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Session 4: Clarifying my goals and planning for the future
Introduction
In Sessions 1–3 you’ve looked at where you are now and how you got there. In this session you’ll think about where you want to be in the future.
You may be thinking of a complete career change, or about study for personal development – perhaps leading to more responsibility in your current role. Perhaps you are thinking about studying a particular subject that interests you, with no career goal in mind at the moment, but wonder where this might lead you?
Researching the role or career areas that you are interested in will help you with your future plans, ensuring that you make a realistic, informed decision, and don’t end up on what you feel is the wrong path, or taking too many wrong turns!
Choosing a job profile
Many of the skills and abilities that you looked at in Session 3 are transferable skills – skills you have developed in one area of your life that can be carried over into another area. In this session you are asked to think about the future – for example, which career or subject area you may be interested in – and then explore what the possibilities and options are for you.
A list of the main career areas is given in Activity 4.1. You can see that this list is very long – so how do you choose?
Activity 4.1 Using the computer to explore ideas
If your main aim of completing Reflecting on Transitions is to help you decide on a future career or a career change, you may want to spend more time on this activity to fully explore your ideas. This will help ensure that you make a realistic, well-informed decision for yourself.
IT skills can help you research or explore your ideas. Click on at least one of the careers or subject areas listed in Table 4.1 that you are interested in, or are unfamiliar with. The career areas given here are links that will take you to job profile information in these areas. (Press the ‘Ctrl’ key on your keyboard and left-click with the mouse.)
Explore the information given for two job profiles, so that you are able to respond to the following points:
- What are the entry requirements for your chosen job profiles?
- Name two skills that are required for each of your chosen job profiles.
- Make a note of any point that particularly interests or surprises you.
You can complete this activity on your own or in pairs if you are in a group. Remember to save your answers because you will return to these in future activities.
Use either the table provided or your notebook to record your answers.
OR
Go to Activity 4.1 of your Reflection Log. Once you have completed the activity, make sure you save the document again.
How did you get on? Were you able to answer the questions? Did any of the information surprise you?
If you completed Activity 4.1 in pairs or in a group, you may want to discuss your answers with another member of your group (or share them online). The information that you have just researched will help you with the next activity in this session.
You may want to return to Activity 4.1 later to fully explore your ideas further, especially if your main aim is deciding on a future career or a career change.
Clarifying your goals
Planning a career takes time! If you are thinking of a new career, or perhaps wondering where further study and qualifications might lead you, you may want to research other resources before identifying possible goals for the future. Further information and advice is available from the National Careers Service, Skills Development Scotland or The Open University’s Careers Advisory Service.
Your goal may be a new career, a course of study, learning a new skill or improving your situation – whatever feels right for you at this stage of your life. Make a note of any points that you feel you need more information on, such as study skills, English language courses, funding and fees, or course choice, for example – the links given above will help you. Keep your notes safe because these will help you with your future plans and in completing this course.
You first heard Mo and Natalia’s case studies in Session 1. You can now listen to them talking about the relationship between their personal and working lives and their studies.
Mo: life, work and study
Transcript
In Iran the project I was working on with my lecturer was kind of like a PhD project. That was going to be my first choice, working in my field, in aquaculture. But during this project some events happened to me and so I had to flee the country and come to the UK.
I was a BSc graduate when I came here and NARIC accepted it as equivalent to a UK degree. When I came to the UK, mostly because I had a kind of bad experience in my career, I wasn’t happy to go back and do any kind of work in my degree subject, in my field. So I decided to change my career and I started from scratch.
I went to college and was studying ESOL and HNC computing. Bridges helped me with some subjects. They helped me to find some subjects at The Open University. I was doing some of their units such as Learning to change and Starting with maths. I studied these during my study at college on ESOL and HNC computing. I had lots of problems – personal problems, language, finance and other things – but I got good marks.
I started studying HND in 2010/11. I finished the HND and I started university last year. My best subject was Computing HNC, then I changed to software development and now I study electronic and digital system engineering.
I am going to do third year and after that Bridges is going to find me a work placement. They already helped me a bit, helped me with the finance and applying for SAAS. This year Bridges found me a security job with G4S for the summer holidays, so I did it and I finished it last week.
The best point was entering into university, proving to myself I could do it when there were lots of barriers. My long-term goal is, after getting experience working, maybe I could have my own software company. Maybe after working for a few years I will just study again, start studying for a masters or PhD. It depends on the situation. At the moment I think mostly being a graduate and finding a job is important. I am trying my best.
Natalia: life, work and study
Transcript
I moved from my hometown in south-east Poland to Warsaw when I was 18, to go to university. I always liked travelling and photography. It all fits to geology as well. I studied geology there for five years and I got a masters degree. My specialisation was in mineralogy, especially gemology, jewellery stones, that kind of stuff, which is quite difficult to get into, as you can imagine. It’s a very small field, especially with no experience at all.
