Bikat - Life Skills and Job Search Skills

Trainers’ Manual
Youth Employment Apprenticeship Program,
under the UPSNJP projects

Revised February 2025

Foreword
The main implementing body of the Apprenticeship Program is the Ministry of Labor and Skills
(MoLS). MoLS provides labor market intermediation services through its One Stop Service Centers
(OSSCs), located in woredas throughout Addis Ababa and major cities across the country, playing
essential roles in reaching out to jobseekers and employers.

The revised version of this manual combines life skills and job search skills training to address critical
obstacles to labor market integration for young, less-educated adults. While life skills training provides
a comprehensive approach to building employability skills, job search skills training equips job-seeking
clients with the key information and skills needed to gain employment with the expectation that the
training will help the youth overcome information asymmetry and improve their entry to the labor
market.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Table of Contents
Introduction.........................................................................................................................8

Welcome address..............................................................................................................10

Pre-assessment tool...............................................................................................................................11

Module 1: Core Life Skills...............................................................................................13

Session 1.1: Self-awareness and Self-correcting skills........................................................................15

Let us get to know each other...........................................................................................................15

Topic 1 - Self-awareness/Know Yourself........................................................................................16

Topic 2 - Self-correcting skills.........................................................................................................19

Session 1.2: Self-esteem and Confidence.............................................................................................22

Topic 1 - Self-esteem.......................................................................................................................22

Topic 2 - Self-confidence.................................................................................................................27

Topic 3 - Respecting one-self and Others........................................................................................32

Respecting One-self..............................................................................................................................32

Respect for others.............................................................................................................................35

Session 1.3: Critical thinking Skill and Managing Emotion................................................................37

Topic 1 Critical Thinking starting with yourself..............................................................................38

Topic 2 – Barrier to critical thinking................................................................................................40

Topic 3 - Basic Human Emotions....................................................................................................41

Topic 4 - Types of Emotions/Behaviors..........................................................................................42

Topic 5 - Managing emotion............................................................................................................44

Session 1.4: Communication Skills......................................................................................................49

Topic 1 - Effective communication..................................................................................................51

Topic 2 - Types of communication..................................................................................................52

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Topic 3 - Barriers to communication...............................................................................................55

Session 1.5 Conflict management skill.................................................................................................57

Topic 1 - Conflict handling..............................................................................................................59

Topic 2 - Styles of conflict handling................................................................................................60

Topic 3 Steps to resolve conflict......................................................................................................65

Session 1.6 Negotiation skill................................................................................................................67

Topic 1 - Being a Winner.................................................................................................................68

Topic 2 - The Importance of Negotiation.........................................................................................69

Topic 3 - Stages of Negotiation........................................................................................................70

Topic 4: Negotiating Effectively......................................................................................................72

Module 2: Workplace Preparedness Life Skills for Job Seekers......................................76

Session 2.1 Planning and organizational skills.....................................................................................76

Topic 1 - Organizational Skills........................................................................................................77

Topic 2 - Types of Organizational skills..........................................................................................79

Session 2.2 Goal Setting Skills.............................................................................................................82

Topic 1 - Goal Setting and its Importance.......................................................................................83

Topic 2 - Steps of goal setting..........................................................................................................86

Session 2.3 Problem-solving and Decision-making Skills...................................................................93

Topic 1: Steps to Problem solving and decision making.................................................................94

Topic 2: Methods of Problem solving..............................................................................................97

Topic 3: Approaches to a Problem solving......................................................................................98

Topic 4 Situations that needs immediate decision...........................................................................99

Topic 5: Positive Self-talk..............................................................................................................101

Session 2.4: Creative thinking skill....................................................................................................106

Topic1: Why creative thinking is important..................................................................................108

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Topic 2: Mind mapping..................................................................................................................108

Session 2.5: Time Management skill..................................................................................................114

Topic 1: Steps to Managing your Time..........................................................................................115

Topic 2 - Think about Time...........................................................................................................119

Session 2.6 Stress management skills.................................................................................................121

Topic 1: Cause of Stress.................................................................................................................123

Topic 2 - Symptoms of Stress........................................................................................................125

Topic 3 - Some Ways to Manage Stress and Depression...............................................................127

Topic 4 - Developing Passion as stress management skill.............................................................128

Session 2.7: Cooperation and teamwork Skill....................................................................................130

Topic 1 - What teamwork needs....................................................................................................131

Topic 2 - Processes of teamwork...................................................................................................133

Topic 3- Characteristics of effective teamwork.............................................................................133

Module 3: Life Skills for Employed Youth....................................................................136

Session 3.1: Workplace Behavior and Protocols................................................................................136

Topic 1: Workplace Behaviors and Protocols................................................................................137

Session 3.2: Image/Appearance..........................................................................................................141

Topic 1: Judgment by Look...........................................................................................................142

Topic 2: Character Image...............................................................................................................144

Topic 3: Relationship image.........................................................................................................146

Topic 4: Customer relation image.................................................................................................148

Topic 5: Taking responsibility.......................................................................................................148

Session 3.3: Initiative, Flexibility, Perseverance Skill.......................................................................151

Topic 1: Nature of Initiatives being Self-starting/Proactive.........................................................152

Topic 2 - Being Future-oriented.....................................................................................................153

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Topic 3: Perseverance - Being persistent in Overcoming Barriers................................................155

Topic.4 - Flexibility........................................................................................................................156

Session 3.4: Financial Literacy...........................................................................................................158

Topic 1 - Saving.............................................................................................................................159

Topic 2: Setting Financial Goals/Plans..........................................................................................160

Topic 3 - Essential Financial Skill for Young Adults....................................................................163

Topic 4: Your Belief about money.................................................................................................164

Session 3.5 Workplace Ethics and Rights..........................................................................................167

Topic 1 - Workplace Ethics............................................................................................................167

Topic 2 - Workplace Rights...........................................................................................................168

Session 3.6 Working conditions: Occupational Health and Safety (OHS)........................................171

Topic 3 – Occupational Health and Safety.....................................................................................172

Session 3.7 Working condition: Addressing Gender-based Violence at work...................................189

Topic 4: Gender-based violence (GBV).........................................................................................189

Grievance Redress Mechanism (GRM)..............................................................................................193

Topic 5: Grievance Resolution Procedures....................................................................................194

Module 4: Job Search Skills...........................................................................................197

Instructions for trainers.......................................................................................................................197

Instruction for trainees........................................................................................................................197

Session 4.1 Identifying talents and skills (employability and technical skills)..................................200

Session 4.2 Writing your CV..............................................................................................................205

Peer Review....................................................................................................................................208

Session 4.3 Job-search strategies........................................................................................................209

Networking.....................................................................................................................................212

Negotiation.....................................................................................................................................213
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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Session 4.4 Job applications...............................................................................................................214

Session 4.5 Writing a cover letter.......................................................................................................217

Session 4.6 Job interviews..................................................................................................................221

The Do’s and Don’ts......................................................................................................................225

Session 4.7 Mock Interview...............................................................................................................227

Session 4.7 Work preparedness assessment tool................................................................................230

Post- assessment.................................................................................................................................232

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Introduction
This manual has 60 hours of life skills training and 12 hours of job search skills training for the
UPSNJP Apprenticeship program. The training is provided to selected candidates to prepare them for
the apprenticeship placement and future employment opportunities by teaching them basic life skills
and job search skills to gain employment and succeed in the workplace.

In addition, the training will include practical sessions where the candidates and assistant trainees
effectively reveal their abilities and motivations and thereby succeed at the apprenticeship placement
interviews and beyond.

The life skills training takes a comprehensive behavior change approach that concentrates on the
development of the skills needed for life and work, including communication, decision–making, critical
thinking, career assessment, interview preparedness, leadership, and negotiation skills, as well as
workplace ethics, expectations, and responsibilities. The training moves beyond providing information
to developing the whole person —so that the individual acquires the right skills. The interactive life
skills training uses role plays, games, group discussions, and various innovative teaching techniques to
keep the participants engaged.

The life skills training sessions consist of 23 different lessons grouped according to the following three
modules:

1. Core life skills,

2. Workplace preparedness for job seekers, and
3. Life skills for employed youth.

The lessons are designed to enable the youth to develop core life skills and positive workplace
behaviors and address gender-sensitive issues. The third module has been revised to include Gender-
Based Violence (GBV) and Occupational Health and Safety (OHS) aspects to ensure workplace
protection for the youth.

Module four, job search skills training, aims to complement the 10-day life skills training by providing
a 2-day job search skills training that enables the youth to find meaningful employment. The design of

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
the 2-day (6-hour/day sessions) training will benefit unemployed and less educated youth according to
their education levels and work experiences at the early stages of the youth employment program.

9
Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Welcome address

40 mins

1. Welcome all the participants to the training session warmly

2. Invite them in with great respect
3. Say: “I am so excited and grateful to be here and get the chance to work with you for the coming 12
days!”
4. Thank them for their willingness to be part of the training
5. Say: “This training is a youth apprenticeship training to help you know the major life skills
important in the workplace and for your life in general. The training will help you in the process of
finding a job and fitting yourself to that work environment. If you develop and practice these skills
in your life, you can be sure that you will definitely have a successful life ahead of you!”
6. Say: “This training is a full day training for twelve days and attendance all day is necessary to make
sure you learn what you need to know. There will be tea breaks in the morning and afternoon, and
lunch at noon.” Next, say: “The 1 st part of the training has three modules which have different
topics and activities under them. The 2 nd part of training focuses on equipping job-seeker with the
key information and skills needed to enter the labor market.”
7. “I hope you will participate actively and have a fruitful time together during the training days.”
8. Explain the following ground rules: Say “To minimize destruction and have a smooth session
during the coming twelve ten days please:
● Come on time each day (have trainees fill-in the time allotted for the daily activities):
o Training starts at ______ in the morning
o Morning tea break is from _______ to _____ (15 minutes)
o Lunch is from ______ to ______(1 hour lunch break and 5 minutes for to settle in class)
o Afternoon tea break is from ____ to _______ (15 minutes)
o Training ends at _________
● Actively participate during the training sessions
● Turn off your mobile phone during the training hours
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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 ● Avoid side talks during the training time
● Respect the views of other participants
● Don't move around in the training room for no reason
9. Now, distribute the pre-assessment paper and say, "This is just an assessment that will help us to
know the level of your understanding regarding the training topics; don't stress out yourself!
Answer only the questions you are comfortable with."
Pre-assessment tool

5= Very high 4= High 3= Average 2= Low 1= Very low

10. Say: “For today, we will work on three sessions from the first module, which are:
a. Self-awareness and Self-correcting skills. This session has:
■ Let us get to know each other
■ Self-awareness/Know yourself
■ Self-correcting skills
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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 b. Self-esteem and confidence. This session has:
■ Self-esteem
■ Self-confidence
c. Respecting one-self and others. This session has:
■ Respecting one-self
■ Respecting others-How do we show respect for others?
11. Now, proceed to the day’s session by giving a general overview of module 1.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Module 1: Core Life Skills
Life skills are the combination of behavior, attitudes and values and include competencies such as
critical thinking, creativity, ability to organize, social and communication skills, adaptability, problem-
solving and the ability to cooperate on a democratic basis.

Acquiring life skills is a lifelong process. We learn while we are living across family, community,
study, work, leisure, and life spaces. And it is reflected in day-to-day life. People can participate in life
skill education if they want to improve their life skills in different areas. But they need to contextualize
it to their life experiences in order to make it effective in their life.

Life skills training can have several benefits in different aspects of individual and social life. It:

● Enhances critical thinking ability,

● Enhances self-confidence and self-esteem in adolescents.
● Increases the sense of responsibility in job and social life.
● Enhances physical and mental health.
● Enhances prosocial behavior.
● Improves interpersonal relationships.
● Improves psychosocial competency.
● Decreases social problems and self-destructive behaviors.
● Reduce aggression and behavioral problems.

The Life Skills module attempts to provide the trainees with empowering skills that can help them cope
with the new life and its challenges and changes. The topics in this module will assist trainees in getting
ready for the world of work and dealing effectively with the demands and challenges of life in a new
environment. This in turn is important to prepare them for maximizing opportunities by setting clear
goals for themselves, managing their time and money wisely, and getting ready for workplace behavior
and protocol. The purpose of this module is to enable the youth to be self-aware and identify their
strengths and abilities. Identifying and valuing personal strengths and assets are elements of a positive
identity and assets in personal development. Knowing ourselves is important as it gives us a sense of
power and control over oneself since we are our own leader, we must believe and lead ourselves.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
The purpose of this session is to enable participants to be self-aware and identify their
strengths/abilities, to improve their self-awareness and self-correcting skills and to enhance skills of
respecting oneself and others.

