A CV to get to know yourself

Average: 4 (1 vote)

It’s a path that has the objective to raise awareness to young people about the competences acquired during their lives and different formal and non formal contexts.

The aim is to make them avaible to write their cv on their own and so, to give them tools to face the labor market in its complexity.

In this path we focus on cross skills (soft skills), omitting those techniques. Cross skills represent  that knowledge, skills and qualities baggage that we bring with us in our personal and professional experiences and which we enrich step by step thanks to the different experiences we make.

In particular:

  • Personal skills: awareness and self control;
  • Relationship skills: communication skills, empathy, listening skills, ability to work in team;
  • Cognitive skills: ability of analysis and synthesis, problem solving, creativity;
  • Organisational skills: planning, time management, the ability of control and flexibility.

The first part of the path is dedicated to the autobiographical storytelling. The aim is to retrace what we are and on which experiences our ego has been developed.

Sitting in a circle, boys tell their personal experience. The educator will have to write down the told experiences, tracing useful questions for future cues for reflection.

It is important to give the kids time to talk about their experiences, but it is also important to be careful to delimit the time in order to ensure that the speech doesn’t focus on just one person. Each person must have the opportunity to talk about himself/herself. It is also important to encourage participants bringing some examples that can represent a starting point: sport experiences, situations in family, work, school, difficult situations from which they overcome.

At this point some couples are created and young people exchange their experiences. Everyone has to extrapolate some of the cross skills from the experience of the other. The partner of the  experience can correct or add reflections, and in this way the story of the experience will be further enhanced.

The second stage is to draw up a list of the competences raised and to discuss in group about how they are identified. Then think again about how experiences are a source of wealth of which often we do not have awareness.

The exchange of experiences will allow to rise new insights in the boys. Through this, they can consider other events in their lives as the source of acquired skills that they don’t think to have. Through the comparison with others, a discussion can start and in particular about which competences  everyone would like to acquire.

The next step consists in the representation of the self. The boys, individually, write on a blank sheet of paper how they imagine themselves in the next 10 years, in which employment context, with what skills, in which city, with what style of life. It is important to encourage young people to go along with their wishes and not to be discouraged by the impossibility or impracticability of own dream.

The stories are shared only with the agreement of the boys.

At this point, we ask to students to fill out individually their CV - Europass.

The last step is the simulation of a job interview. The boys themselves are the actors. In the interview they discuss the completed CV, the motivation and the skills. When the simulation is finished there is a debate about the effectiveness of the interview, the way of communication  and  they try to understand how to improve them.

Resource type

  • Exercise (a short group or individual activity or game which can be used in different learning situations)

Target Group

  • Local community groups

Participant compentencies

  • Social and civic competencies
  • Sense of initiative and entrepeneurship
  • Cutural awareness

Facilitators compentencies

  • Provide effective opportunities to support personal & social development
  • Provide effective opportunities to develop employability and enterprise skills
  • Meet the needs & interests of participants

Which criteria would identify your example as "Good Practice"?

  • Easy to Use
  • Interactive for participants
  • Accessible for a range of indirect target groups
  • Accessible for participants with different levels of ability
  • Provides practical activity

What methods have you used to assess this as "Good Practice"?

  • Participant Feedback