Activities for discovering your brand…

Are You Living on Purpose? Personal Mission Statement Exercises Please make sure you've first read the article, Using a Personal Mission Statement to Chart Your Career Course. The following exercises in Part I provide us with feedback on our lifestyles, values, achievements, and other sources of satisfaction in preparation for writing our personal mission statements. Part II builds on that feedback to help you articulate your statement of purpose. A personal mission statement addresses three questions: 1) What is my life about? 2) What do I stand for? 3) What action am I taking to live what my life is about and what I stand for? A useful mission statement should include two pieces: what you wish to accomplish and contribute, and who you want to be - the character strengths and qualities you wish to develop. Part I A. Describe your ideal day. This is not about being practical. It is designed to include as many sides of you and of your enthusiasms as possible: creative, competent, artistic, introverted, extraverted, athletic, playful, nurturing, contemplative, etc. B. Imagine yourself 132 years old and surrounded by your descendants and/or those descendants of your friends. You are in a warm and relaxed atmosphere (such as around a fireplace). What would you say to them is important in life? This is designed to access the values and principles that guide your life. C. Imagine that it is your 35th or 50th birthday (or another milestone in your life). You have been asked by national print media to write a press release about your achievements. Consider what you would want your family, friends, co-workers in your profession and in your community to say about you. What difference would you like to have made in their lives? How do you want to be remembered? This is designed to inventory your actions and accomplishments in all areas of your life. Part II Review your notes for these three exercises. With those responses in mind, reflect on questions 1, 2, and 3 above. Then write a rough draft (a page of any length) of your mission statement. Remember that it should describe what you want to do and who you want to be. This is not a job description. Carry it with you, post copies in visible places at home and work, and revise and evaluate. Be patient with yourself. The process is as important as the outcome. After a few weeks, write another draft. Ask yourself if your statement was based on proven principles that you believe in, if you feel direction, motivation and inspiration when you read it. Over time, reviewing and evaluating will keep you abreast of your own development. A personal mission statement addresses three questions 1) What is my life about? 2) What do I stand for? 3) What action am I taking to live what my life is about and what I stand for? A useful mission statement should include two pieces: What you wish to accomplish and contribute, and Who you want to be - the character strengths and qualities you wish to develop.

THE BAG ACTIVIY Break activity into 2 parts: Time to create bag: 30-45mins Time to talk about bag: Leave 3-4 mins for each person to talk about their bag. A group of 20 will take about an hour. Supplies: Paper lunch bags – one for each person in the group or class Glue Scissors Magazines Everyone decorates their bag with clippings from articles. Ideally all participants will sit in a circle formation. Everyone gets about 3-4 minutes to talk about their bag– why they included certain pictures, etc. It is important to state at the beginning of the activity that information said in the circle is confidential and personal. Be creative and have fun!

How to Create a Vision Board What Is a Vision Board? A vision board is a collection of images, words and photos that represent the things you want to have, be, or do in life. You start with a piece of poster or foam board and cut out pictures, drawings, and/or writing that represent your vision for your future, and paste them to your board. When you have a clear picture of what you want in life, then you can start to attract it. What you’ll need:   

A poster board or foam board Pictures; personal or from magazines, etc. Art supplies; Glue, tape, scissors, markers, pens, ribbon, stickers, glitter, be as creative as you want!

Display your vision board somewhere prominent, where you’ll see it often. When these images enter your mind regularly, you’ll be amazed how quickly they will become your reality. Our dreams and goals change often, so update your board often! Discussion: Share your boards with each other and talk about what the images mean to you and how you will work to obtain them. Getting a clear picture of each other’s dreams and vision will help to create respect and understanding among us all. The sky’s the limit, so DREAM BIG!

WORKPLACE SKILLS by Sharon Good Circle

all the skills you currently have.

Put a box

around skills you need or would like to acquire.

Highlight skill you think other people think you possess.