Learning Outcomes

At the end of this session, the participants will be able to:

● Describe the benefits of respecting self

● Explain the benefit of respecting others
● Describe characteristics of self-confidence.
● Describe examples of language and behaviors that “build up” confidence or “put down”
confidence.
● Articulate how they apply build-up statements in their own lives.

Training methods

● Brainstorming, presentation, exercises, discussion

● Role play
Training aids

● Whiteboard, flip chart, markers, notebook, pen/pencil

● Name badges characters for roleplay
● Area large enough for the movement of all participants

● Ball or other soft, safe object suitable for tossing

● Colored cards (at least 2 different color cards)

Procedure and tools

First, trainees will introduce themselves to one another by sharing something unique about themselves
orally. This will be followed by self-awareness exercises. Then, self-esteem and self-confidence
concepts will be defined and discussed in detail. Finally, concepts of self-respect and respecting others
will be discussed with different examples which will be followed by exercises that show how to respect
oneself and others.

The session comprises the following topics:

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 1. Let's get to know each other
2. Self-awareness skills
3. Self-correcting skills
4. Self-esteem
5. Self-confidence
6. Respecting oneself
7. Respect for others-How do we show respect for others?

Session 1.1: Self-awareness and Self-correcting skills

Let us get to know each other

15 mins

Objective: This activity will help the participants to get to know each other very well

Instruction:

1. Say: “I’m really enthusiastic and eager to begin this course with you because it will be a great
opportunity to build skills and to strengthen friendships that will help you for years to come. This first
session begins with a look at yourselves: Who you are, the strengths you have, and the resources you
can build upon to become a successful person in the future.”

2. Invite everyone to form a circle in the center of the learning space.

3. Then say: “Please say your name and briefly tell the story behind your name: For example, what it
means, how your parents chose it, after whom you are named ... You can talk about your whole name,
part of your name, or a nickname. Your story doesn’t have to be funny or clever. You know your own
name best and whatever you share will tell us a little something about you. Please keep your stories
short so everyone has time to share. I’ll start and then I’ll throw the ball to the next person.”

15
Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
4. Tell the story of your name (or your nickname) in 30 seconds or less so that trainees are encouraged
to do the same. Toss the ball to another trainee (preferably a female trainee). Make sure no one is left
untold.

5. Summary. Summarize by asking volunteers to answer: “What were some new things you learned
about other people? (encourage female participants).Tell them to write their answer on their copy of the
training. Then, say: “Each of us has unique characteristics, skills, and strengths. Many of our unique
characteristics are displayed in the single word of our name (or nickname). We’ll be learning more
about each other and ourselves throughout this session.”

Topic 1 - Self-awareness/Know Yourself

ICEBREAKER - What is unique about each of us? (Ask Participants to write the answer for this on
their copy)

Group Exercise 2 15 mins

Objective: This activity will help the participants to identify their own strengths and acknowledge their
uniqueness.

Instruction:

1 Ask participants to sit or stand in a circle. Use a ball or a balled-up piece of paper to create a ball.
Give the ball to a participant. Ask them to throw it across the circle to another participant. The
person catching the ball must say:
● Something that is good about themselves (their character characteristics, personality, talent, or
something they achieved, etc.)
● Something unique about the person who threw the ball to them.
2 They then throw the ball again. Try to make it a different ‘good thing’ each time. Continue until
everyone has had a turn of catching the ball. “Good thing” examples: (character, achievement, what
gives joy, strength, priority in life, primary coping mechanism…).

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Plenary Discussion 10 mins

● In a plenary discussion, ask the participants to complete the following phrases in their copy.
● Remind them to think of themselves to finish the phrases.
● Say: “It is sometimes difficult to identify one’s own character traits. And it is OKAY”.
● After each phrase, ask for two or three volunteers to share their answers (consider gender
sensitivity):
 Something I like about myself is ….
 Something I dislike about myself is …
 I am good at …
 I am not so good at …
 Something that makes me happy is …
 Something that makes me sad is …
 One of my accomplishments is …

Who are you? 8 mins

Lecture

● Knowing ourselves is important as it gives us a sense of power and control over oneself since
we are our own leader, we must believe and lead ourselves.
● Self-image is your view of yourself in particular situations. It is how you know and understand
yourself. It is a conceptual and mental understanding that you hold for your existence.
● By increasing our self-awareness, which is an ongoing process, we have a clear perception of
our personality: Our strengths, weaknesses, beliefs, thoughts, emotions & what motivates us.
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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Why does self-awareness matter?

● It allows us to understand ourselves and other people,

● Read, interpret, and regulate our own emotions and thoughts
● Because the way we feel, and think has an effect on our behaviors, choices and decisions
(Explain the following diagram by relating it to the points mentioned here)

Summary 2 mins

Ask volunteer participants (in groups of 2 or 3) to share verbally what they have learned in this session.
Then, summarize by saying: “Self-awareness is being conscious of what you're good at while
acknowledging what you still have and yet to learn. The way we see ourselves may be different from
the way other people see us because different people have different perspectives on things. Therefore,
we should combine the skills of self-awareness and adaptability to improve and find ways to learn how
to learn these skills and competencies.

18
Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 TEA BREAK (15 minutes)

Topic 2 - Self-correcting skills

Individual Exercise 4 15 mins

Correcting myth

Objective: This activity will help the participants to raise awareness about their errors and allow them
to correct the errors themselves.

Instruction:

1. Ask participants to make a bigger circle/semi-circle or group seating with writing space for
everybody.
2. Ask participants to correct the following statements and write them in the table given below
3. If the participants don't like to do the exercise alone, the exercise can be done together in one large
group or smaller groups.
4. Then, ask the participants to do the activity.

Correct the following statements and write in the given table below

SEXUAL HARASSMENT SEXUAL JOKES CAN’T IT ONLY

HARASSMENT REQUIRES HARASSMENT BE SEXUAL HAPPENED
IS A WOMAN’S TOUCHING ONLY OCCURS HARASSMENT ONCE, SO IT
ISSUE BETWEEN CAN’T BE
MEMBERS OF HARASSMENT
THE OPPOSITE
SEX

SEXUAL FOR ONLY THE SEXUAL SEXUAL

HARASSMENT WORKPLACE PERSON HARASSMENT HARASSMENT

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Note:
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 IS RARE SEXUAL DIRECTLY IS A TOP- ISN’T A BIG
HARASSMENT, HARASSED IS DOWN DEAL
THE HARASSER THE VICTIM PROBLEM
MUST BE A
SUPERVISOR

IF I IGNORE HARASSMENT HARASSMENT IS ONLY ABOUT SEXUAL

HARASSMENT, IS NEVER NON- COMMENTS
IT WILL STOP VERBAL

Corrected statements

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

Answer:

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 1. SEXUAL HARASSMENT IS A WOMAN’S ISSUE-Men aren’t immune. Sexual harassment
affects men.
2. HARASSMENT REQUIRES TOUCHING-Harassment comes in many forms, in addition to
physical. The harassment can be verbal, such as requests for sexual favors and other unwelcome
comments based on gender
3. SEXUAL HARASSMENT ONLY OCCURS BETWEEN MEMBERS OF THE OPPOSITE
SEX-Sexual harassment doesn’t look to the gender of the harasser, only to the conduct. The
victim and the harasser can be female, male, or of the same gender.
4. JOKES CAN’T BE SEXUAL HARASSMENT-If comments or conduct are offensive to some,
it may be considered sexual harassment, even if it was meant to be a joke.
5. IT ONLY HAPPENED ONCE, SO IT CAN’T BE HARASSMENT-An isolated incident can
constitute harassment if severe, created a hostile or offensive environment, or resulted in an
adverse employment decision.
6. FOR WORKPLACE SEXUAL HARASSMENT, THE HARASSER MUST BE A
SUPERVISOR-The harasser doesn’t have to be the victim’s supervisor, although it can be. It
can also be a supervisor in another department, a co-worker, and even a client or customer.
7. ONLY THE PERSON DIRECTLY HARASSED IS THE VICTIM-Third parties who witness
the harassment can also be victims of the harassment.
8. SEXUAL HARASSMENT IS RARE-Sexual harassment is not rare; it is unfortunately, still
very common. However, it is underreported.
9. SEXUAL HARASSMENT ISN’T A BIG DEAL-Sexist comments and crude jokes are a big
deal. It can create a hostile work environment and cause people to feel unsafe. Plus, it is against
the law.
10. IF I IGNORE HARASSMENT, IT WILL STOP-Many victims worry that ignoring harassment
is a better option than reporting it. However, ignoring the problem never makes the harassment
stop.
11. HARASSMENT IS NEVER NON-VERBAL-Harassment can also be non-verbal, such as
hanging obscene photographs, pictures, and other unwelcome non-verbal conduct.
12. HARASSMENT IS ONLY ABOUT SEXUAL COMMENTS-Harassment doesn’t have to be of
a sexual nature. It can include comments based on a person’s gender.
13. SEXUAL HARASSMENT IS A TOP-DOWN PROBLEM.-Sexual harassment can happen
between peers as well as those having authority.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 3 mins

Tips to develop self-correcting skills:

● Introspection - help expose some current thoughts and feelings that are at a conscious level and
help us construct a coherent narrative about ourselves.
● Feedback from others and seeing oneself through the eyes of others-When we try to see
ourselves through the eyes of others, we observe how other people around us see us and we can
detect which views are similar to our own view and which are different from our own. Self-
awareness increases with feedback from others. Information such as how others perceive us and
what they say about us and by receiving feedback is considered important.
● Self-observation – observing our behavior- happens when we extrapolate our internal states
from our behavior, and it is a major source of self-knowledge

Summary 2 mins

Summarize the session by saying: “Things can be changed that are within your control. Accept that
there are certain things in life that are not within your control and therefore cannot be changed. The key
is to understand what in your life you can control and what you cannot.

Session 1.2: Self-esteem and Confidence

Topic 1 - Self-esteem

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Plenary Discussion 10 mins

Understanding self-esteem:

● Does anyone know what self-esteem is? [Ask for volunteers to talk about what self-esteem
means]
● What are some of the things that make us feel good about ourselves? [Ask for volunteers to talk
about what makes them feel good about themselves, such as achieving goals, winning a game,
being good at something or making a joke, etc.]
● What makes us feel bad about ourselves? [Ask for volunteers to talk about what makes them
feel bad, such as having an argument, being shouted at, etc.]
● Why is it important to feel good about ourselves?

Lecture 10 mins

Self-esteem

● Self-esteem is how much you like yourself and how valuable you feel.
● Self-esteem is important because how people feel about themselves influences what they
accomplish in life. If people believe in themselves and their ability, then they are able to work
hard, reach set goals and accomplish what they set out to do.

Signs of low self-esteem

● Heavy self-criticism and dissatisfaction

● Hypersensitivity to criticism with resentment against critics and feelings of being attacked.
● Chronic indecision and an exaggerated fear of mistakes.
● Excessive will to please and unwillingness to displease.
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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 ● Perfectionism, which can lead to frustration when perfection is not achieved.
● Neurotic guilt, dwelling on past mistakes.
● Floating hostility and general defensiveness and irritability without any proximate cause.
● Pessimism and a general negative outlook.

Plenary Discussion 10 mins

[Lead a discussion with using the following questions]:

● How did it feel to say something good about yourself?

● How did it feel to say something good about someone else?
● How did it feel to hear someone say something good about you? Was it difficult or
encouraging?
● Did someone say something about you that you did not realize before?
● Next time you feel down about yourself, what can you do? [Answers might include, remind
yourself of all the good things you have achieved or all the challenges you have coped with.
Spend time with friends you know and like.]
● How can we help other people feel better about being themselves? [Answers might include, tell
the person about their good qualities, remind the person of all their achievements, etc.]

Lecture 5 mins

● Believe that everyone of us is a unique human being, with strengths and weaknesses.
● Understanding ourselves helps us understand our reactions, how we behave and how we are
viewed by others.
● Recognize the good things about yourselves and about others and work on building self-esteem

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Individual and group Exercise 1 15 mins

STEP 1- Individual Exercise

Measuring Self-esteem exercise

Objective: This activity will help the participants to assess their self-esteem

Instruction:

Ask the participants to do this exercise on their copy

Which statement describes you best in terms of your self-esteem? (Circle the statement that suits
you best)

1. Overall, I am satisfied with myself

2. At times I think that I am good at all
3. I feel that I have a number of good qualities
4. I can do things as well as most other people
5. I feel I do not have much to be proud of
6. I certainly feel useless at times
7. I feel that I am a person of worth, at least the equal of others
8. I wish I could have more respect for myself
9. All in all, I am inclined to feel that I am a failure
10. I take a positive attitude towards myself

STEP 2- Small group Exercise 15 mins

Instruction:

1. Based on the individual exercises above, ask the participants to:

● Work in groups of 3 to choose one skill area that they have identified that fits them best
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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 ● “BOAST” about their skills that suit them best to their partner/s, giving an example to evidence
the skill.

