Motivating Youth to Motivate Themselves - Youth to Motivate... · Motivating Youth to Motivate…

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<ul><li><p>Motivating Youth to Motivate Themselves 1 </p><p>Motivating Youth to Motivate Themselves Providing Tangible Skills and Tools to Increase Youth Initiative, Responsibility, and Motivation </p><p> Target Audience: any member of the community (youth practitioner, parent, educator, etc.) who is concerned with raising youth motivation Length: two to three hours Time Frame: can be done as a morning ( 9 A.M. to 12 P.M.) or afternoon (1 P.M. to 4 P.M.) session Group Size: eight to 20 participants Materials Needed: refreshments Career Circuit brochures business cards Community Workshop forms </p><p> registration form planning checklist evaluation form </p><p> stick-on labels as nametags agenda flip chart (with prepared topic headings) flip chart markers tape paper Post-it Notes pens prepared handouts (HO) or overheads or slides facilitator's references (FR) participant portfolios or notebooks materials for collages: </p><p> coloured paper </p></li><li><p>Motivating Youth to Motivate Themselves 2 </p><p> large sheets of heavy-weight coloured construction paper for collages bases scissors glue sparkles old magazines stickers coloured markers crayons whatever else would be fun to include in a collage </p><p> Facilitators Notes Audience This workshop is geared primarily to members of the community who either work directly with youth or are interested in youth issues. We encourage you to tailor it, highlighting those points that are most relevant and/or adding new content that speaks directly to your audiences. Preparation Ensure that you read Circuit Coach Section B1. Increasing Youth Initiative, Responsibility and Motivation, prior to facilitating this workshop. Preparing well ahead of time will save you a lot of added stress on the workshop day. Circuit Coach is available online through the Career Circuit web site at . Materials Flip charts and handouts are used in this workshop. You can also use PowerPoint slides and/or overheads if you have access to an LCD or overhead projector. You may wish to reproduce some flip chart pages, slides, or overheads as handouts in order to provide participants with a variety of visual aids and resource materials they can take away with them. Suggestions Create a portfolio for each participant containing copies of print information as well as blank sheets of paper for notetaking. Alternatively, provide your participant with a three-ring folder so handouts can be kept in order. If you do so, you will want to have the handouts holepunched in advance. Provide pens at each station for participants' use. Create individual labels with the workshop title and the participants name ahead of time, or have participants make their own at the beginning of the workshop. Have appropriate music playing at various times during the workshop. Music can help create a warm, comfortable, and creative learning environment. Circuit Coach Content and Tools Used During this Workshop Section B1. Increasing Youth Initiative, Responsibility, and Motivation Section B1.1. Magnussons "5Ps of Planning" Section B1.3. The Basics of Motivation Theory Self Application Tool B1.1. Magnussons "5Ps" Additional Circuit Coach Sections Relevant to the Topic Section B1. Increasing Youth Initiative, Responsibility, and Motivation Section B1.2. Amundsons "Mattering" </p></li><li><p>Motivating Youth to Motivate Themselves 3 </p><p>Section B1.4. Giving and Receiving Feedback Section B1.5. Negotiation Skills Section B1.6. Action Planning Section B1.7. Creating Experiential Successes All Self Application and Client Application Tools Section B2 Increasing Youth Hope Section B2.1. Optimism Section B2.2. Self-Defeating Beliefs Section B2.3. Repeated Defeat All Self Application and Client Application Tools Section B3. Helping Youth Have a Future Section B3.1. Seeing Opportunities Section B3.2. Having a Preferred Future or Vision Section B3.3. Seeing Successes All Self Application and Client Application Tools Facilitators Notes If possible and appropriate you may wish to ask workshop participants to review these sections of Circuit Coach before they come to the workshop. Refer them to the online version of Circuit Coach. Alternatively, you may wish to photocopy these sections of Circuit Coach and have them as handouts in participants portfolios so they are able to refer to them during the workshop. </p></li><li><p>Motivating Youth to Motivate Themselves 4 </p><p>Workshop Outline </p><p>Set-up (30 min. before start) Materials Needed: Community Workshop </p><p>Registration Form Community Workshop </p><p>Planning Checklist handouts/overheads refreshments nametags or labels flip chart markers tape </p><p>Set-up Place the Community Workshop Registration Form on the </p><p>table for participant sign-in. Have the nametags, pens, paper, and participant </p><p>portfolios or notebooks prepared with handout packages ready for pick up by the participants. </p><p> Check equipment. Ensure coffee/refreshments are ready and waiting (as </p><p>appropriate). </p><p>Welcome and Introduction (5 min.) </p><p>Welcome and Introduction Welcome all participants