StartUP Your Dreams (EN)

CONTENT

INTRODACTION

THEORY

INSTRUCTIONS

STEP 1 — I CREATE

STEP 2 — I DO

STEP 3 – I CAN

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EVALUATION

ORGANISATIONS

CONTACTS

ATTACHEMENTS

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INTRO

DUCTION

The project responds to the questions and challenges highlighted by the European

Commission on May 9, 2018 with the pan-European campaign #EUandME1, which

opened an important dialogue about opportunities within the EU and pointed out the

advantages that the EU offers to young people on the entrepreneurial path, not only on

the basis of programs that provide co-financing and grants, but also in terms of informing

the general public about the unified legislation, which basically enables all residents

of Europe to have the same conditions of residence, employment and establishment of

companies.

Many young people are not aware of the advantages of living in the EU, especially those

that are directly related to the business journey, its beginnings and, above all, the possibilities

that young people have in the EU, whereby the doors of the whole of Europe are

open to them in realizing their ideas and achieving their dream job.

Career success and reaching the dream job depend on the individual’s social and financial

reality, personal empowerment, and courage to enter the business/entrepreneurial

floor.

It is the young people who most often have many good ideas, innovative ideas, and

solutions, but lack the personal competence to realize them. That is why we will

develop an innovative tool, which will provide youth workers, organizations and everyone

who works with young people with quality and innovative material for specific youth

work, which will encourage young people’s innovative-creative ideas and brain training.

The innovative tool comprises 3 modules, the hybrid of which is the carrier of innovation

and optimal efficiency:

I CREATE:

how I get creative ideas:

lateral thinking outside the box

I CAN:

how I get the motivation to make them happen:

awareness of my own worth

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I START:

how I sovereignly present them to the EU market:

social and communication skills

With the help of a new, innovative tool, young people will personally empower themselves

and prepare for an independent journey, while getting to know and making the

most of their talents.

Many years of experience and internal analysis based on the evaluations of partners

showed the need for a tool that would cover various methods of experiential learning

in the field of innovative, creative, and lateral thinking, personal growth (empowerment)

and personal identity formation. We can only respond to this need through a diverse

consortium partnership with many years of experience in the topic under consideration.

In the broadest sense, by promoting social inclusion through education processes,

we stand for equality, justice, and solidarity, whereby we help the individual to actively

integrate into the social environment, while maintaining their own identity and making

maximum use of their talents.

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THE

ORY

THE POWER

OF YOUNG BRAIN

Neuroscience finds that our brain never stops growing, an idea called neuroplasticity.

What spurs that growth and keeps us young? Emotional spark, passion, social engagement,

friendships, novelty, and creative outlets. That’s the essence of adolescence!

That’s the essence of youth!

Between the ages of 12 and 24, the young brain changes in important, and oftentimes

maddening and confusing ways. According to renowned neuropsychiatrist Daniel Siegel’s

New York Times bestseller Brainstorm, if parents, teachers, youth workers and

teens can work together to form a deeper understanding of the brain science behind all

the tumult, they will be able to turn conflict into connection and form a deeper understanding

of one another.

The adolescent brain transforms our relationships, so that we no longer look to parents

or caregivers alone for our «daily bread». Instead, we also look to our friends and

society around us — this is where youth workers are called to step in as very important

figures in the life of young people.

There is a neurotransmitter called dopamine that connects the brainstem, the limbic

area, and the cortex — and one of its jobs is to make us feel good when we get a

reward. Compared to a kid or an adult, the baseline levels of dopamine in an adolescent

are lower. But the release amounts are higher — and novelty is one of the major things

that can trigger dopamine release. This means that new things feel really, really good to

a teenager. This is brilliant. Nature has created a system that drives us to seek change

and novelty, gives us a push for the unfamiliar and even the uncertain, which is what a

teen must do if they are ever going to get out of the house and start up their dreams.

When dopamine levels drop, the teen gets bored with the same old, same old, which

is why middle schools and high schools have to change the way they approach the

school experience. They need to play more to the teens’ innate drive for novelty. Youth

centres and NGOs can play a significant role in the process.

WHY?

Attachment is a lifelong process. A kid moving into adolescence is no longer only turning

towards parents, but starts turning more to peers, which is a healthy thing to do.

It is natural for adolescents to turn towards their peers because that is whom they are

going to depend on when they leave home. In the wild a mammal without an adolescent

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peer group is often as good as dead. So, connecting with a peer group can feel like a

matter of survival. Youth centres and Youth NGOs mostly give youngsters the space

where they can connect with peer groups and common interest groups. If youngsters

spend their adolescence and teenage years developing social skills, their adulthood is

going to be so much better. In fact, every research study on this topic finds that supportive

relationships are key to longevity, medical and mental health, and happiness.

Therefore we, as adults, need to honour this adolescent process—this intense, emotional

turn away from the safety of parents towards novelty and peers. The brain is

helping the teen get ready to find their »daily bread« outside the house. They are going

to make their own and they are going to find someone to make it for them.

With a new brain comes a new world. Teens are fundamentally drawn to innovation and

novelty. With supporting environment, which includes important adults such as youth

workers, youngsters can START UP THEIR DREAM.

As a youth worker I am called to gain knowledge and skills with which I can connect

with youth in a way that enables them to grow personally and make steps towards their

dream. That gives me incentive to hold on to my passion and emotional spark, to seek

novelty and to explore creativity.

As a youth worker I am also called to be a good role model, therefore I need to walk my

talk. I might even try to be a little more »adolescent« myself. Research suggests that is

exactly what we need to do to keep our brains young and nimble, what helps us grow

and imbues us with a vitality that will serve us well throughout our lives.

As a youth worker, I am called to love and respect youth in the way that they know that

they are loved and respected.

SANJA OBAHA BRODNJAK

Project manager and «hopeless» youth

worker, psychosocial counsellor, and

therapist

INSTRUCTIONS

This tool consists of three steps. Each step can be carried out separately and independently

based on the goal. The tool is designed for adolescents aged 15 or older. In

each step, energizers are independently prescribed — their need and format depend on

the situation and the group. They are selected according to the needs of the group prior

to conducting the steps. Steps have additional tips that can be helpful when conducting

the activities, as well as parts that can be added as needed when having temporary

resources.