5 mins

10 steps to grow your self-esteem

Step 1: Forgive & forget your past mistakes.

Step 2: Focus on your positive emotions.

Step 3: Follow the example of successful people.

Step 4: Become a self-talker, improve your assertiveness

Step 5: Exhibit a good attitude, manage your stress level

Step 6: Get plenty of sleep

Step 7: Make your work skills your own

Step 8: Practice your talents

Step 9: Learn new things.

Step 10: Improve your personal relationship

Summary 5 mins

Summarize the session by saying: “Self-esteem is important because how people feel about themselves
influences what they accomplish in life. If people believe in themselves and their ability, then they are
able to work hard, reach set goals and accomplish what they set out to do.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Topic 2 - Self-confidence

ICEBREAKER: Ask the following questions and let volunteers answer:

 What is self-confidence? 10 mins

 Why do we refer to this as strengths?

Lecture 10 mins

● Self-confidence is the belief that you can do something and do it well. Self-esteem is having a
realistic and healthy respect for oneself and high regard for oneself.
● We might hear criticism from others, or we might be the one to say negative things about
ourselves. The truth is no one is smart, or good, or trustworthy, or any other quality all the time.
● Each of us has times when we are all these things, both good and bad, but we also strive to
become better people. Unfortunately, that’s difficult to do when we repeat to ourselves the same
critical comments that others are telling us.
● This makes it even harder to be successful at what we do because we are thinking that we aren’t
good enough or smart enough. It’s what we mean by lack of self-confidence.

5 mins

Practical tips for building self-confidence

● Learn to take compliments graciously

● Give up “toxic worrying”
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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 ● Let any guilt go
● Never go to “if only…
● Always ask for help
● Find a mentor
● Set your goals
● Do something outside your comfort zone
● Convince yourself that it’s OKAY to make mistakes
● Take responsibility for your own successes and failures
● Be determined
● Be self-reflective
● Be relaxed
● Confidence in skills
● Knowing your strengths and weaknesses is important
● Valuing your skills is also an important skill.

LUNCH BREAK (1 hour)

Role play 50 mins

Learning through role play

Instruction:

1. Three groups will each be assigned a short script to dramatize the roles. Each group will be
given time to plan on how to dramatize first and share their create role play to the large group.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 2. Those not in the play will take time to consider all three scenarios and discuss in pairs on the
impacts.

Team 1 – Role play

● Ask for two volunteers, one girl and one boy, to perform the roleplay.
General idea for the role play: Helen discusses her career plan with Berook but he is not
encouraging her (he is putting down her self-esteem in their conversation)

Team 2 – Role play

● Ask for three volunteers, two girls and a boy, to perform the roleplay.
General idea for the role play: Meron, Raey and Noah discuss about relationship between sexual
harassment at workplace and self-esteem (Meron encountered harassment at her workplace from
her co-worker or team-leader).

Team 3 - Role play

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 ● Ask for three volunteers, two girls and one boy, to perform the roleplay.
General idea for the role play: Yakob, Naomi and Muna discuss about the idea of Muna
becoming a mechanic(Yakob is a mechanic, and he feels like the sector is only for men and in his
words, he discourages Muna by trying to lower her self-esteem)

General Instruction for the roleplays:

● After selecting the volunteers for the roleplay, give them a name tag and 20 min to get ready.
Meanwhile, the rest of the participants will discuss the effect of “putdown” comments on one's
self-confidence and self-esteem.
● Before the start of each play, ask the remaining participants to listen to the roleplays carefully
and list down examples of what someone might say that would put down another person’s self-
confidence. Ask them to list them down on their workbook.
● Finally, when the play is ready, let the volunteers perform the role plays starting from the first
one.
Then after the plays are all done,
● Thank all the volunteers and give them a round of applause and remove their name tags. Point
out that they were playing a role. They are not this way in real life!
● Lead a discussion with these questions: (Ask participants to answer the following)
o What are some “put-downs” you point out from role plays(any of the three)?
o What effect do you think “put-downs'' have on the other person?
o What are some of the common beliefs or messages we have that limit our potential or make
it more difficult to build our confidence and skills to be successful in our lives (Possible
responses: I’m not smart; I cannot do that).

Large group Exercise 4 20 mins

“Build-up” statement practice

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Objective: This activity will allow participants to articulate how they will apply “build-up” statements
in their own lives.

Instruction:

1. Hold up three fingers and ask participants to share the following with a person nearby:
● “Quickly tell your nearby person three positive comments or build-up statements you think you
will use between now and the next time we meet(tomorrow).”
● (After a few minutes, the pair change roles – the one who listened first now speaks.)
2. Hold up two fingers and ask participants to share the following with a different person nearby:
“Quickly tell your nearby person two situations where you think your build-up statements will be
helpful and how you might use them in your life, between now and the next time we
meet(tomorrow).”
(After a few minutes, the pair change roles – the one who listened first now speaks.)
3. Hold up one finger and ask participants to share the following with a third person in the room (they
might need to move around the room to find this new partner): “Quickly tell your new partner one
person with whom you will share something about what you learned in today’s session; maybe it’s
someone who can help you practice your build-up statements”
(After a moment, the pair change roles – the one who listened first now speaks.)
4. Ask participants to move around and walk in different directions so they are passing by a variety of
other participants. After about 30 seconds, stop the movement. Have participants find someone next
to them that they haven’t worked with in the past 10 minutes (or at all during this session).
5. Then say: “3-2-1! Tell this person your three build-up statements, the two situations where you
might use these statements and the one person with whom you are going to share what you’ve
learned. You each have 30 seconds to share.”
(After a moment, the pair change roles – the one who listened first now speaks.)
6. After completing the activity, thank the participants.

Summary 5 mins

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Summarize the session by saying “Changing negative comments into positive ones is a great skill!
Remember, you can always stop to consider whether what someone says about you is true. If it’s not
true, you don’t have to repeat it in your own mind to yourself. Instead, work on ways to build your own
self-confidence.

Topic 3 - Respecting one-self and Others

Respecting One-self

Lecture 15 mins

Respecting others is an important aspect of life for having a good interpersonal relationship with people
around us.

How do we show respect for others?

The following are some ways to show respect for others

1. Listen. Listening to what another person has to say is a basic way to respect them.
2. Affirm. When we affirm someone, we're giving evidence that they matter. …
3. Serve. To give someone service or present someone with something
4. Be kind. Being friendly, generous, and considerate. ...
5. Be polite. Having or showing good manners or respect for other people
6. Be thankful. Expressing gratitude

TEA BREAK (15 minutes)

Large group Exercise 1 25 mins

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Objective: This activity will help participants to understand that they are not the only one who
experienced disrespect and self-respect in life process

Instruction:

1. Say: “Please stand in a wide circle arms’ length apart. This activity is done in total silence.”
2. Say: “Once you start, you may have to gently remind yourself to hold the silence. I am going to
read you some scenarios. Before each scenario, I will say “Take a step if…” and if you can relate to
the scenario, you can take one step into the middle of the circle. If you can’t relate, don’t take a
step. You don’t have to take a step if you don’t want to. Choose for yourself what to share.”
3. Say: “Please keep other people’s answers confidential. As you move, it might get squishy—that’s
OK! “
● Take a step if you believe you’re valuable.
● Take a step if you've ever been put down by someone else.
● Take a step if you’ve ever stood up for someone who was being hurt in some way.
● Take a step if you've ever been teased because of how you look, where you come from, your
gender or your race/ethnicity.
● Take a step if you have a dream.
● Take a step if you have ever known a teen or woman who’s been abused in some way.
● Take a step if you’re proud of something you’ve done.
● Take a step if you've ever been the victim of a rumor or gossip by your friends.
● Take a step if you love something about yourself.
● Take a step if you've ever felt like no one cared about you.
● Take a step if you and the youth in this room deserve respect.
4. Now say: “Sit down where you are and let’s chat about what we learned.” Then ask participants to
discuss what they have learned about the activity with the person sitting next to them. ( Give them
about 3 min.)
5. Finally, ask participants the following questions to lead the discussion/chat. (encourage female
participants)

Discussion questions:

 What does this activity show us?

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
  What did you learn about each other?
 What about when you were squished even if you didn’t take a step—what did that show you?

Lecture 10 mins

● This activity shows us that we’re not alone; many of us have experienced disrespect and self-
respect, too. Also, when one person is disrespected—or spreads respect—it can “touch” all of us
or get in our space
● True respect starts on the inside… When self-respect—and respect for others—is going strong,
anything is possible. These help us make healthier choices, create respectful relationships,
achieve their goals and become leaders who spread respect for all.
● Thus, learn to:
o Use the respect basics to build self-respect and make healthy choices.
o Value yourself.
o Follow your passions.
o Set boundaries and speak up.
o Listen to your gut and compassionately listen to others.
o Create relationships based on mutual respect.
o Get help dealing with disrespect dilemmas (such as peer pressure, dating and domestic
violence, bullying, negative body image, and other tough issues)
o Lead social change to create a better world where all people are respected
● Self-respect is “I am worthy; I matter,” and therefore, you have the confidence to stand behind
what you say and value yourself enough to care for your spirit and body.
● Self-respect and respect go hand-in-hand; you realize that other people’s agendas are as
important to them as your particular agenda is to you.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Respect for others

How do we show respect for others?

Small group Exercise 2 20 mins

Objective: This activity will help the participants to describe the importance of respecting oneself and
others

Instruction:

1. Group the participants in a small group(3-4 members).

2. Then say: “Please discuss on the following questions as a group”

3. Finally say, “Please forward a general reflection/answer of the group on the given questions (one
person from each group can present the group’s general thought/reflection)

Questions:

● What responsibilities do you feel you have towards people around you?
● Is it ever okay to treat another person with disrespect?
● What are the benefits of treating people with respect?
● “Everybody is entitled to be treated with respect” Do you agree with this statement?

Summary 5 mins

Summarize the session by saying: “Self-respect and respecting others are a great quality which are
extremely important for the dignity, confidence and personality of an individual. People with these
skills have the courage to accept their mistakes. They exhibit certain toughness; a kind of moral
courage and they display character. Such people are always willing to accept risks. They invest some of
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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
themselves in what they undertake to do and when they play, they know the odds. Self-respect and
respecting others is a kind of discipline, a habit of the mind that can never fail an individual”

Closing
Saying - “We have finished our training for today. and thank you again for being part of the training
and for your active participation throughout the day”

● Giving the following homework-Ask participants to interview someone around them and
bring their opinions regarding the day’s training topics and share it with the group
tomorrow.

Welcome all participants to the training warmly. And ask how the training went yesterday. (what
they like and what they feel should be improved, encourage them to forward their thoughts). Next, ask
three volunteers to share their homework with the group. Finally, summarize what they say in a few
sentences to revise about day-1’ s training.

Proceed to today’s training session by saying “Today’s session focuses on the processes of our thinking
which might hinder us from practicing respect for ourselves or others. The following session guides us
to think clearly about what hinders us and also teaches us to think clearly.

Today you will focus on two sessions which are:

Session 1.3 Critical thinking and managing emotion skills

Session 1.4 Communication skills

To start with the session brainstorm what conflict is. And give time for participants to reflect their
ideas. Then summarize the discussion through presenting the introduction and learning outcome part of
the session well.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Session 1.3: Critical thinking Skill and Managing Emotion

Introduction 20 mins

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or evaluating information. We gather information from, or
generate by observation, experience, reflection, reasoning, or communication, as a guide to belief and
action. Critical thinking is then to observe this information objectively with no or minimum judgment,
biases, or emotion. It also attempts to provide adequate information about emotion management skill
with different exercises. Participants also learn the ability to handle both positive and challenging
emotions constructively.

This session attempts to provide adequate information about emotion management skills with different
exercises. Participants also learn the ability to handle both positive and challenging emotions
constructively. This will help the participants to learn self-advocacy skills that will help them in school,
work, and life.

Learning Outcomes

At the end of the session participants will be able

● To understand ways of thoughts that hinders them not to be aware, accept and respect
themselves as well as others.
● To help participants to review their thoughts and see critically
● To motivate participants, apply the skills in their day-to-day life situations that require critical
thought.

