PROFESSIONAL ORIENTATION FOR YOUNGSTERS AND SEEKERS FOR NEW PROFESSIONAL DIRECTION

The programme avoids the traditional, now over-familiar route of occupational psychology – putting learners in front of screens to answer questions. Instead, participants reveal themselves through interactivity – the exercises include role games, videos, brainstorming, simulations and case studies. As enjoyment prompts relaxation and relaxation prompts honesty, this way it is more likely to get honest and accurate results.

The course comprises 5 Days:

1st day:

Welcome and introduction. Where talent lies – Presentation of methodology, expected outcomes and benefits of the programme

Summary of terms and concepts used by the programme – RECEPTIVITY; COMMUNICATION STYLE; PROBLEM-SOLVING STYLE; VIEWPOINT; RESPONSIVENESS; PRACTICE; SKILL SETS – Verbal articulacy, Strategic thinking, Interpersonal skills, Conceptual thinking, Assertiveness, Assembly skills, Creative skills, Adaptation skills, Comparative skills, Roles

Stage One: Receptivity – How an individual more customarily absorbs information on the world around him/her. A. Sight; B. Hearing; C. Touch; D. All Three Senses exercises

Stage Two: Communication Style – How the learner communicates, does he or she use primarily an abstract or literal mode for preference? It also helps with the identification of Articulacy Skills and Creative Skills.
Exercises included: Image Selection; Movie Pitch; Audio Poetry; Short Film

2nd day:

Stage Three: Problem-Solving Style – How participants approach tasks or problems; whether using primarily a methodical or an intuitive approach, or a mix of these. It also helps to identify Assembly Skills and Strategic Thinking Skills. Part 1 – Exercises: Lego Models; Trading Game

Stage Three: Problem-Solving Style Part 2 – Exercise: Town Plan

3nd day:

Stage Four: Responsiveness – How participants respond when presented with stories or situations in which other people experience emotional distress. It identifies a capacity for empathy. Does the participant respond empathically, emotionally identifying with the situation or victim? Or does the participant take a more distanced approach, engaging rather with the causes or implications of what has occurred? Part 1 – Exercises: Victim interviews; Rescue Mission

Stage Four: Responsiveness – Part 2 – Exercises: News Stories; On the Farm

18:00 Wrap up – End of day 3

4th day:

Stage Five: Viewpoint – Whether participants are tending to use a ‘big picture’ or a ‘small detail’ perspective. A ‘big picture’ viewpoint is more holistic and is drawn to the broad implications of an idea or the ‘general sense’ of an image. A ‘small detail’ viewpoint is better at identifying what goes to make up the larger picture, elements that might be missed by a ‘big picture’ perspective. These exercises are also useful for identifying Comparative Skills, Articulacy and Conceptual Skills. – Part 1 – Exercises: Detectives; Night Club

Stage Five: Viewpoint – Part 2 – Exercises: I’m a Celebrity, Get Me out of Here; The Wedding

5th day:

Stage Six: Practice – How the participants prefer to work; alone, with one or two others, or as part of a larger group. It also helps to collect evidence about Strategic Thinking or Interpersonal Skills. – Exercises: War Exercise; Prisoner’s Dilemma; Pairs Game

Stage Seven: Personal Interests – Gives an opportunity to the facilitator to learn more about the personal interests of the participants. – Exercises: Rooms; Objects

Feedback to the Participants. Final evaluation and conclusions