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STEP 1

I CREATE

OBJECTIVES:

• Recognizing different creative approaches in youthwork.

• Solving problems in new and original ways with innovative ideas.

• Youngsters recognizing their personal creative power and expressing it.

• Realizing that creativity is a mental and social process of discovering new ideas

and concepts.

• Youngsters starting to evaluate their own abilities and gaining motivation to

realize the acquired ideas.

• Youngsters learning to silence their inner critics.

• Setting boundaries and setting short-term/long-term goals.

• Being able to regulate opinions and to assess the predictions of others.

TIPS BEFORE WARMING UP:

• If participants are unfamiliar with each other, a few familiarization games and

energizers should be carried out to make them feel more comfortable in further

tasks.

• You can do a little introductory activity to discover your creativity.

For example: each participant should continue the drawing of the previous person

in free form.

• Always remind the participants in advance how much time is left until the end of

each part of activity.

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ACTIVITY 1

DURATION: 30 minutes

GROUP SIZE: 12 (can be more or less)

SUMMARY: Participants put their imagination to use by first coming up with associations

and then writing a short (SMS) story based on prompts they are given.

MATERIALS:

• Pens (different colours) and paper (big and small)

• SMS bubble templates (pg. ??)

• 6 marked containers for collecting paper – noun, verb, adjective, object of

nature, colour, and celebrity

STEP BY STEP:

1. Distribute the big pieces of paper and tell participants to sit in a comfortable

position.

2. Give them 5 minutes to write 3-5 life goals that they are concerned about at

the moment (personal, professional…).

3. Ask them to highlight one, which they continue to work on.

4. Next, distribute 6 small pieces of paper to each participant.

5. They should write 1 noun, 1 verb, 1 adjective, 1 object of nature, 1 colour and

1 celebrity on each of the papers.

6. Tell them not to think about it too much but write the first thing that comes to

their minds – there are no stupid or wrong answers.

7. Give them 5 minutes to write on all the papers and put them one by one in

the responding containers.

8. After shuffling the pieces of paper in the containers, let the participants

choose a word from all 6 containers so that each youngster has six pieces of

paper, one per category.

9. After they have all drawn their papers distribute the SMS templates and

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explain that they have to write an SMS to the celebrity whose name they

drew. The SMS has to be about their life goal that they chose at the beginning

of the exercise, and they have to use the other 5 words that they drew from

the containers.

10. The SMS can be of any length and style, as creative and absurd as possible.

The only goal is that one is written. Give the participants 10 to 15 minutes to

write them.

11. Let the participants know it will not be necessary to read the texts out loud if

they do not wish to.

12. When they are done writing those that wish to read theirs out loud can

13. Afterwards have an open discussion — everyone can say how they felt while

writing, how they did…

14. Ask the participants to save their texts.

15. In this exercise the support of the facilitator is crucial — they need to help the

kids find their creative potential in writing and possibly humour. Help them

overcome their insecurities in writing and creativity.

ACTIVITY 2



SUMMARY: Participants write down one of their goals and think about it. They

write down and work with words they associate and connect to this goal.

MATERIALS:

• Pens (different colours) and paper

STEP BY STEP:

1. Give each participant a piece of paper.

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2. Ask them to choose one of the goals they wrote before and write it in the

middle of the paper. The goal has to be one that is reachable, not a fictional

one.

3. Next, ask them to fill the place around this goal by writing words they associate

with the goal, word that for them have a connection to it. Words can be

related to achieving the goal or to feelings, actions associated with it. Take

about 10 minutes from the start of this activity until they finish writing the

associations.

4. Next, give the participants 5 minutes to sort the words they wrote into 4

groups/categories. Instruct them to use different colours for each group.

There are no set groups, they choose and define groups by themselves.

5. Next, give the participants 10 minutes to connect all the words in each category

with a line of the colour they chose. Each coloured line needs to connect

all the words in one category. Different coloured lines should intersect as little

as possible. The idea behind this is to learn to avoid unnecessary conflict.

6. Next tell the participants to write their goal in a sentence. And then to look

at it and think about it – how they feel about it. Then they should write down

their thoughts and save the papers as they will be used later. Take 5 minutes

for this.

ACTIVITY 3



SUMMARY: The celebrity writes an SMS back to the participants. They have to

write said SMS in a way that is encouraging of their goal.

MATERIALS:

• SMS bubble templates (pg. 44)

• Pens

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STEP BY STEP:

1. Tell the participants that they hear their phone buzz — it is the notification

from the celebrity who has responded to their SMS.

2. Their next task is to write the response of celebrity to themselves. In the SMS

the celebrity should give them advice and words of encouragement.

3. The rules are the same as previous exercise – the SMS can be any length and

style, as creative and as absurd as they want.

4. Tell them it will again not be necessary to read it out load.

5. When everyone is done writing those who wish to read it aloud can.

TIPS BETWEEN ACTIVITY 3 AND ACTIVITY 4:

1. You can take breaks between parts but keep them short so participants don’t

lose their focus and feeling of involvement.

2. Make energizers after breaks and give the participants a few minutes before

next step to remember and reflect on past assignments.

ACTIVITY 4



SUMMARY: Participants imagine themselves on a train journey that leads them to

a cinema where they watch an important film about life and learn about answers to

life questions.

MATERIALS:

• Space big enough for the participants to lie down without touching each other

• Meditation music

• Pens and papers

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1. Put on quiet meditation music.

STEP BY STEP:

2. Tell the participants to turn off their phones and place themselves in a

comfortable position — lying on their back, arms at their side, enough space

so no one is touching each other.

3. Slowly and in a calm voice read to them the train visualisation (pg. 45).

4. When you are done reading give participants 10 minutes to write down the

answers to the questions.

EVALUATION


AIM: Understanding how the training influenced the state of mind of participants.

MATERIALS:

• Pens and papers

• Paper with a traced hand and questions in fingers

STEP BY STEP:

1. Before starting, prepare a trace outline of a hand with questions in the fingers, big

enough for participants to see and read.