to the workshop. Introduce yourself and briefly share a little background </p><p>about yourself and how you became involved in presenting this workshop. </p><p> Acknowledge those who have made contributions to the workshop (e.g., host agency, in-kind donations, and helpers). </p><p> Briefly reference the focus of the workshop. </p><p>Exercise: Introduction of Participants (15 to 20 min.) Materials Needed: prepared flip chart with </p><p>introduction questions flip chart markers tape </p><p>Exercise: Introduction of Participants Ask each participant to find a partner (someone they dont </p><p>know very well or dont know at all) and get to know them a bit. </p><p> Explain that the goal is to introduce your partner to the group and explain what motivated them to come to the workshop. </p><p> Provide the following sample questions for the group to ask once they've learned their partner's name: </p><p> What motivated you to come to the workshop today? What motivates you in the workplace? What motivates your clients? Do you a have a special person who helps motivate </p><p>you? What is something nobody in this room knows about </p><p>you? </p></li><li><p>Motivating Youth to Motivate Themselves 5 </p><p> Facilitators Note Have these questions written out on flip chart that is visible to the group during the exercise. Pull the group back together and invite each pair of </p><p>participants to begin by introducing their partners to the group and sharing what they learned about their partners motivation. </p><p> Record each person's name and their responses relating to motivation on a flip chart. </p><p> Objectives (5 min.) Materials Needed: objectives on overhead, flip </p><p>chart, or handout </p><p>Objectives Present and review the following objectives for the two-</p><p>hour session: </p><p> To learn the basics of motivation theory and explore the issues of increasing youth motivation </p><p> To examine how pride, passion, purpose, performance, and poise (Magnussons "5Ps of Planning") can be used in helping youth find their motivation </p><p> To receive information and resources that will assist you to motivate youth to motivate themselves </p><p> To encourage the use of Circuit Coach to enhance your own learning and work more effectively with your clients in the area of career development </p><p> Facilitator's Notes Ahead of time, prepare a flip chart sheet with an outline of the workshop objectives. If you are presenting the objectives on a flip chart, tape them up where they can be viewed by participants throughout the workshop. It is always a good idea to check in with participants to see if the stated objectives fit with their own expectations. Refer to the expectations recorded on the flip chart and negotiate amendments as appropriate. Tip Because of the short time frame, you may want to send a copy of the objectives to participants as part of pre-session information. </p></li><li><p>Motivating Youth to Motivate Themselves 6 </p><p>Agenda and Logistics (5 min.) Materials Needed: agenda on flip chart </p><p>Agenda and Logistics Present and review the agenda on a flip chart. Outline any important norms such as punctuality and so </p><p>forth. Note any important logistical or housekeeping details. Facilitators Note Ahead of time, prepare a flip chart sheet with an outline of the workshop agenda. </p><p>Setting the Context (5 min.) </p><p>Setting the Context Provide the following brief overview of Circuit Coach (no </p><p>longer than five minutes): </p><p> Circuit Coach, developed by the Canadian Career Development Foundation, is a self-managed curriculum to support the professional development of career development practitioners. </p><p> Circuit Coach is also an excellent practical resource for career practitioners seeking dynamic tools, strategies, and interventions to address specific youth issues. </p><p> During this workshop, we are using Circuit Coach in its capacity as both a professional development support and practical resource to assist us and our clients to explore different learning options, and to help us to manage our own learning. </p><p> Note that Circuit Coach is available to all in a variety of formats (online at , disk, CD-ROM, and in print format as PDF files). </p><p> Facilitators Note Many of your participants may not be familiar with Circuit Coach. If possible, you may want to have a version of Circuit Coach available for participants to view at the end of the workshop. I have my laptop set up showing Circuit Coach, and I also have a print copy available for participants to view. </p></li><li><p>Motivating Youth to Motivate Themselves 7 </p><p> Motivation Theory and Discussion (20 to 30 min.) Circuit Coach Content: Section B1.3. The Basics </p><p>of Motivation Theory Materials Needed: flip chart responses from </p><p>opening introduction exercise </p><p> HO #1The Basics of Motivation Theory </p><p>Motivation Theory and Discussion Ask the group to refer back to the opening exercise when </p><p>they identified what motivated them to come to the workshop, etc. Have them review the responses that were recorded on the flip chart. </p><p> Explain that you will be going over some basic theory on motivation, reviewing the key elements of