● Identify the skills required to manage emotions

● Explain how to handle emotions so that accepting and respecting self and others will be easy.

● Identify the skills required to manage emotions

● Explain how to handle emotions

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Training methods

● Brainstorming, presentation, exercises, discussion

● Exercises: journaling, group and individual
● Mindful thinking

Training Aid

Whiteboard, flip chart, markers, notebook, pen/pencil, PowerPoint presentation, Rubber, Box, Cards
with feeling words, audio

Procedure and tools

First, participants will learn the meaning and purpose of this session thoroughly using PowerPoint
presentations. The instructor is expected to explain it as stated in the above as an introduction. Then to
let the participants internalize it, exercises will be presented as instructed.

Following that, the session will continue with an introduction of the concept of human emotions and
types of emotions. Then, it continues with managing anger. Along with the concepts, the participants
will work on some exercises to develop their emotion management skills.

The session comprises the following topics:

● Topic 1: Critical thinking starting with yourself

● Topic 2: Barrier for critical thinking
● Topic3: Basic Human Emotions
● Topic 4 Types of emotions/Behavior
● Topic 5: Managing Emotions
● Topic 6: Practical exercises for managing Emotions

Topic 1 Critical Thinking starting with yourself

Individual Exercise 1: Critical Thinking: Starting with Yourself

Objectives of the exercise:

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 ● To review their own ways of thinking
● To develop their critical thinking

30 mins

Instruction

1. Clarify the following ways of thinking in the table with the examples. You as a trainer can add
more examples of yours similar to these examples.

Think about a time when you were talking through a problem and you showed a clear
bias.

(Example: You have a conflict with one of your family members or a friend and you
expressed as if he/she is the one who is wrong not you)

Think about a time you discovered that you believed something that was not true.

Example: All reach people are happy; Money solves my problem

Think about a time when you thought you understood something, only to discover you
had a misconception.

Example: Women cannot be a leader. Or HIV transmits through mosquito or saliva

Think about a time when you were in a debate or discussion with a friend, or family
member, and you realized your reasoning was off-track

Example: You are in a debate that social science is better than Natural science why
Because it is easy.

2. Divide them in a group of four and provide one scenario example for a group. Tell them to have
time with themselves to think critically. Tell them to challenge themselves to think in different
ways and try to look at old situations in novel ways. These reflection exercises can consume their
energy because they are uncovering their biases, misconceptions, false beliefs, and thinking
distortions that are obstacles to their becoming a critical thinker.

39
Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
3. Tell them to remember their own experiences when they exhibit such thoughts, beliefs or behaviors
as explained alone for three minutes before they start discussion.
4. Then invite them to discuss it with their group very well. Motivate them to take self-initiative to
share their ideas.
5. Let them fill the tables in their workbooks. All the ideas and kinds of thoughts that come out of the
discussion and experiences that they remember fit the stated examples. (they will fill the table only
they are given for the discussion like if they are given thought number 1 then they work on that
thought. the rest will be done by the other groups
6. Invite the group representative to present the findings.

7. After all the group presents their discussion, Let the large group to discussion on the following
points

o What do they realize from the exercise?

o Is it common or do the members of the group experience similar scenarios? and clarify
the concept more by the following lecture on egocentric thoughts

Topic 2 – Barrier to critical thinking

Egocentric Thinking

Lecture 10 mins

Egocentric Thinking

When trying to practice self-acceptance, self-confidence and also self-respect, we typically engage in
egocentric thinking. This simply means that we do not naturally consider the rights and needs of others,
or consider their point of view, when involve in discussions or trying to problem solve.

Humans often don’t appreciate the fact that we make our own assumptions based on limited
information, we look at situations through our own experiences or lenses, we often interpret

40
Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
information through our biases, and we often reach conclusions that somehow meet our own needs and
interests.

These egocentric ways of thinking constantly interfere with our attempts to be an objective, respectful,
positive and a critical thinker since it closes the room to accept others and or yourself. In other words,
people who often take the following position are taken as egocentric thinkers. Some examples are:

● it’s true that women are money lover because I believe it

● it’s true that women can only be good for caring jobs because we (society) believe it
● It's true that women are more talkative than men because I have always believed it.
We have a lot of thinking processes that need critical review so that we can correct them for the best
result. An important quality of a critical thinker is the willingness and ability to look at themselves.
They constantly examine their own thinking and take responsibility.

Because of this kind of thinking we develop emotions that hinder our respect for ourselves and for
others. So, it is crucial to be aware and manage our emotions.

Next, we start to look at the basic human emotions that can be affected by our critical thinking both
positively and negatively. When we think critically, we also regulate our emotion since our emotion is
related with our thinking.

Topic 3 - Basic Human Emotions

Group exercise 1 Basic Human emotions 30 mins

Objective: This activity will help the participants to identify the basic human emotions

Instruction:

1. Prepare cards with names of feelings (such as joy, shyness, loneliness, sad, scared, funny, confused,
excited, angry, happy, and curious adding any other feeling and put them in a box) and get ready to
play music.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
2. Ask participants to sit in a circle and “pass the box of feelings” while the music plays. When the
music stops, the participant who has the box of the feelings picks up a card from the box and acts
out the emotion described. No words are to be used. The rest of the participants must guess the
feeling expressed.
3. Continue the activity till all the cards are described (add if participants suggest anything more)4
4. Keep the list of the feelings on the wall and refer to it in different sessions when feelings need to be
expressed. In some cases.
5. Then ask participants the following questions to help them think more about this activity and share
their answer orally with the participants (encourage female participants)
● Was it difficult to express certain emotions? Why?
● How did they feel when they did not use words?
● Did the participants guess that they had any difficulty identifying the emotion?
● Do different people express the same emotion in different ways?
● Do girls and boys express them differently? Why?
● When did you last feel joy/sadness/any other emotion? A participant may, if he or she wishes,
describe the situations that gave rise to the feelings that occurred.
6. Finally, summarize the activity by saying the basic human emotions are: While 1 and 3 are positive
the others are negative emotions.
1) Happiness
2) Sadness
3) Love
4) Hate
5) Anger
6) Fear

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Topic 4 - Types of Emotions/Behaviors

Lecture 10 mins
Emotions are usually expressed through three main types of behavior:

1. Passive
2. Aggressive
3. Assertive
1. Passive
● These are people who let others walk all over them.
● They follow the “crowd” and allow others to make decisions for them.
● They lack the courage to express inner feelings.
● They are followers.
● They allow passivism to control their emotions and are disappointed in how they are
manipulated by others.
● They see something wrong but do nothing about it.
2. Aggressive
● These individuals are always looking for a fight.
● Whether or not it is their business, they are right in the middle of it.
● They are masters at verbal or physical battle.
● They thrive on intimidating others.
● They believe that aggression breeds aggression.
● They often bring out the worst in OTHERS.
3. Assertive
● These individuals calmly, but insistently, state their feelings in a non-emotional way.
● They do not allow others to manipulate, intimidate or control their behavior.
● They use “I” Messages (I think, I feel, I am, I don’t, I want, I won’t, I will, etc.
● If this individual is in a threatening situation, they will walk away and seek help if appropriate.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 ● They tell someone if the situation is harmful, dangerous or against the law.

Ask volunteers to share their answer to the following question:

● Which of the three behaviors describe you well?

Tea Break (15 minutes)

Plenary Discussion 30 mins

● Ask participants to draw themselves on the space provided in the workbook and think of any
negative emotion they felt sometime during these days (two-three days back). Once everyone
has thought of their emotion, instruct them to write that emotion on the heart of the drawing in
their workbook.
● Next, what do they feel when they write that emotion. On the left hand of the drawing, the
participants should rank how strong that emotional feeling was, with 1 being not very strong
and 5 being the strongest they have ever felt.
● On the right hand, have the participants write who they would feel comfortable sharing that
emotion with. (say “many people feel better after sharing emotions”)
● On the feet of the drawing, ask the participants to write down how they chose to respond to that
emotion. (say what did you do at that time. How did you react)
● If the situation happens now, how do you react differently?

● Ask participants to share and discuss their drawing with participants. They should share about
what they included on each part, and why they wrote or drew what they did. (give them about
10 min)

Then summarize the discussion by presenting the following lectures

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Topic 5 - Managing emotion

Lecture 30 mins

Anger:
● One of the hardest emotions to control or express positively is anger. Uncontrolled anger can
lead to arguments, physical fights, abuse, assault and self-harm.
● On the other hand, well-managed anger can be a useful emotion that motivates you to make
positive changes.

Expressing anger in a healthy way:

● Walk away from the situation until you have control of your emotions.
● Recognize and accept the emotion.
● Try to pinpoint the exact reasons why you feel angry.
● Problem solve strategies for dealing with the situation in advance.
● Seek help if needed.

Sadness:

● For this activity you can ask for some personal experiences relating to how they manage
sadness in their life. Invite those participants who wrote sadness on their workbook on the
previous exercise.
● Remind the participants that if they wish to remain silent, their feelings will be respected. If
participants are still grieving, it is advisable for them to avoid the discussion.
● Ask the participants what causes a little sadness and what causes serious sadness. (Ask if
feelings of sadness change over time)
● Accept all answers.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 o Happiness and sadness live side by side. Remind the participants that they can express their
feelings in many ways. Discuss how sadness can be expressed inside us (without anyone
else knowing what you are experiencing) and outwardly in our behavior. If a river is
flowing and we block it, it may find another course. In this same way, if we feel very sad
but do not express it and block it, it may come out in different ways.
o Sadness may be expressed in:
- Depression
- Lack of appetite
- Stop looking after one’s physical needs
- Disturbed sleep
- Headache or stomachache
- Bullying and getting angry
- Intense fear
- Hitting someone

Fear:
o Say “all of us have fears. Fears also change with time and age. For example, a young child
may be afraid of thunder but could lose that fear as s/he grows up” Then,
● Ask participants to share what they fear. They can talk about it or they can draw something
they are afraid of now or were afraid of once.
● Ask participants to share their drawings and realize that there may be common fears. (If
there are any imaginary fears that participants mention then, you must make a distinction
between real fears)
● Ask some of the participants to describe what they felt when they were really scared.
(answers might include- Heart pounding, Palms sweating, Legs feel stiff or tingle or weak,
Breath is short and quick, Feel some heaviness in the stomach.)
o Say; “If you are scared: go to a person you can trust and who will comfort you, take
deep breaths, or talk to a friend.”
o Assure the participants that there is nothing wrong with feeling fear; even a soldier in
the battlefield feels fear. The advantage of recognizing our fear is that we learn to
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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 control it. In that case fear helps us instead of harming us. For example, it is fear that
makes us run from danger and can save our lives.
o Ask volunteer participants to share their answer to the following questions: They can
refer to what they wrote on the previous exercise.
● How they help themselves be less scared. Who can help them?
● How does their fear affect their behavior?
● What decisions can help them to reduce their fear?

Individual Exercise 30 mins

I am the boss of my feelings!

Objective: This activity will help the participants to identify the right way of handling emotions

Instruction:
1. Ask participants to complete the following sadness management skills individually: Allow them to
have 3-5 mins.

When I get angry, it helps me feel better if I __________________________________

When I feel sad, it helps me feel better if I ___________________________________

When I feel nervous, it helps me feel better if I _______________________________

When I feel grumpy, it helps me feel better if I ________________________________

When I feel lonely, it helps me feel better if I _________________________________

When I feel embarrassed, it helps me feel better if I ____________________________

When I feel disappointed, it helps me feel better if I ___________________________

When I am honest, I feel _________________________________________________

2. Be in pair with the person near to you and discuss what you wrote. Again, give them about 5 mins
for discussion
3. Bring the large group together and reflect on ideas like what have they got from their friend? What
do they feel about the exercise?
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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
4. Summarize the discussion by pointing out the following concepts

● We can choose our reactions to our feelings

● Emotions are not permanent
● Our thoughts contribute for our emotions.

Topic 6 - Practical exercises for managing emotion

Individual Exercise: Belly Breathing 30 mins

Objective: This exercise will allow participants to practice belly Breathing techniques to let them calm
themselves when they are emotional.

Instruction

1. Ask participants to sit in an upright position, be comfortable and relaxed.

2. Put their right hand on their belly and the other hand on their chest.
3. Let them focus on their breathing and follow the inhale and exhale movement of their belly or
chest. Ask them to observe where their body moves while they inhale and where it moves while
exhaling. encourage them to breathe this way for 2 minutes.