2. Have the participants trace their hands on the paper.

3. Tell them to reflect on the program — think about what they did and how they felt.

4. Each finger represents a question.

5. Thumb: What did you like the most?

6. Index finger: Did you feel comfortable?

7. Middle finger: What emotions do you feel after these activities?

8. Ring finger: Did this method give you additional ground for thinking about your

goals?

9. Little finger: What would you add to the process?/What might be missing for you?

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STEP 2

I CAN

OBJECTIVES:

• Finding personal motivation.

• Learning to work in a team.

• Thinking critically and diversly to solve a problem.

• Learning to find motivation in stressful situations when it is often lost.

ACTIVITY 1: CITY METHOD



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PART 1: THE I IN THE CITY

SUMMARY: Participants think about their strengths and how they can be used in

achieving their dream.

MATERIALS:

• Pens and papers for participants

STEP BY STEP:

1. Give participants 5 minutes to write down at least 3 of their personal qualities

they find beneficial in their life and for their future.

2. At the same time, they should write down their weaknesses.

3. After writing the strengths and weaknesses tell the participants to think about

their dreams and desires in self-realization. What do they want to be and to

do in the future?

4. Give them 3 minutes to think about it. They do not have to write it down but

can make notes if they want to.

PART 2: DREAMLAND

SUMMARY: Participants think about ideas for businesses in a small town and are

then introduced to Dreamland, the city simulation to which they will apply their

ideas.

MATERIALS:

• Pens and papers for participants

• City map (pg. 47)

STEP BY STEP:

1. Tell the participants to imagine they live in a small city that faces many

challenges. They should write down ideas for businesses, enterprises, etc.

that could be opened in the city.

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2. The business ideas should be based on their personal qualities, skills and

desires (they can check what they wrote at the start of the activity).

3. Participants have 5 minutes to write down 1 to 3 ideas.

4. Divide the participants into 4 groups (adjust according to group size) and

have them talk about the city they live in.

5. After the discussion in groups tell the participants to imagine they live in a city

called Dreamland. Read them the story of Dreamland and show them the city

map (pg. 46, 47).

6. After the presentation of Dreamland groups have 5 minutes to each come up

with an idea for a business in Dreamland.

7. The idea should be realistic. It can be an idea one of the participants had

before, a combination of ideas of more participants or something completely

new. Participants need to find a compromise they all agree on.

PART 3: THE BUSINESS

SUMMARY: Participants plan out their business ideas in greater detail, present

them and receive feedback.

MATERIALS:

• Printed city map for each group (pg. 47)

• Printed registration form/business canvas for each group (pg. 48)

• Pens for participants

• Extra paper for drawing the logo

STEP BY STEP:

1. Participants write down their business idea and think about it more in detail.

Depending on time choose the features they need to write:

NEED TO WRITE:

• Divide responsibilities - choose positions/job titles for participants in the group.

• Choose the name for the company.

• Draw the logo.

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• Think about advertising and marketing.

• Think about employees.

• Place the company on the map - think about the space it needs.

• Think about materials/supplies needed.

• Think about the funding it will take to start the company and where to get the

money.

• What is special about their business, while will people choose their service/

product.

Groups have 15 minutes (adjust according to group sizes and the amount of information

about the company required) to fill out the registration forms/business

canvases provided.

OPTIONAL STEPS:

1. Groups prepare presentations to pitch their business.

2. Appoint “investors” from other groups (or facilitators) to give feedback to

groups on their pitches and decide if they would invest in their business.

3. Talk about the feedback - how did it make them feel?

Did it affect their motivation?

PART 4: SITUATIONS

SUMMARY: Each group receives a paper with an obstacle for their business. They

need to find a solution for the problem and present it to others.

MATERIALS:

• Papers with obstacles to distribute to groups (list of obstacles on pg. 49)

STEP BY STEP:

1. Explain to participants that now all their businesses are successfully running

in Dreamland. But in life there are always obstacles so there is one with their

business.

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2. Distribute a paper with obstacle to each group.

3. The groups have 15 minutes to come up with realistic solutions for the

obstacles they received.

4. After solving the obstacles take 10 minutes for groups to present which

obstacles they received and how they managed the situation.

DEBRIEFING, POSSIBLE QUESTIONS FOR THE PARTICIPANTS:

• What happened to your motivation once you faced a problem?

• Which type of motivation was most useful to you in that situation?

Talk about motivation landing, why it happened and when.

Analyse the teamwork.

EVALUATION, POSSIBLE QUESTIONS FOR THE EVALUATION:

1. Was this activity interesting, useful for you?

2. Did you get the point?

3. How can you apply this knowledge in your life?

4. Would you suggest this method for your peers?

5. Do you have any suggestions for us?

6. How was the duration of the workshop? Do you feel tired?

7. Were the instructions clear?

8. Did you feel comfortable during the process?

ACTIVITY 2: MCCLELLAND’S THEORY OF MOTIVATION TYPES



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SUMMARY: The facilitator explains McClelland’s theory of three motivation types.

After the explanation participants take a quiz to determine their main motivation

type.

MATERIALS:

• Paper or screen with the QR code or link (pg. 49)

• Visuals for explaining the 3 motivation types

STEP BY STEP:

1. Explain to participants McClelland’s theory:

2. Explain that every person’s motivation can belong in 3 different types.

According to the American psychologist McClelland, the motivation types

match certain needs that the people need to satisfy.

3. Explain the 3 types and the corresponding needs.

• Achievement – with the needs: accomplishment, reward, great result, gratitude.

• Affiliation – with the needs: to be a part of a group, to belong somewhere,

attachment.

• Power – with the needs: to be in charge, to control, to influence the others.

4. During the explanation ask the participants for their opinions (for example:

what they think the need of one of the types is) in order to create a better

interaction.

5. After the explanation, give the participants the link or QR code to the online

test, so they can personally check their motivation type.

DEBRIEFING, ASK THE PARTICIPANTS:

• Do they agree with the results and why?

• If yes – which of their characteristics lead to that type of motivation.

• If not – why not, what type they think they belong to?

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ACTIVITY 3: THE 3 C’S



SUMMARY: Talk to participants about their negative inner monologues and teach

them a method to think about the negative thoughts and transform them into

something positive.