Then I started working, not in that field at all but with a Polish humanitarian organisation. I actually started volunteering for them when I was still a student. I was a Polish teacher for refugees. I was 26 when I came to Glasgow for the first time, when I was still working for the Polish organisation. After I finished that particular project that I was working on at the time, I moved to Glasgow hoping that it would be really easy to get a similar job here.
I did a course in Spanish in the evenings, so when I was there I got the proper prospectus for the full-time courses. I looked at what was available, at what was quite similar to what I had done back home so that I could get to masters straight away.
I preferred the course here. It was much more practical. This was a course that prepared you to work. It was the right course – it was called ‘in partnership with industry’, so that says a little bit about it. It will prepare you to work in the industry. At uni when it got quite tough with coursework and work at the same time, I kept working because I had to.
I could have gone back to uni a little bit earlier, but not that much, to be honest, because to study here, I had to be – in my case at least, as a part of the European Union – to be treated as a home student, you have to be here for three years. It went pretty smooth from the moment I decided to go back to uni. I think that was the best decision I ever made.
As you listened to Mo and Natalia, did you notice if they were always sure about what they wanted to do? Natalia seems to have been interested in geology for a long time – but has made some changes to her plans. Mo thought that his path in natural resources engineering – aquaculture – was mapped out for him, but now he is studying for a different career and has a different goal.
Sometimes a change of direction or goal is forced upon us. Mo was forced to flee his country and arrived in the UK able to speak very little English. Although educated to degree level in Iran, he needed to start again and is now well on his way to achieving his goal in a new career.
Other changes or choices are made voluntarily, for example if we find that we enjoy a particular subject or have skills in another field. Look for instance at Natalia’s interest and skills in photography and how this enabled her to do some work for the Polish humanitarian organisation before working for them full time after graduating.
Reflection
Do you already know what you want to do? Have you thought about different possibilities?
Activity 4.2 Clarifying my goals through visualisation
You may have some idea of what direction you would like to go in now or you may still be thinking about it. When we have had difficult or disappointing experiences in our lives, these can affect our confidence and how we feel about the future.
You have explored your skills, qualities and abilities and have some idea of what you have to offer.
- Where are you now?
- What are you doing?
Take some time to imagine yourself in the future. Allow yourself to consider that there are possibilities for you.
Write a sentence saying what your hopes are for your future. You might find it useful to look back at the notes you made for Activity 4.1.
You can use the sheet provided or save this in your notebook.
OR
Go to Activity 4.2 of your Reflection Log.
You can share this or keep it to yourself. Once you have completed the activity, make sure you save the document again.
Factors that can help or hinder you
Through their audio clips you’ve heard Natalia, Ying, Mo and Eric talk about how they found it hard to do what they wanted because of some difficulties they had. They also talked about the help and support they had received; for example, in finding a job, being able to complete a qualification or going on work experience.
Reflection and discussion
- Can you remember anything in particular that helped these individuals to achieve their goals?
- Can you think of any difficulties they had to overcome?
Discuss this in your group or make a few notes if you are working alone.
Thinking about your life now, what do you feel are the factors (things) that can help you to achieve your goals? What things might make it difficult?
As an example, think back to Ying, whom you met in Sessions 1 and 2. She experienced a number of difficulties when she first arrived in the UK. These included:
- lack of money
- not being able to speak or understand English
- no childcare to allow her to go out to work
- being isolated at home with her baby.
However, Ying was able to overcome these difficulties through her own motivation, attitude and hard work. She also had the support of others like friends, the local community, staff at Bridges Programmes and her OU tutor. It has taken time, but Ying has overcome many of these barriers and is enjoying her new life in Scotland. She has a job she enjoys, she speaks and understands English, and she is involved in her daughter’s school community.
It can also be helpful to look at how you have made decisions and choices in the past, or how you have coped in difficult situations. This is especially important if you have made a few ‘false starts’ or things have not gone as well for you as you had hoped.
How do you make decisions and choices? For example, do you research the internet, speak to an adviser, friend or colleague, or contact local colleges or training organisations? Or do you decide quickly after hearing or seeing something? Your timeline may have helped you to see some points where, on reflection, you may have chosen differently if you had been better informed.
| Positive factors | Possible difficulties |
|---|---|
Determination Good communication skills Adaptability Good health Supportive community and/or family Work experience Ability to speak two or more languages Researching my ideas Open to trying new things | Low motivation Lack of confidence Poor English language No childcare Mental health problems General health problems Racism and prejudice Lack of transport Lack of experience Lack of knowledge or understanding of what I needed Not knowing where to go for help or advice |
Activity 4.3 Thinking about my goals: factors that can help or hinder me
Fill in a table, listing your goals and the factors that may help or hinder you in achieving them.
OR
Go to Activity 4.3 of your Reflection Log. Once you have completed the activity, make sure you save the document again.
You will need the notes you made for Activity 4.2 about your goals. Write these in the first box; then list the factors that will help you and those that might make it difficult for you to achieve your goals. Your goal may be a new career, a course of study, learning a new skill or improving your situation – whatever feels right for you at this stage of your life.