4. Then say stop and invite them to reflect on their experience. allow them to share their experiences
of this exercise.
5. Then explain the importance of deep breathing. In this situation our body relaxes and shifts from
the situation that makes us emotional. Thus, our view of the situation becomes different and even
not affecting any more. ( the situation that makes us angry now can be seen as fun or neutral)

Summary

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Summarize the session by saying that “we have a lot of thinking processes that need critical review so
that we correct it for the best result. An important quality of a critical thinker is the willingness and
ability to look at themselves and take responsibility. They constantly examine their own thinking.

Continue your summary by saying “also emotions pervade human social affairs and can significantly
determine people's experience in their workplaces, influencing their well-being, motivation, job
satisfaction and performance”

Lunch Break (1 hour)

Energizer Activity (Stand up. Sit Down)- 10 mins

Instruction:

1. Ask all the trainees to stand up.

2. Then, say the following phrases and for those to whom the statement is 'true'' to stand, and for those
to whom it is “false'' to sit down. (Phrases: "I love dogs." or "This is my first training session."
or "I like to cook" or "I like to work on my own rather than in teams." or I like ‘Duba wet’).
3. After each phrase, you invite those standing to sit down again. After the activity is done and all are
energized for the afternoon’s lesson, proceed by saying “we are now focusing on communication
skills.”

Session 1.4: Communication Skills

150 mins

Introduction

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
The process of communication is what allows us to interact with other people; without it, we would be
unable to share knowledge or experiences with anything outside of ourselves. Common forms of
communication include speaking, writing, gestures, touch, and broadcasting.

Communication is a process of exchanging information, ideas, thoughts, feelings, and emotions through
speech signals, writing or behavior. In communication process, a sender encodes a message and then
using a medium and sends it to appropriate feedback using a medium

Effective communication will improve interpersonal relationships, productivity and minimize conflict.
You will need to request information, discuss problems, give instructions, work in teams, and interact
with colleagues and clients. If you are to achieve co-operation and effective teamwork, good human
relations skills are essential. Everything you do in the workplace, results from communication.
Therefore, good reading, writing, speaking, and listening skills are essential if tasks are going to be
completed and goals to be achieved. In following occasions in your career, you will find various
reasons why successful communication skills are important for: -

● To secure an interview and get the job

● To do your job well
● To advance in your career

In order to help participants, realize the concept well, the session presented under two major topics
which are Effective communication and Types of communication. In this session participants will
realize and understand their own communication skills. They also can practice it through different
activities under each topic.

Learning Outcomes

At the end of the session participants will be able

● To help the participants identify the communication process needed for effective
communication at work.
● To assess and evaluate their ability to be an effective communicator
● To understand the importance of effective communication
● To learn modes of communication.

Training methods

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 ● Brainstorming, presentation, exercises, discussion
● Exercises: Drawing, group and individual

Training Aid

● Whiteboard, flip chart, markers, notebook, pen/pencil, PowerPoint presentation, Rubber

Procedure and tools

First, participants will learn the first topic through drawing exercise to get the meaning and purpose of
this session. Then PowerPoint presentations will follow to clarify the concept more thoroughly. The
instructor is expected to explain it as stated in the above as an introduction. To let participants
internalize it, different exercises will be presented as instructed accordingly.

The session comprises the following topics:

● Topic 1: Effective communication

● Topic 2: Types of communication

Topic 1 - Effective communication

Group Exercise 1: Draw and Communicate 30 mins

Instructions:

1. Divide the participants into pairs and ask them to sit back-to-back.
2. Give a drawing to one of the participants in each pair. Give a pencil/pen and a sheet of paper to the
other participant.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
3. Now ask the person with the drawing to describe it to the partner using words only. The partner
must try to do the drawing based on the description given. Allow five minutes for this.
4. When time is up, ask the pairs to compare their drawings
5. Then ask the two participants to switch roles. Give the other drawing to the second participant. It is
now his or her turn to describe the drawing to the partner, so that that person can do the drawing.
Allow another five minutes for this.
6. When time is up, ask the pairs to compare their drawings.
7. Encourage discussion in plenary by using the following questions as guidance:
● How did you find this activity?
● What was difficult and what was easy?
● How did the fact that you could not see the other person affect you?
8. If no one mentions this, point out the importance of having the chance to read the body language
when communicating with other people

Topic 2 - Types of communication

Lecture 35 mins

Introduce the following types of communication for participants giving a short and brief example. Use
the PowerPoint presentation.

Types of communication

There are different types of communication. Mainly they are classified as verbal and non-verbal
communications.

● Verbal communication: refers to the form of communication in which a message is

transmitted verbally, communication is done by words, mouth, and a piece of writing. Objective
of every communication is to have people understand what we are trying to convey. Parts of
Verbal Communication - Oral or Written communication. In oral communication, spoken words
are used. It includes face-to-face conversations, speech, telephonic conversation, video, radio,

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 television, voice over internet. In oral communication, communication is influenced by pitch,
volume, speed, and clarity of speaking. In written communication, written signs or symbols are
used to communicate. A written message may be printed or handwritten. Written
communication messages can be transmitted via email, letter, report, memo etc. Message in
written communication is influenced by the vocabulary & grammar used, writing style,
precision and clarity of the language used.
● Internet and email communication: What is email communication? Short for electronic mail,
email (or e-mail) is defined as the transmission of messages over communications \\networks.
Typically, the messages are notes entered from the keyboard or electronic files stored on disk.
Most mainframes, minicomputers, and computer networks have an email system. What is
Internet communication? Internet communication is referred to as the sharing of information,
ideas, or simply words over the World Wide Web, or the Internet. The Internet consists of a
worldwide string of connected networks that exchanges data through packet switching using the
standardized Internet Protocol Suite (TCP/IP).
● Non-Verbal Communication: is all aspects of communication other than words themselves. It
includes how we utter words, features of environments that affect interactions and that influence
personal images & interaction patterns.
o Body language and platform skills: Body language is a type of nonverbal communication
in which physical behavior, as opposed to words, are used to express or convey information.
Such behavior includes facial expressions, body posture, gestures, eye movement, touch,
and the use of space.
o Facial Expression: Face is the index of mind. Think how much information can be
conveyed with a smile or a frown. By facial expressions we can show, or we can understand
happiness, sadness, anger, and fear and much more.
o Head: If someone moves his\her head up & down it means he\she is agreeing with you or
saying yes and it also means understanding and acknowledgement. Sideways movement of
head means no or not understood. If a person brings his head down and looking his feet or
earths it is the symbol of humility & modesty or shyness.
o Eye Gaze: Looking at another person can indicate a range of emotions like anger, grudge
and danger, a dangerous look can tell you someone is unhappy and not comfortable with.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
(Non-verbal can go without verbal communication. Verbal can’t go without non-verbal
communication).

Group Exercise 2: Communicate for job 30 mins

Objectives of the Exercise:

● To practice the three modalities of communication

● To understand clearly effective communication needs a proper choice of communication
method.

Instruction

1. Write discussion points on the board and lead participants in a discussion of points needed for
effective communication. This is not meant to be a definitive list, but here are some ideas to elicit
discussion by the participants.
● Know your audience. Is it one person, money people, your work mate, supervisor, guest or
customer?
● Know your subject. What are you going to talk about? What are you NOT going to talk about?
● Identify the best communication vehicle for your audience—oral, written, multimedia, or a
combination—and allow adequate time to prepare it.
● Introduce yourself to your audience. Who are you and what is your knowledge of or experience
with the subject? Tell your audience what you know about the subject.
2. Form three groups (one for each type of communication listed below). Briefly present the situation
to be discussed in today’s activity.

Situation

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
You are working in a construction site as a supporter. You have a serious safety issue concern, and
your immediate supervisor has not responded though you have been reporting the case frequently.
The next step is to report the case to the company safety and compliance manager as he/she is the
one who gives advice and takes the proper course of action. Ask each group to compose and present
their case using one of the following types of communication.

● Writing using letter or memo

● Personal face to face conversation for the compliance manager
● Presentation of your case through phone conversation

Tea break (15 minutes)

Topic 3 - Barriers to communication

Large group Exercise 20 mins

Objective: This activity will help the participants to identify the importance of communication for
interpersonal skill

Instruction:

1. Split your participants into two even lines. At opposite ends of each line, whisper a phrase or short
sentence to the person on the end and tell them to pass it on using only whispers, one person at a
time. They can only repeat the phrase or sentence once.
2. While participants are busy passing the message along to the next person in line, play music or
engage them in conversation to create some white noise. This will make it a bit more difficult, but it
will mimic real-life conditions, where distractions abound.
3. When the messages have made it to the end of each line, have the last person to receive the message
in each line report out on what they heard. Next, have the first person to receive the message in
each line report the original message and compare it to the final message received.
4. If the original message is different from the last one, Can they explain why? Summarize the activity
by pointing the importance of listening, language, trust ( so that the participants may not say all or
55
Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 add their perception), method of communication ( word of mouth is susceptible for change).
Barriers to effective communication might most of the time, be the cause of conflict. Thus, knowing
about conflict and its management skill is very important.

Summary
Communication skill is very essential as you have seen in the exercise we made. Basically, there are
two types of communication skills: Verbal and Non-Verbal communication were using them together
makes our communication effective. Absence of effective communication can be the cause for conflict.

Closing:
Saying- “We have finished our training for today. and thank you again for being part of the training”
and then say- “Thank you for your active participation throughout the day”

Giving the following homework - Ask participants to get ready for the next day for oral presentation, or
drawing something that best describes their reflection about the day’s training

Welcome all participants to the training warmly. And ask how the training went yesterday (what
they like and what they feel should be improved, encourage them to forward their thoughts). Next, ask
three volunteers to share their homework with the group. For the recap do the following activity and
when you finish it summarize what they say in a few sentences to revise about day-2’ s training.

Recap activity - (Find your Match): 20 mins

Instruction:

1. Give each participant a slip of paper and ask them to write what they remember from the last day
training. Tell them to write only one idea on the paper.

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
2. Then, ask them to find the corresponding participant with the same or related information, and talk
briefly about what the information means to them with the person/s.
3. After the activity is done and you are sure all the points of yesterday mentioned Proceed to today’s
training session which comprises two sessions which are:

Session 1.4 Conflict management skill:

Session 1.5 Negotiation Skill This session has two topics:

Session 1.6 Stress management skills. This session has three topics:

● Topic 1: Cause of stress

● Topic 2: Symptom of stress
● Topic 3: Manage stress and depression

To start with the session brainstorm what conflict is. And give time for participants to reflect their
ideas. Then summarize the discussion through presenting the introduction and learning outcome part of
the session well.

Session 1.5 Conflict management skill

25 mins

Introduction

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
What Does Conflict mean to you? Conflict is a natural occurrence when two or more people work
toward a common purpose and have the opportunity to express different viewpoints. Resolving
conflicts allows movement toward achieving the desired purpose. A short activity cannot teach us how
to resolve every conflict, but it is important to recognize the communication that does (or does not)
occur in the midst of conflicts. Conflicts usually result from differences in personality, values, or
perceptions.

Learning conflict management skills help youths to know that conflict is a normal day to day situation
that can arise in time and space. Thus, instead of avoiding it, understanding the conflict and handling it
properly helps them to be confident enough to face the conflicting situation in a desired manner and
solve the problem more effectively.

In order to help participants, realize the concept well the session presented under two major topics
which are conflict handling and Styles of conflict handling.

Learning Outcomes

At the end of the session participants will be able to

● Recognize conflict as a normal part of the workplace,

● Practice different styles of handling workplace conflicts, and
● Identify forms of communication that help resolve conflicts.
● Identify the subtle communications that occurred during each scenario—both spoken and
unspoken.

Training methods

● Brainstorming, presentation, exercises, discussion

● Exercise 1: Scenarios
● Exercise 2: Handouts- Different scenarios

Training Aids

● Whiteboard, flip chart, markers, notebook, pen/pencil, PowerPoint presentation

● slip of paper with information on it that is relevant to the previous day’s training

Procedure and tools

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 First, participants will learn the first topic through brainstorming and scenario exercise to get the
meaning and purpose of this session. Then PowerPoint presentations will follow to clarify the concept
more thoroughly. The instructor is expected to explain it as stated in the above as an introduction. To
let participants internalize it, different exercises will be presented as instructed accordingly.

The session comprises the following topics:

● Topic 1: Conflict handling

● Topic 2: Styles of conflict handling

Topic 1 - Conflict handling

Group Exercise: - Orange Game 20 mins

Instruction

1 Place an orange (or another small object like a stone, pencil, stick or balloon) in each of the corners of
the room.
2 Ask four people to stand in the middle of the room (or the central point, if in the open air) and face
outwards, i.e., with their backs to each other. Ask them to link their arms together at the elbows
3. Explain that the goal of the group is to pick up the four objects as quickly as possible, without letting
go of the other participants in the team.
4. The other participants act as observers. Give the group a few minutes to pick up all the objects. Then,
thank the volunteers and ask the other participants:
● How long did it take the four volunteers to get their object?
● Did they start working as a team or individually?
● Was there a conflict in the process of getting the objects?
● If so, how did they solve it? o If not, what prevented a conflict?
5. Do a second round with another group of participants and see if they change their approach.