MATERIALS:

• Visuals for explaining the 3 C’s

STEP BY STEP / INTRODACTION:

1. Explain to the participants the following:

We usually have no idea we lead unconscious inner monologues with ourselves,

which are truths we believe about ourselves. We usually do not recognize

them and are not aware of them, but they are fundamental in our

self-confidence. Based on these inner truths we behave, engage in relationships,

love, work, do basically everything. And these thoughts, truths are

often not very kind.

2. Because we are not aware of them, we cannot stop them and change them –

transform them.

3. Ask the participants: What are the most typical unconscious inner monologues

that we have with ourselves?

• “I am such a weak/stupid human I can’t figure this on my own!”

• “I am not good enough for...”

• “I am too afraid of change.”

• “I have nothing to give to others.” etc.

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4. Until we are aware of those thoughts, we don’t know that it can be a dialogue,

we cannot speak kinder to ourselves.

5. This is the beginning of our unlearning process.

MAIN PART:

What can help with this is the Three C method (or CCC) which brings transformation

to your inner conflicts.

THE THREE CS ARE:

Catch

Choose

Change

1st step is CATCHING your inner monologues, thoughts, truths, self-sabotage. By

catching them you have the power to recognize them, stop them and choose what

to do with them.

2nd step is CHOOSING what to do with bad thought, truth, self-sabotage; you

can choose not to change and therefore not to grow. You have the power to

choose the change which leads you to personal and professional growth.

3rd step is CHANGING our inner sabotage (thoughts, truths etc.) with inner conflict

transformation. How? It is easier than we think, but it takes practice towards

kinder truths we internalize about ourselves.

THIS MINDSET REFRAMING CAN HELP US IN DAILY SITUATIONS:

• I can change.

• I am enough just as I am.

• I am worthy of love.

• I have a purpose.

• I’m good at...

IT IS IMPORTANT TO KNOW THAT:

• Not all my thoughts are facts.

• Beautiful positive words from others can NEVER win over your own inner negative

dialogue unless you are willing to learn how to catch your inner dialogue

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first and acknowledge and accept your emotions.

• You can never completely get rid of limiting beliefs (according to Cognitive

Psychotherapy there are 21 of them) and especially not by “just thinking

positive”.

BUT BY:

• Catching unpleasant emotions and inner negative voices consciously and not

sweeping them under the rug or throwing toxic positivity on them.

• Loving them, accepting them, showing yourself the evidence of how they have

served you until now and what beautiful and awesome things they say about

you.

• Only then you consciously choose to change them by turning the volume down

on those inner negative voices by grounding your body in the present, in new

emotions (this is practicing your mental self-command muscle).

• And then using mental tools to choose new thoughts, emotions, and mostly

behaviours (taking new focused action while holding fear and worry in each

hand and just moving forward).

Ask the participants to take part in practicing.

TRANSFORMATION OF INNER CONFLICT IS DONE WITH THE

MAGIC PHRASE “EVEN THOUGH” + NEGATIVE THOUGHT +

POSITIVE THOUGHT!

Examples

NEGATIVE THOUGHTS

(INNER CONFLICT):

TRANSFORMATION OF

INNER CONFLICT:

“I am such a weak/stupid human,

I can’t figure this on my own!”

EVEN THOUGH I think that I’m such

a weak/stupid person and can’t find

a solution to this problem, I believe I

am confident enough to ask for help!

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“Nobody loves me.” (Inner conflict is

“I’m NOT worthy”).

EVEN THOUGH I feel like nobody

loves me, I know I have people in my

life that love me.

“I will never achieve anything in my

life.”

EVEN THOUGH I think I will never

achieve much in my life, I believe

that I have a PURPOSE in my life

and will be able to fulfil it.

“I’m afraid to change (swim, ride a

bike, jump from a cliff, go to university,

etc.)

EVEN THOUGH I believe that I’m

afraid to change, I know that change

is more important to me than being

stuck in fear. I want to be free.

DEBRIEFING: Explain to the participants that change is the most important ingredient

of growth, therefore it is hard and scary at the same time. The most important

belief that gets us from being scared to change is our inner motivation. “Even

though I’m scared, I’m doing it anyway, because I want to change and grow.”

Comfort zone is a beautiful place, but nothing ever grows there!

TIPS:

You can put each “C” on a different paper and stick them on a whiteboard or a

wall, so the presentation is more visual. You can ask the participants to practice

the transformation with a personal sentence if they want to or if they feel

comfortable.

EVALUATION


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MATERIALS:

• Pens and papers


STEP BY STEP:

1. Before starting, prepare a trace outline of a hand with questions in the fingers,

big enough for participants to see and read.


3. Tell them to reflect on the program – think about what they did and how they

felt.





8. Ring finger: Did this method give you additional ground for thinking about

your goals?

9. Little finger: What would you add to the process? /What might be missing for

you?

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STEP 3

I DO

OBJECTIVES:

• Raising self-confidence and independence – ability to create and implement

their own ideas and present them on the labour market.

• Raising social and general life skills, such as understanding the needs of

others, improving the sense of community and active citizenship, and developing

a sense of equity and equity.

• Strengthening responsibilities and respect for oneself and others.

• Strengthening the ability to work in a group and to take a different approach.

• Developing skills to solve communication problems.

• Raising the ability of learning from experience and understanding the

importance of lifelong learning.

• Strengthening the ability to tackle cultural diversity.

• Raising the perspectives of youth work in Europe.

PART A: APPLYING FOR A JOB

ACTIVITY 1


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SUMMARY: Participants draw their dream job (real or imaginary), discuss it in pairs

and then present the dream job of the other person in pair.

MATERIALS:

• Pens and papers

• Prepared list of questions

STEP BY STEP:

1. Have the participants draw their dream job, what they would like to do in

the future. The job does not have to exist in our world, it can be one from a

fictional world or one they made up. Give the participants 5 minutes to draw.

2. After the participants are done drawing split them into pairs.

3. Tell the participants they have 5 minutes to discuss the drawings in pairs.

THEY CAN ASK ANY QUESTION, BUT THEY NEED TO KNOW THE ANSWERS

ABOUT THEIR PAIR FOR THE FOLLOWING QUESTIONS:

• What is your dream job?

