aspects of their cultural background
with each other. Each icebreaker helps to set the tone
of the training through positive energy. The icebreakers
are presented in light of training trainers to do them
and also provide an opportunity for people to practice
and discuss. |
| |
| Identity
Circles: A Personal Exploration of Diversity |
| |
This workshop guides participants through
an activity called Identity Circles in which individuals
reflect on and share qualities they believe make them
who they are. It is an excellent activity to use with
a group of students (volunteers or staff) to introduce
them to thinking more deeply about the issues of diversity
(within themselves and their community). This activity
can help people build skills of self-reflection, communication,
trust, and appreciation for diversity. Identity Circles
are an ideal activity for personal exploration to build
a foundation for diversity awareness, but it is simple
and open enough to be used repeatedly. |
| |
| Interviewing
Skills |
| |
Applying for a job is a process that includes
researching a prospective job, utilizing personal and
professional networks, and marketing yourself through
a resume. Hopefully, the climax of this process is an
interview with a prospective employer who invites you
in, in order to explore your qualifications. However,
many people seem to be unprepared for this task, with
less than ten percent of students taking advantage of
interviewing guidance and coaching before starting to
apply for jobs. This workshop is a brief introduction
into the art of interviewing for beginning job seekers.
It is not necessarily geared at the non-profit sector;
its content may be more appropriate for job-seeking in
general, including in the for-profit sector. There is
some good basic information in this session as well as
ideas for planned session activities; you may want to
consult with your campus's career services department
and staff and involve them in offering an interviewing
workshop. |
| |
| Introduction
to the Nonprofit Sector |
| |
What is the nonprofit sector? What are nonprofit
careers? In this introductory workshop, participants are
guided through a series of activities based upon practical
definitions, statistics, and other information. They are
introduced to a framework for understanding the sector,
engaging in reflection to develop a sense of what the
nonprofit sector is. Through this, participants gain a
broader understanding of nonprofit organizations, the
depth and diversity of the sector, and the many career
paths available within it. |
| |
| Leadership
Compass: Appreciating Diverse Work Styles |
| |
This workshop allows participants to explore
four primary work styles, as a tool for self-reflection
and leadership growth. It encourages participants to delve
more deeply into their strengths and weaknesses in all
four styles, in the context of leadership and a working
team. The purpose of this exploration is to enable participants
to articulate at a higher level why they work the way
they do, as well as identify skills and strengths they
would like to enhance. It also is a tool for bolstering
team accountability, by pushing people to consider the
way in which their style(s) plays out on a team and how
each person might become better at changing work styles
to balance a team or fit a given work situation. |
| |
| Leading
Inquiry: Using Learning Circles (A Train-the-Trainers
Approach) |
| |
The ability to engage in dialogue and create
a safe and respectful context for sharing ideas, views,
and experiences is vital in the work of civic engagement
leaders. A Learning Circle is a format for dialogue that
invites participation in a manner that may be different
from the typical conversational format, as it is not based
on debate. It is a valuable and effective mode of communication
that, when utilized correctly, can be a foundation for
deep dialogue. This format has been used for decades by
organizers and has been popular with faculty and others,
such as in the Invisible College founded in the mid-1980's.
A Learning Circle can prompt an exchange of ideas that
may support participants' deeper learning or lead to the
formulation of action steps and plans that participants
can take back to their own communities or organizations. |
| |
| Lobbying
101 |
| |
Often, individuals who are active in the
community through service and activism come to care deeply
about an issue and want to influence that issue through
the political process. Some individuals' entry into civic
engagement may even be wanting to influence policy makers
and policies directly, sparked by a passion on an issue.
Regardless of the path, it's helpful to know some approaches
for lobbying, which this workshop introduces. Complementary
workshops to do and/or review for materials include Advocacy
101 (which covers specific tips for letter writing, meetings,
and phone campaigns), Meeting with a Congressperson, Using
the Media to Get Out a Message and Action Plan Development. |
| |
| Personal
Vision: Articulating One |
| |
As individuals engaged in community service,
activism, politics, and other realms, we strive to create
inclusive communities on and off of our campuses. These
are communities that value full and effective participation
of all its members, regardless of varied personal identities,
experiences, or backgrounds of their members. Communities
such as these cannot be built without trust and self-awareness.