CLERICAL / ADMINISTRATIVE SKILLS decide

generate

record

arrange

inspect

retrieve

catalogue

manage

send

classify

monitor

sort

compile

organize

tabulate

computer

process

type/word process

file

purchase

FINANCIAL SKILLS administer

compare

forecast

allocate

compile

graph

analyze

compute

manage

appraise

correct

market

audit

count

plan

balance

develop

problem-solve

bookkeeping

estimate

project

budget

evaluate

record

calculate

financial planning

time

 Fern Gorin and The Life Purpose Institute 1994 – 2006

TEACHING SKILLS adapt

enable

initiate

advise

encourage

instruct

clarify

evaluate

plan

coach

explain

stimulate

communicate

facilitate

train

coordinate

guide

develop

inform

CREATIVE SKILLS act

develop

landscape

carve

direct

originate

conceptualize

draw/paint

perform

cook

establish

plan

create

illustrate

sew

decorate

imagine

shape

design

invent

write

advise

deliver

remove

answer

explain

sell

arrange

instruct

serve

assist

listen

show

change

prepare

support

clean

receive

SERVICE SKILLS

 Fern Gorin and The Life Purpose Institute 1994 – 2006

HELPING SKILLS assess

diagnose

mediate

assist

educate

nurse

clarify

empathize

refer

coach

facilitate

rehabilitate

counsel

guide

represent

demonstrate

listen

RESEARCH SKILLS analyze

evaluate

interview

assess

examine

investigate

clarify

extract

organize

collect

identify

review

compile

inspect

summarize

diagnose

interpret

survey

address

influence

promote

arrange

interpret

publicize

correspond

lecture

recruit

debate

listen

speak

develop

moderate

translate

draft

motivate

write

edit

negotiate

formulate

persuade

COMMUNICATION SKILLS

 Fern Gorin and The Life Purpose Institute 1994 – 2006

MANAGEMENT SKILLS administer

direct

plan

analyze

evaluate

recommend

assign

improve

review

chair

increase

schedule

coordinate

organize

supervise

delegate

persuade

develop

prioritize

PEOPLE SKILLS aid in emergencies

heal

organize

assign work to

help

persuade

be polite to

instruct

refer

coach

lead

resolve conflict with

counsel

listen to

respond to

direct

make laugh

serve

discipline

meet with

speak to

encourage

motivate

supervise

evaluate

negotiate with

understand

guide

nurse

WORD SKILLS adapt

copyedit

proofread

analyze

imagine

read

classify

keep confidential

research

communicate

keep record of

retrieve

compare

organize

speak

compile

persuade

teach

compose

plan

type/word process

coordinate

process

write

 Fern Gorin and The Life Purpose Institute 1994 – 2006

PHYSICAL SKILLS apply

drive

operate

assemble

erect

rebuild

catalogue

fasten

regulate

check

fill

renovate

clean

fit

repair

connect

fold

replace

construct

insert

sort

control

install

spray

cultivate

lift

spread

cut

locate

unload

dig

measure

drill

mix

SKILLS WITH THINGS adapt

grow

money

adjust

handle

operate

change

imagine

produce

classify

improve

repair

collect

install

sell

cook

lift

use

create

make

drive

manipulate

TECHNICAL SKILLS assemble

engineer

build

examine

program

calculate

maintain

remodel

compute

make

repair

construct

navigate

solve

design

operate

test

devise

overhaul

upgrade

draft

produce

Activities for developing your network and creating your brand …

YOUR PERSONAL NETWORK ____________________ ____________________

____________________ PAST JOBS

SCHOOL

____________________

____________________

____________________

AGENCIES

FAMILY

____________________

____________________

____________________

YOU

____________________

____________________ ____________________

OTHER ORGANIZATION

FRIENDS

____________________

____________________

____________________

____________________

____________________

____________________ CLUBS ____________________ ____________________ ____________________

Career Development Centre Networking Skills Help Sheet

MIND MAPPING The origins of Mind Mapping Mind Mapping is a creative way of recording ideas that was popularized by the author and psychologist Tony Buzan in the early 1970s. Buzan pointed out that the normal linear methods of taking notes and recording ideas do not make efficient use of the brain’s powers. The Mind Map is a method of recording information or ideas in a dynamic way that mirrors the brain’s processes.

Basic principles of the Mind Map The Mind Map has four essential characteristics: The main topic of the Mind Map is summarized as a central image, word or phrase. The main themes of the subject radiate from the central image as branches. Branches comprise of a key word, image or topic presented on an associated line – they divide out into further higher level sub branches. The branches and sub-branches form a connected structure. To aid the process of memory and recall, a Mind Map makes use of: Color - this is used to differentiate areas of the Mind Map Visual images - these are used throughout to illustrate different themes and topics

Advantages of using Mind Maps to record information and ideas Compared with linear methods of taking notes and recording ideas (i.e. listing text ideas down the page) Mind Maps have the following advantages: They allow a large number of complex ideas to be compressed into a single page. Mind Maps are created in an organic and flexible way - links can be drawn between any items or sections. New ideas can be added in any direction, so they are good for brainstorming. Because it mirrors the way in which the brain works and incorporates color, visual images and compressed ideas, a Mind Map is much easier to memorize and recall than a linear list.