• What would be your tasks, your responsibilities in this job?

• What would be the hard skills you need for this job?

• What would be the soft skills for this job?

• How much do you want to earn at this job?

4. If the participants are not familiar with the concept of soft and hard skills take

a few minutes to explain the concept to them, preferably with clear examples.

5. Tell the participants that after the discussion they will present the dream job

of the other person in the pair, and they will be expected to answer the given

questions.

6. After the discussions have quick presentations. The duration depends on the

size of the group but aim for 5 minutes all together.

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ACTIVITY 2: CV



SUMMARY: The facilitator fills out a CV in real time on projector while participants

follow along on their phones filling out their own CVs.

MATERIALS:

• Printed QR code (pg. 49)

• Projector

• Every participant needs their own phone

• Internet access

STEP BY STEP:

1. In this activity, show each step on the computer on the projector and have the

participants follow along on their phones

2. Ask participants to scan the provided QR-code, which opens the website

https://europa.eu/europass/en/create-europass-cv

3. Click on the “Create a CV” and then continue as a guest. Have the

participants do the same.

4. Start filling out the form. Remind the participants they should always answer

truthfully when filling out a CV. Also remind them that * means obligatory to fill

in.

5. While filling out the form ask participants questions about what they think

they should write and discuss with them.

6. For example, about the photo for the CV: What kind of photo is the best?

Ask someone to help you. Even though you take fantastic selfies that receive

hundreds of likes, they are not professional. Find some natural light. Finding

natural light is preferable because using a lamp won’t produce the same

results as a studio spotlight. Pay attention to the background. Outside of a

studio, it is more difficult to find smooth and well-lit surfaces that we can use

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as a background. The fewer objects in your background that draw attention

away from you the better. If there are items in the background, make sure

they are organized and clean. Keep them out of focus as much as possible.

Place yourself in the centre of the picture. Wear clothing of appropriate colour

as not to blend too much into the background or clash with it too harshly.

7. Remind the participants all information they put into the CV should be valid

and to add any certificates they might have. Language certificates or ones

that prove other skills. They should also put in levels of their skill, language or

otherwise. Remind them not to forget about digital competences.

8. Remind them that their education and work experience should be in proper

order, from most recent to least.

9. They can also add their volunteering experience, Erasmus experience and

hobbies.

10. When they are done filling out the form, remind them to check all the information

again and to check the grammar.

ACTIVITY 3: MOTIVATION LETTER



SUMMARY: Participants learn about the formula for a motivation letter and practise

writing one.

MATERIALS:

• Prepared profiles (pg. 50)

• Pens

• Prepared visual formula of motivation letter

27

STEP BY STEP:

1. Explain to participants what a motivation letter is and how it should look like.

Show them the preprepared formula of the motivation letter.

FORMULA OF MOTIVATION LETTER:

• Who are you? What is your education? What are your hobbies?

• What are your skills? That are appropriate for the job position?

• What will you bring to the company? Why are you the best candidate for the

position?

• What do you want to learn from company?

• Thank you/gratitude, final words.

2. Divide the participants into 4 small groups.

3. Give each group a profile of person and have them write a motivation letter

for the person according to the formula.

4. Read all motivation letter and discuss them with participants.

ACTIVITY 4: NON-VERBAL COMMUNICATION



SUMMARY: The facilitator presents a PowerPoint on non-verbal communication in

interviews.

MATERIALS:

• PowerPoint presentation

• Projector

28

STEP BY STEP:

1. Prepare PowerPoint with points from red cloud below.

2. Talk to the participants about the importance of non-verbal communication in

work interviews.

3. While talking about ways of non-verbal communication either demonstrate

them yourself or have somebody assist you in demonstrating.

4. After demonstrating ask participants to try themselves.

• While introducing yourself: left foot forward, happy smile, eye contact, confident

voice, naturally strong handshake.

• Use your hands naturally while speaking.

• Good straight posture. Shows stability and confidence. do not sit too straight, it

appears rigid.

• Avoid touching your face, seeming like a conflict person…

• Dress appropriately for the job, not too casually, but also not too formal

• Confidence. Have in mind that stress and excitement are the same emotion!

Our feelings is based on our perspective of this emotion. Will we decide to see

it in a negative (stress) or in a positive (excitement) way?

• When describing yourself first list your strengths, THEN your weaknesses – this

is proven to be better than when done in the opposite way.

• List professional weakness, related to the job – not personal.

• Avoid cliches.

PART B – BRIDGE



29

SUMMARY: Participants form groups and think about differences between working

for someone else and being self-employed.

MATERIALS:

• Pens

• Papers with questions

STEP BY STEP:

1. Have participant form a line according to the date of birth in total silence.

While making the line they cannot talk or use any additional material to show

their date of birth, only their bodies. Give participants 5 minutes to form a

line.

2. After they are finished check the order of the line.

3. Split participants into 4 groups and show each group their working space

with prepared questions (different question for each group).

QUESTIONS:

Which skills would be useful if you?

A) work for somebody else B) work for yourself

Which qualities do you possess if you?


What are the downsides of?


What are advantages of?


4. Give the groups 2 minutes to discuss the questions. After 2 minutes groups

change workspaces to discuss new questions. Repeat every 2 minutes until

each group has had a chance to discuss all the questions.

5. After discussions in groups gather all the participants and discuss the

questions and answers together. Take 5 minutes for this.

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PART C – CREATING A JOB

ACTIVITY 1 - DEVIL’S ADVOCATE



SUMMARY: Participants act out job interviews with facilitators asking the hard

questions.

MATERIALS:

• Prepared job applications — one for every pair (prepare before the activity)

• List of questions

• Mentors

1. Divide participants into pairs.

STEP BY STEP:

2. Assign a mentor (facilitators) to each pair, who will be the boss of the

company.

3. One of the participants in the pair will take the role of the employee

interviewing for a job, the other of the HR manager.

4. Hand the employees job applications, with all the information needed to

play the part. Hand the HR managers a list of questions they should ask the

interviewees. Give them 5 minutes to prepare for the interview.

QUESTIONS:

• How did you educate yourself?

• How do you stand out from the others? /Why are you better than the order

candidates?