Then Wrap up the activity after the following -

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Lecture 10 mins

In this game we saw a group of participants acting out of personal interest but because their elbows
were linked, nobody could do only their own thing

Situations like this can lead to a conflict. conflict is often not positive or negative in itself. And there is
no conflict that has no solution. However, the outcome depends on how a given conflict is handled.

Example where conflict is handled negatively:

Jemal is angry at his neighbor for playing music loudly while he is trying to comfort his sick mom. He
goes over to his neighbor’s house and yells at him. The neighbor gets angry at the way he was spoken
to and slams the door in Jemal’s face and turns the music up even louder.

Example where conflict is handled positively:

A team of youths has assigned for factory job by the kebele safety net department. However, the
factory owner reported that they are not productive enough for the post. So, the youth started arguing
and blaming each other for not fitting for the job. After some argument, some of the workers realized
that they needed to listen to and understand each other better. They arranged for a meeting to discuss
how they could collaborate and communicate better as a team. At their next assignment, the youth
become stronger and more determined.

In the next few sessions, we will look at conflicts. We will see what type of conflicts you experience in
your life, and we will look at how to deal with these conflicts in a positive way

Lunch (1 hour)

Topic 2 - Styles of conflict handling

Group Exercise: - Scenario role play 35 mins

Instruction

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Divide the participants into four groups. Assign each group one scenario from their manual on page
(will be given). The activity has three phases:

● Role-playing behaving badly,

● Discussion how to handle the scenario, tips, and suggestion forwards
● Role-playing behaving nicely (or professionally) based on the discussion and
● Post-game class discussion.

Tell them that one student in each group will be an outside observer and note taker, but not a mediator.
And the other two as a player of the scenario.

Ask the students to come up with their own resolutions to each scenario, without facilitator hints while
they are acting out as the characters in the scenario.

Each scenario should first be handled naturally, where tensions and emotions escalate, and the outcome
is not productive.

After a brief cool-down period, ask students to discuss the situation well, suggest best solutions and let
them re-play the scenario, with the players having a more congenial and constructive attitude, and
likewise, a more productive outcome. Besides remind them to use best communication skills as they
learned.

Each group should be prepared to discuss their outcomes and observations with the class afterwards by
using the following reflection questions let the participants reflect back in plenary:

● How do emotions and nonverbal communication (facial expressions, tone of voice, and
gestures) affect conflict?
● Can nonverbal communications be controlled (i.e., can you fake it)?
● Is negotiation skill helpful to handle the situation?
● How does one handle conflict in a professional manner look like? Or what helped you most
when you replay the scenario?

Tea Break (15 minutes)

Instructions:

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Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Instruct trainees to turn their manual the section on styles of conflict handing that refers to the
different scenarios.

Situation 1

Sheta is a new storekeeper in a garment factory and her job is to check the labeling and make sure it is
well sorted in the case. She has been on the job for only two weeks. Selamawit, who has been working
in the factory for two years, works in the company and the same unit. Sheta wants to make sure which
labeling has to be sorted and stored in which cases of similar products. However, Selamawit spends
most of her time talking on the phone with her boyfriend rather than helping Sheta find the cases she
needs. This has happened repeatedly. What can Sheta do?

Situation 2

Maraki has just been hired as the customer service officer at a bank. During her first week, Maraki
noticed that the customer service officers are very cool to her. Lealem, the one assigned to orient her to
the workplace, is almost hostile since the beginning. Maraki learns that Lealem had the customer
service officer job temporarily, while the bank interviewed prospective replacements. He even
interviewed for the position, but Marki landed the job. Maraki is on the verge of tears every day
because of the constant hostility in the office. What can Maraki do?

Situation 3

Abreham's supervisor continually asks him to prepare her coffee and to run personal duties for her
during his lunch hour. She doesn’t mind if Abreham returns late from lunch, as long as her personal
errands are completed. What can Abreham do?

Situation 4

Kelem is a clerk in a Business Company. Because of heavy traffic one day, she comes in late to work.
Kelem has been late to work three times this month for the same reason. Today her boss yelled at her in
front of all the colleagues, calling her lazy and saying paying her a full month salary will be a loss for
the company and shouldering such staff is unthinkable. Kelem is embarrassed and angry. How can she
respond?

Situation 5

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Note:
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Aster lives with her parents, uncles, cousins, and grandparents as an extended family. She would love
to be a doctor when she grows up. She likes to give a lot of time to her studies, but her grandmother
wants her to do the household duties when she gets home from school. Whenever Aster sits down to
study, she is made to get up again for some kind of chore. Her parents feel helpless as they feel they
should not argue with their elders. Aster’s grades have started going down. What should she do to get
her family’s support?

Tea break (15 minutes)

Lecture: Styles of conflict Management 40 mins

Knowing when and how to use each style can help control conflict and lead to an improved working
environment, resulting in a better bottom line.

1. Collaborating Style: A combination of being assertive and cooperative, those who collaborate
attempt to work with others to identify a solution that fully satisfies everyone’s concerns. In this
style, which is the opposite of avoiding, both sides can get what they want, and negative feelings
are minimized. Collaborating works best when the long-term relationship and outcome are
important—for example you are transferred to another department and meet new staffs. Both
parties win
2. Competing Style: Those who compete are assertive and uncooperative and willing to pursue one’s
own concerns at another person’s expense. Using this style works when you don’t care about the
relationship, but the outcome is important, such as when competing with another company for a
new client. But Don’t use competing inside your organization; it doesn’t build relationships. One
party seeks to satisfy interest regardless of impact to other parties
3. Avoiding Style: Those who avoid conflict tend to be unassertive and uncooperative while
diplomatically sidestepping an issue or simply withdrawing from a threatening situation. “Use this
when it is safer to postpone dealing with the situation or you don’t have as great a concern about the
outcome, such as if you have a conflict with a co-worker about their ethics of using FaceTime on
the job.” One or both parties seek to suppress the conflict.

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
4. Accommodating Style: The opposite of competing, there is an element of self-sacrifice when
accommodating to satisfy the other person. While it may seem generous, it could take advantage of
the weak and cause resentment. “You can use accommodating when you really don’t care a lot
about the outcome but do want to preserve or build the relationship,”, “such as going out for lunch
with the boss while you want to eat from your lunch box to save money, but you say “yes” One
party yields the win to the other party

5. Compromise: Attempts to find a solution that will at least partially please all parties. You will
work to find a middle ground between all the needs, which would typically leave people unsatisfied
or satisfied to a certain extent. Both parties win and give up something.

Summarize the lecture points with the following conflict resolution intention graph that explains it in a
clearer way.

Energizer activity: Traffic Light 15 mins

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Note:
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Let the participants to stand and make a circle better be in the corner of the room with free space from
chairs. The rule of the game is that one person will be in the middle to instruct the group.

The leader calls the color green which says move or yellow which is stop or red which says sit. Then
the group will act accordingly. The green ( move can be acted as jog). The person who makes a mistake
(Ex. Who sits while the leader says yellow, or green will be disqualified) the group play that until a
person or little group who couldn’t make a mistake left as a winner. The leader can make it more
challenging by fastening the movement and callouts.

Then clap for the winner.

Individual Exercise: 20 mins

Objectives of the exercise: To enable participants internalize and relate the concept to their life

Instruction

Say “Now let’s reflect on your own life experiences concerning conflict and your management styles.
Just think about you and your styles in handling a conflicting situation with your friends, families’ little
siblings, school principals, teachers and strangers (taxi drivers or Weyallas or shop sellers…) . From
the 5 styles which one describes you most. Or sometimes we handled a situation in multiple ways
according to the situation and /or a person you are in conflict with”. “Which styles benefits them most
as far as they remember”

Let them to have 5-8 mins to think about themselves and write their findings on the space given on
their handout.

Then when they finish let them be in pair with the participants sit near to them and discuss and share
what they wrote for 3 min.

Then invite three volunteers to share their findings about themselves.

Then summarize the concept that we use different conflict resolutions as the situation and people
differs.
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Topic 3 Steps to resolve conflict

Plenary Discussion 30 mins

Instruction

Display the picture. Then ask their understanding after three to four reflection discussion the following
points with the large group.

● What do you understand from the picture?

● Can you mention the steps to conflict management? If so, what are they?
● Do you see the use of negotiation skill (what we discussed in the morning) here?

Then summarize the points by saying.

“There are steps to manage conflict successfully and we need to walk that step well. Here the steps are
Understanding what the problem is, why it happened, negotiate on the possible solutions, agreement,
and commitment to perform. One of the conflict management skills we can use is negotiation skill
which we will see in the afternoon in detail.”

Summary
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Summarize the session by saying Conflict is inevitable. We can’t avoid conflict, instead we manage it.
There are different ways of conflict management and we can choose what benefits most.

Lunch Break
Start the session by reminding them how negotiation skill helps to resolve conflict. And brainstorm
what conflict is. Give time for participants to reflect their ideas. Then summarize the discussion
through presenting the introduction and learning outcome part of the session well

Session 1.6 Negotiation skill

15 mins

Introduction

What is Negotiation? Negotiation is a method by which people settle differences. It is a process by

which compromise, or agreement is reached while avoiding argument and dispute. These are skills that
help you achieve a positive outcome from a negotiation process.

The importance of negotiation can't be overstated. Negotiation holds the key to getting ahead in the
workplace, resolving conflicts, and creating value in contracts. When disputes arise in business and
personal relationships, it's easy to avoid conflict in an effort to save the relationship

In order to help participants, realize the concept well the session presented under two major topics
which are being a winner and stages of negotiation skills. In this session participants will realize and
understand their own negotiation skills. They also are able to practice it through different activities
under each topic.

Learning Outcomes

At the end of the session participants will be able to

● Understand what Negotiation means

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 ● Internalize negotiation skill and practice it
● Understand how much important Negation is in life

Training methods

● Brainstorming, presentation, exercises, discussion

● Exercise 1: Game Arm, Ankle Wrest
● Exercise 2: Pick up the balloon
● Exercise 3: Stages in Negotiation
● Handouts: Stages of Negotiation

Training Aids

● Whiteboard, flip chart, markers, notebook, pen/pencil, PowerPoint presentation

Procedure and tools

First, participants will learn the meaning and purpose of this session thoroughly through brainstorming
and PowerPoint presentation. The instructor is expected to explain the session, each topic under the
session and why it is important as stated in the above. Then to let the participants internalize it the
following exercises will be presented as instructed below.

The session comprises the following topics:

● Topic 1: Being a winner

● Topic 2: The importance of negotiation
● Topic 3: Stages of negotiation

Topic 1 - Being a Winner

Small group Exercise 1 25 min

Game Arm, Ankle, Wrest

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Objective: This activity will help the participants to internalize negotiation skills even by agreeing to
lose for the big goal

Instruction:

1. Ask participants to be in pairs

2. Instruct them that winning is based on making the opponent hand touch the table
3. Say: “The more you win, the more points you will get. Points are based on the quantity of winning
time. The group who has more points will be the winner.”
4. Let them begin and give them 5-8 minutes. Then when the time is up say, “STOP!”
5. Ask the group who has lots of point what helped them
6. Similarly, why the group score less
7. Discuss on the above issues 5 and 6 thoroughly
8. Summarize by saying: “To be a winner or to get a higher score you need to compromise even the
need to be a winner.”

Note that: The chances are participants compete with each other to win, forgetting the group score.
Good realization is that each participant needs to give up the desire of winning alone and negotiate with
his/her partner to win so that the more one wins and the other agrees not to win the more the group
score.