In the first column you could include, for example, whether you:
- are healthy and strong
- speak and write good English
- are a good communicator
- have residential status that permits you to access funding for study and eligibility to work
- have family who can help you financially or practically
- have already started or finished any courses
- have already had work experience (in a particular career area, either in the UK or in another country).
In the second column you could include, for example:
- any caring responsibilities for children or other people who depend on you
- medical treatment that takes up some of your time
- your financial situation
- your eligibility for funding
- if your English language needs improving.
Overcoming difficulties
There are many ways to get help to overcome difficulties and to find the best way to achieve what you want. You can go to websites and search for the help you need online, or you can get advice face to face in some of the organisations listed under Useful websites in the Resources section of this course.
Listen to Natalia talking about what has helped her move closer to her goal. As you listen, try to identify two things that helped Natalia to achieve her goal.
Transcript
My parents never pushed me to do something. Geology was not the best choice to do to be honest. My brother picked a much better choice and I tried to follow but it didn’t really work out. I got into geology but they never really pointed that out, that it wasn’t a good choice. Look, you can’t get a job, what was the point. They never really said anything like that.
I’ve got a lot of friends so I think I am quite open and helpful. I am definitely open for new ideas. Just coming here it shows.
I think I got a little bit lucky with the move here and obviously it was not always very nice all the time but I still got quite lucky that I met some people on the way who helped out, who supported me. But still, you really have to do a lot of work yourself. I was trying to encourage my friend to do a similar thing. She is from Scotland but she is still struggling. It won’t be easy and nobody said it would be easy. It wasn’t.
I think that was a really good idea to go back to uni. Really, it’s not strange thing that it counts that you are educated here. It shows, I think. So always try to do that if you can, if you have the time or possibilities. I am sure it works the same back home when people come over. I am sure it’s much easier for them to find a job when they were educated there. That’s something to do with it.
My long-term goal is to stay in Scotland and work in the field, maybe specialise a little bit more. At some point, have a family. I’m not really sure yet. I am happy with what I do. Keep learning, keep studying. It took a while, but sometimes you have to be patient.
Activity 4.4 Help to overcome difficulties
You have seen how Natalia has had support from her parents and her boyfriend, her employers, colleagues and friends, organisations that she has volunteered for and contacts that she has made, as well as relying on her own motivation, attitude and hard work. But she also did some planning and wasn’t afraid to accept help or advice when she needed it.
Now think about your own circumstances. If you think you will need help:
- Find out who can help you.
- Talk about and discuss your ideas and plans with the important people in your life.
- Check the list of websites given in the Resources section of this course, writing down the details of any organisation you are thinking of asking for help.
Fill in this table, listing who you can ask or where you can go for help.
OR
Go to Activity 4.4 of your Reflection Log. Once you have completed the activity, make sure you save the document again.
If you are working in a group context, you can discuss this with your group tutor and with others in your group.
Summary
You have now completed Session 4. This session focused on how to start working towards your goals, how to research and plan, how you can help yourself, and how to recognise that sometimes we need the help of others and to know where to find that help.
In the final session in Reflecting on Transitions you will look more closely at the support networks in your own life that can help you as you work towards your goals. You will also identify other sources of information, advice and guidance that are available to you as you plan your next steps.
Quiz
To conclude this part of the course and consolidate your learning you may like to complete the fourth quiz.
Quiz 4 provides evidence that you are achieving the following learning outcomes:
- an understanding of the strengths, qualities and skills gained by new migrants, refugees and asylum seekers during periods of transition
- a clearer understanding of the experiences that learners could have reflected on, including their roles, actions and decisions
- the ability to use information technology (IT) to carry out simple activities in writing and communicating
- the ability to use the internet to find information useful to learners
- the ability to use new ways of expressing ideas.
If you need a reminder about the quizzes and the criteria for getting a badge, visit How to complete the course quizzes.
Session 5: Identifying my next steps and where I can find information and support
Acknowledgements
Reflecting on Transitions was developed by Lindsay Hewitt and Christine McConnell of The Open University in Scotland in collaboration with Bridges Programmes. The optional quizzes for the related digital course badges for learners and support workers, respectively, were developed by Julie Robson (The Open University) and Jonathan Sharp (Bridges Programmes). The course was edited by Lindsay Hewitt and Jennifer Nockles (The Open University).
We are hugely grateful to Bridges’ clients, Mo, Ying, Eric and Natalia, whose stories have informed the development of this tool kit and bring to life the activities within it. We hope you find something in their experiences that speaks to you as well.
Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence.
The material acknowledged below is Proprietary and used under licence (not subject to Creative Commons Licence). Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:
Images
Figure 4.1: © porcorex/iStockphoto.com
Figure 4.2: © Muharrem oner/istockphoto.com
Figure 4.3: © Logorilla/iStockphoto.com
Every effort has been made to contact copyright owners. If any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.
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