• How you promote yourself? (online and offline)

• How can you advance in this company?

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AFTER THE PARTICIPANTS ARE READY GIVE THEM 15 MINUTES TO CON-

DUCT THE INTERVIEWS. DURING THE INTERVIEW THE MENTOR CAN HELP

THE HR PERSON AND/OR ASK TRICKY QUESTIONS SUCH AS:

• What will you do in a stressful situation?

• Why did you choose this company?

• Where do you see yourself in 5 years?

5. The tricky questions should be specific to each interview. The mentor/the

boss should ask pointed questions that will make the participants have to

think harder about the answers.

6. After 15 minutes the employee and the HR manager switch roles. Give

them new job applications (switch around between the pairs) and repeat

the process. 5 minutes to prepare the characters and 15 minutes for the

interviews.

7. After the interviews have a short discussion with participants. How do they

feel after this simulation? Was it difficult?

ACTIVITY 2: ONLINE PLATFORMS



SUMMARY: Participants learn about online platforms – what they are, how to use

them, which online platforms exist.

MATERIALS:

• Pens and papers

• Projector

32

STEP BY STEP:

1. Start a conversation with participants about online work platforms. Asses

their prior knowledge of online platforms by asking questions such as:

QUESTIONS:

• Is there another way to work besides going to a job?

• Is it possible to work online?

• In what kind of professions do you think it is possible to work online?

• How?

• Where can you find opportunities to work online?

2. Let the participants know it is okay if they do not know the answers to these

questions. This is not an exam it is a learning opportunity. Help them find the

answers.

3. Divide the participants into 3 person groups. Give them 3-5 minutes to find

as many online work platforms as possible. Have them write down what they

find.

4. After finding the platforms have the participants present what they found.

MENTION HOW THESE ONLINE PLATFORMS WORK:

A) You are creating a profile and then applying for a job

B) Your profile is there, and employees can reach out to you

5. While they are naming the platforms show them on the projector and talk

about them.

6. Also mention which jobs can be done online: designer, data miner, data

creator, social media manager, customer support…

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EVALUATION



MATERIALS:

• Pens and papers


STEP BY STEP:

1. Before starting, prepare a trace outline of a hand with questions in the fingers,

big enough for participants to see and read.


3. Tell them to reflect on the program – think about what they did and how they

felt.





8. Ring finger: Did this method give you additional ground for thinking about

your goals?

9. Little finger: What would you add to the process?/What might be missing for

you?

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RESULTS FROM EVALUATION

Answers from multiple participants are combined to give a sense of general feedback to

the activities.

EVALUATION OF MODULE 1

WHAT DID YOU LIKE THE MOST?

That the training gave an opportunity to structure things you really want (usually

we don’t put it on paper — everything is in our heads). That there was a very warm

and friendly atmosphere. That there were many new thoughts and ideas. That it

became easier with life goals. The meditation.

DID THIS METHOD GIVE YOU AN OPPORTUNITY TO THINK MORE ABOUT

YOUR GOALS?

Yes, I thought about the things I wanted to run away from. The method gave a lot

of things to think about (which had not happened before). It gave a lot of thoughts,

desires and new goals appeared — need to think everything over.

WHAT WOULD YOU ADD TO THE PROCESS/ WHAT WAS

MISSING FOR YOU?

I want more energizers so that the break is not very long - otherwise thoughts are

forgotten. Something more active exercises to stir up the brain.

WHAT EMOTIONS DO YOU FEEL AFTER THESE ACTIVITIES?

Happy, calm, delighted and emotional. Cosiness. I understood how to best reach

my goal, more consistently and clearly. Rebirth, joy. Positive emotions, although

sad to think about the future. Peace and balance. Very warm feelings. Sometimes I

felt anxious because the associations were very true.

DID YOU FEEL COMFORTABLE?

Very comfortable. It was as comfortable as possible, but sometimes disturbing

(because of very real associations). Fear of not achieving something. It was comfortable

and relaxing.

35



The most liked activities/methods were: Your Company/Business Idea and the The

3 Cs (Catching, Checking, and Changing). Almost all the participants liked working

in small groups as they felt more comfortable and efficient while completing the

tasks. They liked that the facilitators were approachable and open and as a result

they had the opportunity to talk freely and share their ideas more easily with other

participants. They also liked that the exercises and expectations were clear.


YOUR GOALS?

Based on the feedback obtained from the participants they got the opportunity to

think more about their goals and their future. They were thankful that we showed

them how they can achieve this by using this method and found it helpful. They

also stated that by setting up their goals the method helped them to boost their

motivation and self-confidence. Throughout teamwork one participant realized that

working with others was a challenging task.


MISSING FOR YOU?

While most of the participants were totally satisfied and had nothing to add to the

method, some would suggest that more icebreaker games should be added to

warm up the groups and to relieve social anxieties. There were some suggestions

to have more teamwork and individual work as well.


All together the participants mentioned only positive emotions and good energy.

Those emotions were: joy, bravery, excitement, confidence, gratefulness, happiness,

and satisfaction. We had one participant who was a little bit unsure about

her feelings, perhaps disappointed as she expected a slightly better performance

from herself, but remained very optimistic that she would find ways to improve her

performance in the future.


Every single participant felt comfortable during the activities.

36



Ideas for working for myself or somebody else, CV and motivational letter, work in

pairs, making new friends, that all the people were so outgoing, team work, all of

the exercises because they make you learn, interview simulations, all of the methods,

how organized and helpful everything was, energy of everything.


YOUR GOALS?

Maybe, opened my mind, definitely, I have a clear picture to go forward, I learnt a

lot of things, CV and motivation letter, yes, I know more about job interviews and

CVs and how I can do them better, so I’m more ready for the future job, made me

think, helped me a lot and now I have more knowledge, I know how to be prepared

for my future.


MISSING FOR YOU?

No, it was great, everything was well explained, it was perfect and I learnt a lot

from the presentations and team work, I wish we had more time to get to know

each other better, maybe talk more openly about our private life, the order was

good, drawing part was tricky because not everyone can draw, I wasn’t comfortable

talking about the amount of money we expect to earn, more energisers/

games so we can have fun more with other people, a name game maybe.