Topic 2 - The Importance of Negotiation

25mins Larg
e group Exercise 2

Pick up the Balloon

Objective: This activity will help the participants to identify the importance of negotiation to achieve
goals

Instruction

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Let the participants have the same color balloon each. Then,

1. Let them fill the air and tie at the tip

2. Let participants write their name on it
3. Let the balloon thrown to the center of the room
4. Then try to mix the balloon well and invite all participants to pick their own balloon. The first
person who could pick his/her own will win.
5. The assumption is that when they fight to pick their name, the balloon will explode
6. Give time for participants to bring out the result. If they are successful, ask them why and if they
are not, ask them why not.
7. Summarize by saying: “The more they negotiate, the more they achieve the needed result”

Topic 3 - Stages of Negotiation

Small group Exercise: 3 25 min

The Stages

Objectives of the Exercise: - This activity will help participants to practice scientific methods in the
process of negotiation

Instruction:

1. Display the stages noted at the end of this page as stages of negotiation
2. Ask participants whether they used it or not in their previous activities
3. Mark while they name the stages or the skills they used if any
4. If they missed out one explain the skill how they could use it in the previous activities so that they
come up with the better result
5. Summarize by saying: “There are steps to follow to remind and practice Negotiation in their
everyday life”

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Lecture

Stages of Negotiation

The most precise definition of a 'negotiation' was given by Richard Shell in his book 'Bargaining for
Advantage' as an interactive communication process that may take place whenever we want something
from someone else or another person wants something from us.

1. Preparation

When it comes to preparation, you would basically need to have a clear idea of how you are to go about
with your points. One of the keys to effective negotiation is to be able to express your needs and your
thoughts clearly to the other party.

It is important that you carry out some research on your own about the other party before you begin the
negotiation process.

This way you will be able to find out the reputation of the other party and any famous tactics used by
him/her to try and get people to agree.

You will then be well prepared to face the negotiator with confidence. Reading up on how to negotiate
effectively will aid you to a great extent.

2. Exchanging Information

The information you provide must always be well researched and must be communicated effectively.
Do not be afraid to ask questions in plenty.

That is the best way to understand the negotiator and look at the deal from his/her point of view. If you
have any doubts, always clarify them.

3. Bargaining

The bargaining stage could be said to be the most important of the four stages. This is where most of
the work is done by both parties. This is where the actual deal will begin to take shape. Terms and
conditions are laid down.
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
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Bargaining is never easy. Both parties would have to learn to compromise on several aspects to come to
a final agreement.

This would mean that each party would therefore have to give up something to gain another. It is
essential for you to always have an open mind and be tactful while at the same time not giving away
too much and settling for less.

4. Closing and commitment

The final stage would be where the last few adjustments to the deal are made by the parties involved,
before closing the deal and placing their trust in each other for each to fulfill their role.

These four stages have proven to provide great results if studied carefully and applied. Many
organizations use this strategy to help their employees negotiate successfully.

In the long run, you'll find that you will have mastered the art of negotiation and will be able to close a
good deal without too much effort.

Tea Break (15 minutes)

Topic 4: Negotiating Effectively

Role play 30 mins

Objectives of the Exercise: To help participants practice negotiation skill

Instruction

Divide them in group of four. The three groups will be a new sellers who are employed by a company.
Thus, give them different corner as different shop and materials to simulate it best. These groups sell
cleaning materials like soap, detergents, body soaps …. that are produced by the new company
(fabrique) . All the three group holds same materials and needs to sell with the same price. Their
employment will continue as much material they could sell.

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discussing the topics under it.
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The one group will be the buyer.

The buyer group wants to buy the material and go to different shops and meet the three groups. And
decides to buy materials from the one group. The buyer group needs to reach to a decision to buy from
a group together. Tell them to notice their reason.

Then after they finish the role play come for the discussion on the following points

● Which group could sell the material? why

● From which group the buyer group could buy happily?
● What helped the sellers to sell and the buyer to buy
● Why the other two groups unable to sell.?

Then summarize the role play with the following tips. Try to relate their points with the tips here.

Lecture 25mins
For the task of negotiation to be effective, you would have to ensure at all times that you are not being
too aggressive.

Sometimes it is easy to get carried away during the process and take an aggressive approach to
asserting your needs. This will not work. It is vital that you are positive about the negotiation process.

You need to keep in mind that the other party too has needs, listen to the negotiator's views and
opinions, and consider the deal from his/her angle.

You must always ensure that you gain the negotiator's trust and that he/she would know that you are
reliable.

You would also have to work on your communication skills if you are to be a good negotiator.
Although the words coming out of your mouth may mean one thing, your body language could be quite
hostile.

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
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This will not bode well if a negotiation process is to be successful. You would need to always check on
your body language to ensure that you are not sending out negative vibes, which may put off the
negotiator completely.

It is essential to always be pleasant and calm no matter how stressful the process might be. Both these
skills therefore will go hand in hand to quite an extent.

Summary

Summarize the session by saying: “You cannot learn negotiating techniques from a book. You must
negotiate. That in itself sums up the fact that negotiation takes practice. Learning the techniques and
applying them will then make you a pro at negotiating.”

Say “Where and when do you think you use negotiation skill most? After tea break, we will focus
where negotiation skill is needed in life and workplace.”

End the day 3 training by:

Then say- “We have finished our training for today and thank you again for being part of the training”
Then ask two volunteers (a female and a male) to give feedback and share if there are any challenges in
today's session. Note their points very well.
Then end today's training saying - “Thank you for your active participation throughout the day and give
the following homework:- Ask participants to list down important vocabularies from the day’s
training and share it with the group tomorrow.

End the 3rd day’s training by:

● Saying- “We have finished our training for today. These three days we have seen the basic life
skills that are necessary to develop for life. Starting from tomorrow we will focus on skills that
are helpful for job search and readiness. Thus, tomorrow we will start a new module”. Then
say- “Thank you for your active participation throughout the day”
● Giving the following homework - Ask participants to list down important vocabularies from
the day’s training and share it with the group tomorrow.
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Welcome all participants to the training warmly. And ask how the training went yesterday (what
they like and what they feel should be improved, encourage them to forward their thoughts). Next, ask
three volunteers to share their homework with the group. For the recap do the following activity and
when you finish it summarize what they say in a few sentences to revise about day-3’ s training.

Recap activity - Ball Game: 10 mins

Instruction:

1. Ask participants to stand in a circle.

2. Then say; “When someone throws the ball to you, you say one thing you remember from the last
day training. No one is allowed to repeat an idea.
3. After the activity is done, remind them if they miss any topics or activities that need to be
mentioned. Then be sure all participated well for the day’s training and say the following to
introduce the day’s schedule:

Remind them that today a new module will be started. Explain the purpose of the module as stated
under the title “Module 2 Workplace preparedness life skill for job sackers”

And say “ today we will see the two sessions under this module that are:

Session 2.1 Planning and organizational skill

15 mins

Session 2.2 Goal setting

To start with the session first brainstorm what planning, and organization means to them. And give time
for participants to reflect their ideas. Then summarize the discussion through presenting the
introduction and learning outcome part of the session well.

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
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Module 2: Workplace Preparedness Life
Skills for Job Seekers
_____________________________________________________________________

Many qualified youths miss out on job opportunities because they are often ill-prepared to enter into the
workplace. They lack the needed support and skills in seeking employment.

This module will equip job seekers with important skills to uniquely package their qualification, talent
and passion to prospective recruiters.

Session 2.1 Planning and organizational skills

Introduction

What is Planning and organization? It is about the ability to set objectives, manage and prioritize
workload and other resources. Besides it teaches participants how to monitor performance against
objectives, anticipating and putting steps in place to mitigate potential issues/ problems. It incorporates
what areas of life needs most organizing and also planning skills like Time or Finance or Ideas.

Learning Outcomes

At the end of this session, the participants will be able:

⮚ To identify the skills required for planning and organizational

⮚ To explain the benefit of planning and organizational skills

Training methods

● Brainstorming, presentation, discussion, exercises

● Exercises: group, individual, Scenarios
● Role play

Training aids

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discussing the topics under it.
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 ● Flip chart/whiteboard, markers, notebook, pen/pencil, worksheet

Procedure and tools

This session begins with introducing the organizational skills and continues about the types of
organizational skills. Core life skills for employability and Finding a job will also be discussed
respectfully.

The session comprises the following topics:

⮚ Topic 1: Organizational skills

⮚ Topic 2: Types of organizations skills

Topic 1 - Organizational Skills

Group Exercise 35 mins

Objectives of the exercise:- To let them understand what organizational skill means

Instruction

Invite three volunteers and take them out of the room. For the volunteers out of the class tell them to
say anything or do anything they want to the class (Ex perform music, dance, stories…) just make sure
to use only 5 mins for preparation and 5 min for presentation each. They perform individually

while they are out, tell the participants in the classroom to observe the three volunteers while they
perform an activity that is given to them and they will tell who is more organized.

After the performance ask the class their judgment and why. Then move to the lecture by asking them
their personal experience more.

Lecture 30 mins

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Ask participants whether they have seen any “organized” person in their life. Why they call her/him as
“organized?”
Encourage them to share their experiences and stories.
If they are asked to be organized at this moment, what will they do and let them to be organized now
(give them 2 min and wait them to be organized) then proceed to the following lecture points.
● Organizational skills are skills that allow you to use your resources efficiently and effectively.
Being organized means you manage your time, energy and workspace well and can accomplish
all your assigned tasks successfully.
● Organizational skills can take different forms depending on your particular workplace and job
title, but they typically involve maintaining an orderly workspace, meeting deadlines and
communicating well with your team.

● These are the major areas and situations that needs planning and organization in a great deal.

o Setting life goals or work objectives

o When we face problem

o When we need to be creative or need to organize our ideas

o When we need to make decision

o When we need to manage our time

o When we need to manage our stress

Tea break (15 minutes)

Group Activity 30 mins

Divide participants into a group of four and give them one discussion questions for each group.

Then let them to list out their answers on the flipchart and tape it on the wall for presentation.

Discussion points

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 ● Culturally, from your observation, who is expected to be more organized Men or women? What
are the sayings, proverbs, examples and warnings forwarded by the society? Exhaust the ideas
and list out all the sayings. Ex Women won’t get a husband unless she is tidy, the house looks
like a women’s because it’s tidy or clean…
● Do you observe any organization or planning at home? What are they? What areas was
challenging to organize or plan.
● When you are at school do you observe any organization or planning? What are they? Where do
you think is the challenge to be organized or planned?
● Assume you are already hired in any organization; what areas do you think organization and
planning needed most at workplace. Do you feel challenge to meet those listed needs?

When they finish presentation and discussion call the large group for discussion on

● How do you find the group exercise? Have you learned anything?
● Where do you find yourself? Do you feel organized and or planned or is there something you
need to work on?

Have you got your role model person?

Then summarize the session saying that:

● There are things we experience organization and planning skill.

● Different environments require different organization and planning skill.
● There are also individual and cultural differences.
● Therefore, organizing and planning resources is very important in all environment.

Topic 2 - Types of Organizational skills

Group Exercise 2 Scenario 60 mins

Objectives of the exercise: -

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discussing the topics under it.
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To let participants, Identify, prioritize, and practice core skills that are important to be employed

Instruction

1. Divide participants into three group. Give each group the following scenarios to work on:
● Scenario 1 Youths are working at the organization as apprenticeship students. The owner of the
organization wants to hire them according to their performance as well as their preparedness for
the work.
● Scenario 2. Students are in line for an interview. How do you attend the interview?
● Scenario 3. A student has already got a job, but he is told to be a permanent worker after 45
days based on his performance and behavior.
2. Let them consider themselves in place of the employer and the students. And perform it
interchangeably. Remind them all members need to get a chance to act a character and be the
observer.
3. Let them discuss and list out all the desired skills that the owner needs to get. and also, all the
necessary skills that the student needs to show. Then prioritize and minimize the important skills to
five most desired to both parties and write them on the flipchart for later discussion.
4. Choose one of the best roles play from the three group and play it for the large group.
5. And then the flip chart presentation will proceed.
6. While the role plays, and presentation completed. The whole group will discuss on the skills.
7. Summarize the discussion reflecting on the following points
All skills are important to fulfill our objectives to find a job.
Finding a job is not only about qualification but also life skills. The following life skills that require
planning such as Goal Setting Skill, Time Management Skill, Personal leadership and responsibility
skill, creative and problem-solving skill and image or Appearance will be chosen for detail training

Summary
Planning and organizational skill requires personal leadership in a great deal. You can give the exercise
they perform at the beginning how the volunteer participants are the leader of their ideas and
performances in order to fulfill what was required at the moment.
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Energizer Dart Game

25mins

Instruction

Draw a large target (consisting of three circles, one inside the other) on the flip-chart paper. You can
refer the picture. And cover it with another flipchart not to show it for participants at this point

Then choose three volunteers to participate on this activity. Cover their eyes with a towel or a piece of
cloth (make sure they don’t see anything.) Then turn on the picture you draw on the flip chart in front
of them with a reasonable distance to hit the most inner circle.

Turn by turn let them throw a targeting material like a pen to hit the target.

After some time, uncover their eyes and let them try it again.