intrinsic and extrinsic motivation. Note that the following content is from Circuit Coach B.1.3 on motivation and planning. </p><p> Distribute HO #1The Basics of Motivation Theory. Facilitators Notes The following summary, and HO #1, is from Circuit Coach Section B1.3., The Basics of Motivation Theory. You may choose to photocopy the handout and distribute it to the participants, or have it in their notebooks so that they can refer to it during this part of the workshop. Review the following concepts (referring to the handout): </p><p> There are two types of motivators: intrinsic and extrinsic. </p><p> Intrinsic Motivators </p><p> Ask the group if someone can give you a definition </p><p>and/or an example of an intrinsic motivator. (Be prepared to give your own examples.) </p><p> You want to emphasize that intrinsic motivators come from within. They include naturally occurring responses, such as hunger and fatigue. Nobody has to create these motivations within you because you already have them; they are part of being human. </p><p> Extrinsic Motivators </p><p> Ask the group if someone can give you a definition </p><p>and/or example of an extrinsic motivator. (Be prepared to give your own examples.) </p><p> External factors that control your behaviour are extrinsic motivators. Money, gold stars, prizes, grades, and praise are all examples of motivators </p></li><li><p>Motivating Youth to Motivate Themselves 8 </p><p>that people learn, or are conditioned, to value. </p><p> Focusing on Motivators </p><p> Ask the group to look at their answers to the opening questions. </p><p> Ask them to take a moment to look at their responses and determine whether they were motivated by intrinsic or extrinsic motivators. </p><p> Ask if someone wants to share their observations and insights about their own motivations. </p><p> Facilitators Note During the discussion, you want to help participants identify their motivations. Sometimes, a motivation may present as extrinsic, but may be fulfilling an intrinsic motivation. For example, someone may say, "I am here because my agency wants me to learn about youth motivation," (external) but it may also be "I want to know how to work with youth" (self-growth, achievement, responsibilityall intrinsic motivators). </p><p> Youth Client Motivators </p><p> Ask participants to go back to the responses from the morning to look at their answers about what motivates their youth clients. </p><p> Ask them to identify whether the motivators listed are intrinsic or extrinsic. </p><p> Ask them how they use both intrinsic and extrinsic motivators, and why, when they are working with or engaging youth. </p><p> Facilitators Note This does not have to be a heavy discussion. For example, I use food a lot when I am working with youth. I had to get a group of youth to show up late Friday afternoon to make sure they all got to their GED test. The motivator for them to show up was a free pizza dinner before the testboth an extrinsic and intrinsic motivator. </p><p> Suggest to the group that focusing on intrinsic motivators for youth clients tends to support more enduring, sustainable, and personally meaningful results. Why? </p><p> Intrinsic motivators will be there long after youre </p><p>gone. The extrinsic ones only work if someone keeps doling them out. </p></li><li><p>Motivating Youth to Motivate Themselves 9 </p><p> There is a considerable body of evidence to suggest that intrinsic motivators can be diminished and destroyed by the continuous use of extrinsic motivators. </p><p> Extrinsic motivators put someone else in control of your clients behaviours; intrinsic motivators help them stay in control. </p><p> Ask the group if their responses and comments about </p><p>what motivates their youth clients support the ideas presented on motivation basics. Ask them to state what fits and what doesnt. </p><p> Summarize the main points of the discussion. Invite participants to share any further questions </p><p>and/or comments. Facilitators Note This section of Circuit Coach also briefly covers the theories of Maslow and Hertzberg. They have been omitted from this workshop due to time, however you may wish to include them. </p><p> Break (10 min.) </p><p>Refreshment Break </p></li><li><p>Motivating Youth to Motivate Themselves 10 </p><p> Introduction and Exercise: Magnusson's "5Ps of Planning" (20 to 30 min.) Materials Needed: HO #2Magnussons "5Ps </p><p>of Planning" prepared flip chart with "5 </p><p>Ps of Planning" outlined prepared flip chart titled, </p><p>"Circle of Magnussons '5Ps of Planning'" </p><p> FR #1Motivation: "5Ps" </p><p>Introduction and Exercise: Magnusson's "5Ps of Planning" Begin by explaining how pride, passion, purpose, </p><p>performance, and poise (Magnussons "5Ps of Planning") can be used in helping youth find their motivation. </p><p> Discuss, as a group, Magnussons "5Ps of Planning" using overheads and/or handouts (see HO #2, based on Section B1.1. of Circuit Coach). For example, ask how this relates to youth clients, or if these 5Ps are about intrinsic or extrinsic motivation. </p><p> Facilitators Note Other concepts can be introduced to help reinforce the learni...</p></li></ul>


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