Defining who we are and what we want to be in the world
is essential if we are to help others as effectively as
we might. This workshop, drawn from The Fifth Discipline
Fieldbook (Jossey Bass, 1994) is an inspiring and useful
place to begin. It provides a simple framework to allow
people to reflect on and consider their personal visions.
In addition, it can be modified in many creative ways
(such as artistic, dramatic, etc.) for people who would
like to "represent" their visions in forms other than
written/spoken words. This activity works best in conjunction
with the second exercise found in the curriculum, "Creating
Shared Vision." |
| |
| Planning
a Leadership Transition |
| |
This training is designed to guide participants
in organizing their transition out of a leadership position
in a program. It aims to assist a student leader in determining
the important information that should be passed on to
the next leader. It also provides suggested methods to
convey that information including the guidelines for developing
a concrete transition binder that can serve as a reference
for incoming leaders. |
| |
| Planning
Effective Meetings |
| |
It's no secret that community involvement
and projects require lots of meetings. A meeting can make
or break the planning process for a project, can inspire
people to work hard or help to decide to tune out, and
can help build an inclusive community or alienate people.
This workshop provides a basic overview for how to plan
an effective meeting. It introduces participants to considerations
of planning agendas, structuring information, and designing
activities for meetings. It teaches participants how to
use structure to plan and run meetings that are purposeful
and guide a group to achieve its goals. |
| |
| Power
Mapping |
| |
Someone who is interested and involved in
promoting positive social changes, through service, advocacy
and other vehicles, often needs to think about context
and relationships within the spheres she/he works. Power
Mapping is a conceptual strategy of determining whom you
need to influence, exactly who can influence your target,
and whom you can actually influence to start the dominoes
in motion. It is a valuable tool for individuals actively
working with communities, providing a simple framework
and a set of tools to better understand and leverage relationships
and networks. |
| |
| Preparing
to Transition Leadership Supplement: Want Ads |
| |
This workshop is designed to be part of
a leadership transition process. It works either as a
preliminary meeting between outgoing and incoming leaders
or as an initial step in a retreat geared to acquaint
old and new leaders and to ensure effective transition
of knowledge. Outgoing and incoming leaders of a campus
or community organization write "want ads" to describe
the qualities a leader should possess to effectively run
the organization. The want ads give the outgoing leaders
a good idea of what information they need to pass on to
the new leaders to ensure they are prepared to take on
new roles and that the leadership transition is smooth. |
| |
| Racism:
Deconstructing It |
| |
At times on campus and in communities, dialogue
concerning racism is impaired or hindered by a lack of
thinking deeper about the nature and perpetuation of racism.
This workshop focuses on leading participants through
a series of exercises considering the background of American
racism and its forms, including institutional. It guides,
regardless of background, through understanding racism
as a social construct that affects members of all races,
where privileges are administered to some groups and disadvantages
to others. |
| |
| Recruitment |
| |
This workshop provides a comprehensive approach
to recruiting volunteers or participants. It works through
several dimensions including identifying a strategic approach,
understanding what motivates people, and using both broad-based
and targeted strategies. The workshop introduces many
techniques, and it provides participants with an opportunity
to bring it all together in a plan. It is especially geared
at coordinators of programs who are responsible for training
leaders and volunteers, such as project coordinators,
to do outreach and recruitment. A helpful complement to
this session may be project planning, for example by using
the workshop and techniques in Managing by Calendar. |
| |
| Seeing
Through Employer's Eyes: Group Resume Game |
| |
The resume is one of the most important
documents any person can prepare when seeking a job. However,
understanding what is effective on a resume is somewhat
difficult, especially when attempting to guess what an
employer is looking for. The purpose of this session is
to intentionally look through the nonprofit employer's
eyes, considering what nonprofit organizations often look
for when they hire. By viewing their own experience and
skills from a different perspective, this workshop helps
participants to sharpen their experience, education, and
skill sets. |
| |
| Setting
Service Goals & Objectives |
| |
Setting goals and objectives is an important
part of framing one's service. It is one of the key steps
in strategic project planning and assessment. Goals and
objectives provide a foundation to assess one's work and
the impact of one's work in an ongoing way. Whether the
work is community service, civic activism, or other projects,
a good set of objectives can be tracked and measured,
providing information to consistently learn from and improve
one's efforts. This training is focused on teaching participants
how to formulate and write clear goals/objectives. It
presents and guides participants through several straightforward
steps of objective writing. |
| |
| Shared
Vision |
| |
This shared visioning exercise provides
a useful framework for a team to consider and develop
a coherent, shared set of conceptualizations, goals, and
values for a given project or work. By providing an opportunity
for each team member to articulate and shape hopes and
expectations for a project, a shared vision helps create
a culture that values the full and effective participation
of all of its members, regardless of personal identity,
experience, or background. This workshop, drawn from The
Fifth Discipline Fieldbook (Jossey Bass 1994) fits well
with a personal visioning session of some kind. This workshop
alone is NOT enough to develop shared vision amongst a
group, but it can be provide a great starting point. The
ideas articulated during this exercise can ideally be
used to form the basis of a group's mission statement,
set of goals, guideposts and team values. |
| |
| Time
Management: Managing by Calendar |
| |
Managing by calendar is a great technique
for managing your time and project. In brief, it allows
the calendar and time you have available to be used as
a backbone for organizing and driving how you spend your
time. Used consistently, managing by calendar gives the
project manager and team a tool for sorting out competing
and complex work assignments and prioritizing work. |
| |
| Tower
of "Me"sa: Spiritual and Self-Exploration Guide |
| |
During the developmental years of college—and
beyond— exploring one’s individual self and
personal belief system is an important part of growth.