Applying Mind Maps to career planning and job hunting Mind maps present an excellent way of organizing your own ideas about yourself on paper. This can be useful at all stages of the career planning or job hunting process. Mind Maps can be used to do the following: Brainstorm lists of potential networks and contacts you can use for researching options. Brainstorm evidence of your competencies, when preparing CVs and Application Forms. Map out the structure of a CV, Covering Letter or section of an Application Form. Prepare an overall picture of yourself - this is particularly useful in preparing for interviews. Prepare answers to specific questions you might expect in interview (e.g.: "tell me about your Strengths/weaknesses", "Why are you applying this job?"). After memorizing the Mind Maps you will find it easier to recall information/answers in the interview.

Finding out more about Mind Mapping The web site – http://www.mind-mapping.co.uk – contains a thorough range of Mind Mapping resources. All of these titles, along with other books by Tony Buzan, are available in the University of Derby library. Most of them cover the concept of mind mapping although some focus on other ways of making better use of your brain. The mind map book -- Tony Buzan with Barry Buzan Use your head – Tony Buzan Make the most of your mind -- Tony Buzan, illustrated by Richard Fowler Use your memory - Tony Buzan, illustrations by Mikki Rain, diagrams by Tony Spaul

CONCENTRIC CIRCLES OBJECTIVES

To develop a more comfortable approach to talking about yourself. To enhance interpersonal and networking skills. TIME 45–60 minutes GROUP SIZE 8 or more MATERIALS None INSTRUCTIONS

1. Divide the participants into two groups and have them form two circles (similar to a donut) where they each face a partner (inner circle is ‘circle A’ and outer circle is ‘circle B’). 2. Explain to participants that the facilitator will pose a series of questions and each pair will have a few minutes to have a conversation about the questions or topics. You can elect to switch partners after each question or you may keep the pair together for several questions. Be sure to select questions before the activity that are appropriate to the level of the group. 3. Process the activity: ♦ How did you feel about answering the questions? ♦ Which questions were easier to answer? More difficult? ♦ What did you learn about yourself? ♦ What insights did you gain during the activity?

Questions: 1. Name something you learned about yourself since you came to Stony Brook. (1 minute per person) 2. Name a time when you first realized something you were good at. (1 minute each) 3. Describe something you are proud of. (2 minutes each) 4. What is one thing most people would be surprised to learn about you (2 minutes each) 5. Describe someone who inspired you to step outside your comfort zone. (2 minutes each) 6. Imagine a world where money, education, status and power do not matter. What do you imagine your life would be like? (2 minutes)

Adapted from C. Hetherington. (1995). Working with groups in the workplace: Celebrating diversity. Duluth, MN: Whole person press

Maintaining your brand…

DEVELOPING a career plan What This Is Worksheets for personal use to capture critical goals; make sure your goals are prioritized so that your energy goes to what’s most important; and develop personal action plans that align where you spend your time with what you identified as most important.

Why It’s Useful Because we’re all too busy with too many competing demands on our time. If you step back and look at how you’ve spent your last 2 weeks, can you say for sure that your energy was spent on really important items—at home or at work? This format was created originally as a personal tool—simple in concept and format but powerful if used consistently—to help make sure that question always gets answered with a “Yes.” The worksheets provide a means for keeping prioritized goals in front of us and driving our actions.

How to Use It Identify Prioritized Goals: Use the Priorities Worksheet to list current goals, challenges, issues, areas of concern, or opportunities, in order of decreasing priority to you. These can be personal goals, work goals, career goals, or a mix. Priority can be thought of as a combination of importance and urgency. To decide which are your top priorities, first list all of them and then decide where you want to focus most of your energy. Then choose where you would next focus if #1 were on track. For each priority area, fill out the following: 

Goal, Stated as a Desired Outcome. Be Specific! What is it that you want to achieve?



Measure: What would be the observable signs of success? Get very concrete about how you will know you’ve reached the goal.



Date: By when do you intend to accomplish this? Give yourself a time goal to ensure action.



What, if anything, seems impossible about this? Acknowledge the fears, risks, or barriers to achieving your goal. Then you can plan steps to overcome those obstacles.



What outcome would exceed your expectations, and surprise and delight you? The biggest goals often yield the strongest motivation and action! Dream big and capture it to help drive bold enough action planning.

Generate Ideas and Plans: Use the Ideas and Plans Worksheet to brainstorm a list of 12 or more ideas or actions for each goal. Choose 1 to take action on for each goal. NOTE: Include wild and "impossible" ideas! Make sure your list includes at least one idea that would never work and another that you consider ridiculous; this way you can be certain you are not self-censoring your brainstorming. Act on the ideas, record progress, and assess your path: Sit down periodically (at least every other week) to review your Ideas and Plans Worksheets and note your status through the task list. If you find yourself not making progress, ask yourself what’s in the way. Have you set the wrong priorities? Are your goals not compelling enough to lead you to act consistently? Adjust your priorities, goals, and actions as needed. Develop the habit of keeping yourself focused on what’s most important!