Inspired, happy, good and comfortable, good emotions, full of energy, I feel more

educated, more confident, surprised, very nice, positive.


Every single participant felt comfortable during the activities.

37

ORGANI

SATIONS

DRUSTVO SMC MARIBOR

Drustvo SMC Maribor was founded in 1998 as a non-profit NGO with the mission to

provide support to the youngsters and youth workers and to promote active citizenship,

responsibility, and voluntarism, and to contribute to personal growth of youth and their

families. Centre primarily works in the local and regional area, and it has become one of

the best non-governmental youth centres in the region. Our focus group is teenagers,

and our doors are open to them every day of the week. We provide tutorial help, consultations

for them and their parents and other assistance they may need growing up. A lot

of them join us as volunteers working with younger generation of children. We also provide

trainings and non-formal learning opportunities at low or no costs at all. In recent

years we participated in several international youth exchange projects and or focus is

to extend our work in that area to ensure even more possibilities for local youth and to

provide international learning experiences to our youngsters.

Drustvo SMC Maribor (Don Bosco Youth Centre Maribor) has a lot of experience in

various events, trainings, workshops, youth exchanges on local and national level. Our

participation in international projects and cooperation with partners from abroad has

shown us importance of better understanding and presenting cultural diversity in local

environment. We organized and participated as partners in several youth exchanges

and TCs under the Youth in Action and Erasmus+ Programme. That was a significant

step in our organizational development, and we want to continue our growth with international

projects. Our team is familiar in logistical part of running projects and managing

the budget. At the same time, our members have acquired a lot of experiences in the

field of trainings as they’ve participated in some and are very interested in this kind of

methodology and non-formal learning process. We teach youngsters how to respect the

nature and how to be connected to it in camps that we organize in the mountains and

woods. For the last 6 years we have mostly worked on personal growth of youth and

youth workers, relationship and anger management, psychological counselling, youth

mental health, child play therapy, development of psychosocial programs for youth,

couples, and families.

Erasmus+ enables us to grow as individuals, professionals and as NGO. It enables us to

create new tools in strategic partnerships. The tool «Personal growth as a tool in youth

and pedagogical work» is the one we are very proud of.

38

INFO FRONT - PRILEP

«Info front» – Prilep is a youth NGO from Prilep, North Macedonia, that provides information

to the young people regarding the Erasmus+ programme, stimulates creativity,

creative activism, youth mobility, nonformal education, cultural exchanges, and information

distribution.

It is active in the Erasmus+ Programme (previously Youth in Action) since 2012.

The projects they executed, they work on right now and they prepare for the near future

are local and international, in the fields of European awareness, human rights, inclusion,

digital tools and methodology, entrepreneurship, self-promotion, art and culture, creative

writing, and gender equality.

Info front - Prilep has facilitated non-formal education workshops on digital tools,

graphic design, and entrepreneurship for high-school students since 2012.

In the field of media, they are the publisher of the free youth magazine MYG.

https://issuu.com/infofront

Formed in 2011, Info front- Prilep acts as a Macedonian branch of Loesje International –

an international activist organisation standing for human rights and freedom of speech.

www.loesje.org

Info front – Prilep is active in the field of volunteering and has Sending, Coordinating

and Receiving accreditation since 2012.

Info front - Prilep is Erasmus+ accredited organisation in the field of Youth -

2020-1-MK01-KA150-YOU-094597.

39

NGO YOUTH CLUB ACTIVE

NGO Youth Club Active is a mobile youth organisation, which was created with help of

the Youth Center Vihasoo, which has been working since 1994 in the field of youth in

Tallinn, Estonia.

www.vihasoo.ee

We involve youth from the age of 11 and provide variety of activities for self-development.

The role of our organization is to promote the non-formal education, to involve

youngsters in different social activities on local and international levels.

The main activities or topics are making the effective involvement in: youth cultures

(theatre, music, dance, and art), organizing workshops and entertainments for youngsters

(Flash mob, forum-theatre, juggling or different types of games), media and

communication – intercultural learning through international projects, especially with

the support of the Erasmus+ programme (Youth Initiatives, Youth Exchanges, Training

courses, EVS projects). Often our activities are in cooperation with municipalities or cultural,

social, volunteer organisations. We are used to work with local and international

funds support, that to realise different events, entertainments, youth forums, seminars

and trainings.

NGO Youth Club Active is accredited, which allows us to organise EVS projects in

frames of the Erasmus+ programme (Youth in Action programme)

40

ASOCIATIA ZOLD NAP

The Asociatia Zold Nap (Green Sun Association) is an environmental, professional-scientific

organization which was established in the summer of 2009.

The objectives of the association are: Popularizing environmental mentality.

With the organization of environmental protection events and conferences, we are trying

to popularize environmental mentality. Our aim is to let the people in our region know

that ecological and sociological problems are interacting with one another. Since the

foundation of our association nature and the environment, as well as education and

sports are important activities and values. Our programs support sustainable education,

love and protection of the environment and the dissemination of a healthy lifestyle.

Through our association a more active, conscious, responsible, and healthier society

can be established.

FEW ACTIVITIES:

• Sport programs, bike tours.

• Camps, outdoor programs.

• Environmental and healthy life programs and events.

• Green School.

• Publications.

• Events, programs for children, students.

• Cooperation with specialists in different areas of civil society.

• Ecological awareness, counseling, education.

The organisation is active in the Erasmus+ Programme (previously Youth in Action Programme),

since 2010.

Asociatia Zold Nap is accredited organisation in the field of European Solidarity Corps

(previously European Voluntary Service) since 2010.