This activity supports the issue of self and
spiritual exploration, a Bonner Common Commitment, in
a unique way, using the ideas of Native American culture
and the meanings of animal totems. In the first portion
of this two-part activity,
participants will be challenged to think about and reflect
upon their beliefs. The second part reinforces this heightened
self-awareness by tasking students to create a totem that
represents their
individual characteristics. |
| |
| Vocation:
Board of Directors Personal Mission & Mentoring Exercise |
| |
The purpose of the 'Board of Directors'
exercise is to provide participants with a guided means
of reflection to examine life purpose and relational influences.
By examining their lives from the perspective that their
life is a corporation, individuals will develop a mission
statement as well as identify individuals, beliefs and/or
values serving on their "Board of Directors". Guided analysis
and reflective questioning challenge participants to be
intentional in the decisions related to direction/purpose
and relationships. |
| |
| Vocation:
Finding Your Vocational Fit Worksheet |
| |
This is a helpful set of questions to use
with students (and others) to guide their thinking about
finding a vocation. It may be used both for a group activity
or as the basis of a one-to-one meeting. See the Vocation
Resource Guide for more information. |
| |
| Vocation:
So What Do You Do? Personal Exploration Exercise |
| |
This activity provides participants with
a delightful story of how one man wrestled with an appropriate
answer to the question, 'So, what do you do?' The societal
habit of defining who we are by what we do is challenged.
As a result, through this exercise participants will begin
to see the difference between "making a living and making
a life" and to understand that a true vocational calling
is an extension of who one is. |
| |
| Vocation:
The Bridge Builder Poem and Reflective Discussion |
| |
The purpose of 'The Bridge Builder' activity
is to challenge participants to think, with intentionality,
about the importance of mentorship in their lives and
the lives of others. In addition, participants are given
an opportunity to reflect upon the concept of legacy and
to consider their personal legacy. |
| |
| Vocation:
The Two Choices Decision-Making Exercise |
| |
The purpose of 'The Two Choices' activity
is to challenge participants to think, with intentionality,
about the decisions they make. In addition, participants
are given an opportunity to reflect upon the impact both
small and big choices have on the development of their
character and personal integrity. |
| |
| Vocation:
Tuesdays with Morrie Reading Guide & Discussion List |
| |
'Tuesdays with Morrie' is a phenomenal book
about youth and wisdom, life and death, having and giving,
holding on and letting go. By reading and discussing this
text, each participant will have an opportunity to examine
his/her life through introspective analysis. In addition,
during the discussion, a sense of community develops with
participants as they share their thoughts and experiences. |
| |
| Writing
a Resume (Resume Guide) |
| |
At best, a resume is a great marketing tool
for an employer who is interested only in what you can
contribute to their organization. It is not a laundry
list of all past experiences, but a defined and focused
listing of experiences and skills that illustrate why
you are a great fit for a particular position. Yet, when
you are creating a resume with limited professional and
mostly volunteer experience, producing a clear, defined
resume that reveals important learned skills can be difficult.
This guide is a start in helping you understand your past
volunteer, as well as work experience, and how to best
accentuate it in your marketing tool, your resume. |
| |