Priorities, Goals, and Actions Alignment Worksheets

What Timeframe Does This Cover?  Week  Month

 3 Months  6 Months  Year  Several Years

Priorities - List current goals, challenges, issues, areas of concern or opportunities in order of decreasing priority to you. NOTE: Priority can be thought of as a combination of importance and urgency. To decide which are your top priorities, first list all of them and then decide where you want to focus most of your energy. Then choose where you would focus next if #1 were on track.

Priority

Goal, Stated as a Desired Outcome Be Specific!

Measure: What would be the observable signs of success?

Date: when do you intend for this to be accomplished?

What, if anything, seems impossible about this?

#1

#2

#3

See next page for Worksheet for brainstorming ideas and actions for reaching the above goals.

Ideas and Plans Worksheets – Brainstorming

What outcome would exceed your expectations, and surprise and delight you?

Brainstorm a list of 12 or more ideas or actions for each goal. Choose 1 to take action on for each goal! NOTE: Include wild and "impossible" ideas! Make sure your list includes at least one idea that would never work and another that you consider ridiculous. GOAL #1 – Description: Idea or Action 1 2 3 4 5 6 7 8 9 10 11 12

Owner

Due Date

Status

GOAL #2 - Description

Idea or Action 1 2 3 4 5 6 7 8 9 10 11 12

Owner

Due Date

Status

GOAL #3 - Description

Idea or Action 1 2 3 4 5 6 7 8 9 10 11 12

Owner

Due Date

Status

PLAN OF ACTION TO IMPROVE MY LIFE THINGS I WANT TO RESEARCH OR TEST OUT: 1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 4. _______________________________________________________ 5. _______________________________________________________ 6. _______________________________________________________ 7. _______________________________________________________ 8. _______________________________________________________ OPTION TO EXPLORE: ______________________________________ 3 - 5 STEPS I WANT TO TAKE TO INVESTIGATE OR TEST OUT THIS NEW CHOICE OR DIRECTION: 1. ________________________________________________________ 2. ________________________________________________________ 3. ________________________________________________________ 4. ________________________________________________________ 5. ________________________________________________________ Fern Gorin and The Life Purpose Institute 1994

– 2006

OPTION TO EXPLORE: ______________________________________ 3 - 5 STEPS I WANT TO TAKE TO INVESTIGATE OR TEST OUT THIS NEW CHOICE OR DIRECTION: 1. ________________________________________________________ 2. ________________________________________________________ 3. ________________________________________________________ 4. ________________________________________________________ 5. ________________________________________________________ OPTION TO EXPLORE: ______________________________________ 3 - 5 STEPS I WANT TO TAKE TO INVESTIGATE OR TEST OUT THIS NEW CHOICE OR DIRECTION: 1. ________________________________________________________ 2. ________________________________________________________ 3. ________________________________________________________ 4. ________________________________________________________ 5. ________________________________________________________ OPTION TO EXPLORE: ______________________________________ 3 - 5 STEPS I WANT TO TAKE TO INVESTIGATE OR TEST OUT THIS NEW CHOICE OR DIRECTION: 1. ________________________________________________________ 2. ________________________________________________________ 3. ________________________________________________________ 4. ________________________________________________________ 5. ________________________________________________________  Fern Gorin and The Life Purpose Institute 1994

– 2006

ACTION PLAN I. Project/Objective: Action Steps Necessary

Resources Required/ Contact Person

Target Date of Completion

Resources Required/ Contact Person

Target Date of Completion

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

II. Project/Objective: Action Steps Necessary

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

ACTION PLAN III. Project/Objective: Action Steps Necessary

Resources Required/ Contact Person

Target Date of Completion

Resources Required/ Contact Person

Target Date of Completion

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

IV. Project/Objective: Action Steps Necessary

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

ACTION PLAN I. Project/Objective: Action Steps Necessary

Resources Required/ Contact Person

Target Date of Completion

Resources Required/ Contact Person

Target Date of Completion

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

II. Project/Objective: Action Steps Necessary

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

ACTION PLAN III. Project/Objective: Action Steps Necessary

Resources Required/ Contact Person

Target Date of Completion

Resources Required/ Contact Person

Target Date of Completion

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

IV. Project/Objective: Action Steps Necessary

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.  Fern Gorin and The Life Purpose Institute 1994 – 2006