41

CONTACTS

DRUSTVO SMC MARIBOR

Name: DRUSTVO SALEZIJANSKI MLADINSKI CENTER MARIBOR

Short name: DRUSTVO SMC MARIBOR

Address: Engelsova ul. 66,

2000 Maribor,

Slovenia

Non-profit NGO; web page: https://maribor.donbosko.si/smc/drustvo/

Email: drustvosmc@gmail.com

OID number is E10028695

INFO FRONT - PRILEP / NORTH MACEDONIA

Webside: www.infofront.mk

Email: info@infofront.mk

+38970719945 / +38970764064

www.facebook.com/infofrontprilep

www.instagram.com/infofrontprilep

NGO YOUTH CLUB ACTIVE

Website: www.clubactive.eu

Email: info@clubactive.eu

Instagram: izumyouthclub

facebook.com/izumyouthclub

ASOCIATIA ZOLD NAP

Website: www.zoldnap.info

Email: info@zoldnap.info

+40766.611066

https://www.facebook.com/zoldnapegyesulet

https://www.instagram.com/zoldnapegyesulet/

https://www.tiktok.com/@zoldnapegyesulet

42

ERASMUS

DISCLAIMER

THE EUROPEAN COMMISSION’S SUPPORT FOR THE PRODUCTION OF THIS

PUBLICATION DOES NOT CONSTITUTE AN ENDORSEMENT OF THE CONTENTS,

WHICH REFLECT THE VIEWS ONLY OF THE AUTHORS, AND THE COMMISSION

CANNOT BE HELD RESPONSIBLE FOR ANY USE WHICH MAY BE MADE OF THE

INFORMATION CONTAINED THEREIN

43

ATTACHMENTS

44

TRAIN VISUALISATION

Close your eyes. Slowly take a deep breath. In through your nose and then out through

your mouth. Repeat 3 times.

Focus on your breath, be aware of your heartbeat.

Feel that your body is touching the floor, be aware that you are safe, warm.

Now imagine, that you are standing at the train station and waiting for the train.

There is no one at the station except you. You notice the train is coming.

The train stops next to you. The train door opens, and you enter it.

The train doors close.

The signal sounds and the train starts to move.

You have chosen the most comfortable seat for yourself and watch the view from the

window.

Beautiful landscape… fields… forests… lakes.

Further down you notice a sign that says: “In 10 years”.

You continue your journey and see another sign – “In 20 years”.

Then you see the sign of “In 30 years”.

Be aware of your feelings… sounds… colours… smells…

A sign “In 50 years” appears in front of you.

The train is speeding up and you see the sign for “In a 100 years”

The train picks up even more speed the sign passes by “In 200 years”, “In 300 years”,

“In 400 years”.

The train is slowing down and approaching the train station. The train stops.

Doors open and you walk out.

You look around the station and notice a beautiful building in front of you.

You look at the building and step inside. You see the cinema inside.

You enter the auditorium and choose your seat. There is a big screen in front of you.

The lights turn off, music turns on and the movie starts.

In the movie, you notice that there is a person coming towards you from far. Be aware

of what are your thoughts, sounds, emotions, smells, colours, sensation.

The person in the movie is coming closer and closer to you and you notice they look

very similar to you.

You see that the person is struggling, looking for answers to important questions, asking

about the meaning of life, what is their goal.

In the movie you see the scenes that are important to this person.

Pay attention to the details to find answers to all the questions. Be aware if there are

people around who are ready to help. Observe the main character of this movie. You

hear and receive the answers to questions. Remember them.

Be aware of emotions… sounds… colours… smells…

You say goodbye to this person and observe how they go away. The end, movie ends.

The light turns on.

You stand up and leave the cinema. You look for the exit and leave the building and say

goodbye to it. Be aware of your emotions… sounds…colours… smells…

You see the train station in front of you and start walking towards the station.

You return to the station and notice that the train is already waiting for you.

Train doors open. You take your seat by the window. Doors close and the train is on its

45

way back.

You notice a familiar sign – “In 400years”.

The countdown has begun

“In 300 years”

“In 200 years”

“In 100 years”

“In 50 years”

“In 30 years”

“In 20 years”

“In 10 years”

Driving even further, you see a sign that says “NOW”

The train arrives back at the train station where you started your journey.

The train doors open, and you get off. Say goodbye to the train.

You are slowly returning to the room.

Your eyes are still closed.

Breathe in and breathe out deeply. Repeat 3 times.

When you are ready, you can stretch your arms, legs, move your eyes and start moving

your body.

Open your eyes and sit down.

Now write down the answers to the questions that you received in the movie.

STORY OF DREAMLAND

This is the story of a city named Dreamland. It is a small city with a population of around

50.000 people. The city has many bodies of water close to it – there is a lake, rivers running

through the city and it has access to sea. On the sea there are islands that belong

to the city and people commute from them every day for work. City centre is the heart

of Dreamland’s cultural life and connects the districts to each other; most of the shops

and cafes are concentrated there. The centre is surrounded by three residential areas.

On the outskirts of the city is an industrial area, with factories and warehouses. Dreamland

has ten schools, two universities and two colleges. Next to one of the universities

there is a campus where many students of different ages and backgrounds live. There,

the students have created their own little world inside the city. The city also has several

large parks where festivals and celebrations take place.

46

47

48

OBSTACLES FOR THE GROUPS:

1. Because of the start of pandemic in your country you cannot continue work as

before. There are certain restrictions and you lost many of your regular clients.

How will you adapt your business to keep it running?

2. You do not get enough funds from investors to start your business as planned.

How will you change your gathering of funds or find another solution to start the

business?

3. Due to lack of funds you are forced to reduce your staff. How many people will be

let go, who and why?

4. Certain items you use in your business become banned in your country – you cannot

use them anymore. The replacement is much more expensive, and your company

will struggle to afford it. How will you replace the banned product or gather

the funds for its replacement?

5. Someone left a terribly negative review for your business on the internet. Consequentially

your reputation has taken a hit and your business is losing customers.

How will you repair your reputation and bring in more costumers again?

6. There was a fire at the place of your business, your facilities and/or products are

damaged, but you forgot to pay the insurance this month. How will you replace or

repair the facilities/products?

7. The demand for your product/service is getting higher. With your current funds,

number of employees and equipment you cannot keep up with the demand. How

will you manage this situation, will you try to boost the production/service in some

way?

8. You are losing customers to a competitor. How will you try to keep/gain costumers?

9. Your employees are asking for a raise; however, there is no extra money in the

budget. What will you do to keep your employees satisfied?

MCCLELLAND’S

THEORY OF

MOTIVATION TYPES

QUIZ LINK AND QR

CODE

EUROPASS CV WEBSITE

QR CODE

49

MOTIVATION LETTER PROFILES

50

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StartUP Your Dreams (EN)

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