module three - how do i get there?
purpose
To help participants transform their personal vision into an actionable plan by identifying the skills, resources, and behaviours they need to achieve their goals. The module focuses on developing planning ability, decision-making competence, and self-regulation; skills strongly associated with psychological resilience.
learning outcomes
By the end of this module, participants will be able to:
1. Identify the practical steps and resources they need to follow to pursue their personal goals.
2. Develop strategies for decision-making, problem-solving, and prioritisation.
3. Apply time management and self-regulation techniques to maintain momentum.
4. Recognise the role of feedback, adaptability, and persistence in achieving goals.
5. Construct a short- and medium-term personal action plan linking aspirations to achievable milestones.
session 1 - from vision to plan
Activities:
• Review of homework: Participants share reflections from “How do I get there?” worksheet, highlighting skills or knowledge gaps they’ve identified.
• Facilitator input: The link between vision and action – understanding that success requires both purpose and process. Introduce implementation intentions (Gollwitzer, 1999) – the “if–then” planning model. Introduce the 12 Week Year planning model.
• Exercise: Each participant breaks their long-term vision into smaller, sequential goals (3-month, 1-year, and 3-year targets).
• Group discussion: What does progress look like? How do we measure it?
session 2 - skills, strengths and gaps
Activities:
• Mini lecture: Efficacy as adaptability – Situated Learning (Lave & Wenger, 1991).
• Self-audit: Participants complete a “Skills and Strengths Inventory” identifying key assets and areas for development (communication, teamwork, problem-solving, digital skills, etc.).
• Pair work: Share audit findings and offer peer feedback.
• Exercise: Identify at least two skills to develop in the next month and brainstorm possible learning routes (courses, volunteering, mentorship, online learning).
session 3 - desicion making and problem solving
Activities:
• Facilitator input: Introduce a simple decision-making model (e.g., D.E.C.I.D.E. — Define, Explore, Consider, Identify, Decide, Evaluate).
• Scenario activity: Participants work in groups through realistic dilemmas (e.g., choosing between a job and a training course; managing peer pressure).
• Discussion: How emotions, biases, and social influences affect our decisions.
• Reflection: “What kinds of decisions do I avoid, and why?”
session 4 - self-discipline and time management
Activities:
• Facilitator input: Explain the link between self-regulation, delayed gratification (Mischel, 2014), and long-term success. Introduction to time blocking (Cal Newport, “Deep Work”).
• Exercise: Create a weekly “time map” identifying productive time, wasted time, and opportunities for improvement.
• Discussion: The role of routines and environment in shaping behaviour – “designing for success.”
• Practical task: Develop one new daily or weekly habit that supports their goals (e.g., scheduling job searches, exercise, journalling).
session 5 - building and using support systems
Activities:
• Facilitator input: Explain the concept of social capital; the idea that relationships and networks are resources that enable opportunity. Introduce Communities of Practice (Wenger, 1999)
• Mapping exercise: Participants diagram their current network (friends, family, mentors, professionals, peers) and identify missing links.
• Discussion: The value of asking for help, seeking mentors, and reciprocating support.
• Pair task: Each participant identifies one person they can reach out to this week for guidance or opportunity.
session 6 - my personal action plan
Activities:
• Task: Using insights from previous sessions, participants create a detailed personal action plan outlining:
1. Primary Goal(s) – linked to their vision.
2. Actions – what they will do within the next 30, 60, and 90 days (12 Week Year).
3. Support – who can help them achieve this.
4. Barriers – what may get in the way.
5. Strategies – how they will overcome these barriers.
• Peer feedback: Share action plans in pairs or small groups and refine based on constructive feedback.
• Closing reflection: “What have I learned about myself from creating this plan?”