Then discuss on the interpretation of the exercise

Say “ in the afternoon we will focus on the Goal setting skill which is one of the types of organization
skills”

Lunch (1 hour)

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discussing the topics under it.
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Encourage trainees to actively participate throughout the sessions.
 10mins

To start with the session first brainstorm what goal setting means to them. And give time for
participants to reflect their ideas. Then summarize the discussion through presenting the introduction
and learning outcome part of the session well.

Session 2.2 Goal Setting Skills

Introduction

What does goal setting mean? A goal is an achievement and accomplishment towards which our efforts
are directed. It can be something to do, someplace to go, or something to have. Goal setting is choosing
one or two or more things to achieve in a specific time frame.
In this session the participants will be introduced to the concept and benefits of setting goals and they
will be able to set their overall life goals and also identify the challenges and solutions to achieve their
goals.

Learning outcomes

At the end of this session, the participants will be able to:

● Describe the benefits of goal setting.

● Set life goals and plan how to reach them.
● Identify challenges and solutions to achieve goals.

Training methods

● Brainstorming, presentation, discussion, exercises

● Case study

Training aids

● Flip chart/whiteboard, markers, notebook, pen/pencil

● Case study, Mieraf’s story- enough copies for each participant

Procedure and tools

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discussing the topics under it.
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The session begins with introducing the concepts of setting goals and the benefits of having goals.
Then, the participants will start thinking about their life goals as well as the possible challenges and
solutions to achieve their goals.

The session comprises the following three topics:

● Topic 1: Introduction to goal setting and its importance

● Topic 2: Setting life goals
● Topic 3: Identify challenges and solutions to achieve goals

Topic 1 - Goal Setting and its Importance

Plenary discussion 40 mins

1. What are your dream for the future?

(Encourage participants to raise their hands if they have a dream. Invite a few participants to briefly
share their dreams in plenary. (Encourage females)

Case story

2. Case Story

Instruction:

1. Read aloud Mieraf’s story and ask participants to pick out her short- and long-term goals as they
listen to the story.
Mieraf is 16 years old and is a domestic worker. Her older sister, Aster, is married and lives in a
town which is a few hours away. Aster recently had a baby girl and Mieraf wants to visit her.
Mieraf needs money for transportation and a small gift for the baby. She has some money saved
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discussing the topics under it.
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 but she does not want to use her savings as she is saving to start a hair salon. She hopes her
employer will allow her to work additional hours and get paid extra money so that she can take
the trip.
2. Ask participants the following:
● Which of Mieraf’s goals can be met within a few weeks? [Answer: transportation money, the
baby gift.]
● Which of her goals will take a longer period to achieve? [Answer: opening a hair salon.]
● What can Mieraf do to meet her goals? [Ask for many different solutions from participants such
as- working additional hours, cutting down expenses, etc.]

Lecture

● The first goal you just identified - the goal that will take Mieraf a few months - can be called a
short-term goal. You can achieve short-term goals in a relatively short amount of time.
● The second goal you just identified - the one that will take a year or more- is a long-term goal.
This goal is like a big vision that you can achieve in the future with planning and hard work.

● Short-term goals can be achieved in six months or less.

● Medium-term goals can be achieved in seven months to one year.
● Long-term goals can be achieved in more than one year.
● When setting goals, decide which goals are most important and assign each goal a priority.

Plenary Discussion

3. Group work

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 Instruction:

Ask participants:

1. Who can give another example of a long-term goal?

2. Who can give another example of a short-term goal?
3. Ask each participant to think about one long-term goal they have for themselves and one short-term
goal.
4. Ask for volunteers to share their long- and short-term goals.
5. Ask participants to describe how long it might take to achieve their long-term and short-term goals.

Lecture

● Goals give us something to look forward to and can give us motivation and energy.
● To set a goal, we must gather information and make decisions and choices. We must learn about
what we want to achieve.
● Goals should be specific, practical, and have a deadline.
● Goals should be reasonable and manageable. Something realistic and easy to manage makes
achieving it easier and creates confidence to move to other, greater goals. Thinking about the
expected benefits can be motivating.
● To help achieve a goal, it is helpful to have a plan with steps that are needed to achieve the goal
and think about possible difficulties and how they can be overcome.

Why is setting goals important? How can goal-setting help us?

● Goals give you the 'big picture' direction you want your life to take.
● Goals help keep you organized and focused.
● Goals help build self-confidence and a sense of accomplishment.
● Goals can help you achieve success more efficiently and in less time.
● Goals can make the small day-to-day tasks more meaningful and purposeful.

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 ● Goal setting is an effective method for achieving success and accomplishment in life. Without it
we would not have directions in our lives, and we would waste time and effort leading us
nowhere.

Topic 2 - Steps of goal setting

Individual goal setting Exercise 1 30mins

Objectives of the exercise: To let them practice the steps of setting a goal.

Instruction

Read and explain the following points one by one.

Given enough time to let them feel and experience what is read and let them to write their answer on
their handout on the space given under the topic

Wish/want: What’s something that’s just for you, that comes from deep inside you, that your truly
wish to have happen, or that you want to achieve? When do you want to achieve it (be specific)?

_______________________________________________________________________

Outcome: What will your success look and feel like? Where/what will it help you reach in life? Take
your time. Close your eyes and really imagine it. Where will you be? What will you do? How will you
know?

___________________________________________________________________________________
___________________________________________________________

Obstacle(s): What could get in your way, or throw you off track, or keep you from reaching your wish
or you want? Close your eyes again and get inside your head. Think about internal obstacles and
external obstacles.

___________________________________________________________________________________
___________________________________________________________

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Plan: Now that you’ve charted some of the obstacles you could encounter, begin to plan for how you’ll
navigate them, should they occur. Think of this as an If/Then exercise:

If __________________________, then __________________________.

If __________________________, then __________________________.

Then, ask them to discuss and forward their ideas regarding the following two open-ended questions:
● Is there any challenge to do the above exercise?
● Have you had a written goal that you were not able to achieve? If so, why?
● Why is it important to write down your goals?

Tea Break (15 minutes)

After they come back from the break summarize what they were discussing with the following points

● Realistic goal can be drawn from dream and wish.

● Meeting the goal might not be easy. A lot of problems can happen that needs plan specific and
clear plan of action
● There are internal obstacles like fear, hate, low self-esteem, hopelessness…
● There are external obstacles like lack of money, lack of information, poor networking….

More Tips for goal setting

● Decide which goals are important to you and make a plan for achieving them.
● What are the best ways to set goals?
● What do we need to think about when setting goals?
● Take time and think about what you want to achieve.
● Determine your goal.
● Know that you deserve success and achievement.
● Before setting goals, make sure the goal is achievable. Once you set your goal, believe in
yourself and focus on achieving it.

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 ● Plan, organize and prioritize your goals in smaller, manageable steps. If you look at everything
you want to achieve all at once, you might be overwhelmed. Instead, make a workable plan for
each goal you want to accomplish.
● For work goals, plan the actions required to attain a particular point in your plan. This may
include getting advice from an older person, observing others who are successfully working in
the field, or learning a new skill. Since job goals take time and perseverance, planning and
organizing yourself is important.
● Review and update your goals on a regular basis to ensure they are still relevant to you. If some
of your strategies are not working, modify them, or make new ones.
● Think about which barriers are getting in your way and what you need to do to overcome them.
We all know there will be struggles along the way to achieving our goals, but we should not
give up.
● Revise and adjust the plan when needed. Why do some people abandon their goals before they
achieve them?
o Setting unrealistic goals or expecting too much too soon.
o Not having a realistic plan for achieving their goals.
o Lack of confidence or fear of failure.
o Putting too much pressure on ourselves to accomplish them.

Individual goal setting Exercise 2 40 mins

Objective: This activity will help the participants to practice setting goals

Instruction:

1. Ask participants to take a moment to complete the goal setting practice

2. Use the goal setting practice in your copy to make a list of the goals that are important to you.
3. Decide which goals are most important, and based upon your values, assign each goal priority.
4. Examine if your goals and assigned priorities reflect what is important to you and your household.
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5. Think about time frames or targeted dates and assign each goal an achievement date.

Short term goals Time frame for completion

(6 months or less)

Medium term goals

(7-12 months)

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 Long term goals

(More than 12 months)

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Energizer 10 mins

Write TOYOTA with your body

Lecture

Guidelines for effective goal setting:

1. Set Long-term, Intermediate and Short-term goals.

2. Keep Record and Evaluate Progress.
3. Set Goals that are difficult yet realistic.
4. Devise Goals that are specific.
5. Devise Goals that are measurable.
6. State goals are positive.
7. Keep goals Under your control.
8. Own Your Goals.
9. Involve a support System.

Summary

Summarize the session by saying: “Dreams, setting goals and successfully meeting goals are closely
associated. If you want to achieve success, you must set clear goals, plan on how to achieve the goals
and work hard towards achieving your goals. Time management is a critical element to goal setting.
Tomorrow we will cover some of these challenges and issues in detail.”

Closing:

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Then say- “We have finished our training for today. and thank you again for being part of the training”
Then ask two volunteers (a female and a male) to give feedback and or present if there are any
challenges in today's session. Note their points very well.
Then end today's training saying - “Thank you for your active participation throughout the day and give
the following homework- Ask participants to organize something that best describes their
reflection about the day’s training.

Welcome all participants to the training warmly. And ask how the training went yesterday. (what
they like and what they feel should be improved, encourage them to forward their thoughts). Next, ask
three volunteers to share their homework with the group. Finally, summarize day-4’ s training by the
following recap activity.

Recap activity-One-minute introductions: 30 min

Instruction:

1. Say; “Everyone in the group gets one minute (need a firm timekeeper for this!) to introduce what
they have learned yesterday in whatever way they want. This allows for different types of
expression (such as dance, song, or just speaking). Let them use their homework.
2. After the activity is done and you are sure all points mentioned, say the following to introduce the
day’s schedule:

‘Yesterday in our last session we saw how different problems interfere to our effort to grasp our
dreams. One of the skills that can be expressed as most organizational, and planning is problem
solving skill. today we will discuss about it as well as Time management skill which is also one of
the most crucial skill to live life fully. We will see these skills in detail today”

so, precede today's session introducing the session which is.

To start with the session first brainstorm what problem solving and decision-making means to them.
By letting them in pair with the person next to them. Let them to discuss about it for a while and

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 give time for participants to reflect their ideas. Then summarize the discussion through presenting
the introduction and learning outcome part of the session well.

Session 2.3 Problem-solving and Decision-making Skills

5 mins
Introduction

What is problem solving? It is the ability to understand the root causes of an issue or situation,
consider alternative solutions, and arrive at a decision about which solution is best to address the
problem.

For example, a member of your family, these days seems unhappy, and not willing to talk decreased in
his appetite and sometimes shouts at anyone accidently with no reason for him/her to react that way.
You worried too much and finally you get together with the rest of the family for a discussion to find
out the real cause of his problem

What is Decision-making? It is the ability to identify and choose a course of action from alternatives,
based on values and preferences.

Learning Outcomes

At the end of the session participants will be able

● To understand what problem solving and decision-making skills are

● To help participants realize that they can follow certain techniques to solve a problem or make a
decision
● To motivate participants, apply the skills in their day-to-day life situations that requires such
skills

Training methods

● Brainstorming, presentation, exercises, discussion

● Exercise: Journaling, scenario, group and individual
● Mindful thinking

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Training Aid

● Whiteboard, flip chart, markers, notebook, pen/pencil, PowerPoint presentation, Rubber

Procedure and tools

First, participants will learn the first topic through Plenary discussion to get the meaning and purpose of
this session. Then PowerPoint presentations will follow to clarify the concept more thoroughly. The
instructor is expected to explain it as stated in the above as an introduction. To let participants
internalize it, different exercises will be presented as instructed accordingly.

The session comprises the following topics:

Topic 1: Steps to Problem solving and decision making

Group Exercise 1: Plenary discussion 40 mins

Objectives of the Exercise:

● To help participants to relate decision making and problem-solving skill with their life situation.

Instruction

Ask the large group to brainstorm and discuss on:

● What does decision-making mean to you?

● Is it related to Problem solving? If so, how?
● Have you ever faced a problem to make a decision? Or Is it easy to make it? Can you share with
us your life experience where you faced a situation that requires decision making and so that a
problem is solved?

Remind them to take a personal initiative to forward their ideas so that they make the learning process
more interesting. Then proceed to the lecture part in order to summarize and clarify the discussion with
the following lecture.

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 Lecture 20 mins

What makes decision making difficult

Decision-making is not always an easy process. Personal values play an important role in the decisions
we make and if we go against those values, it can lead to feelings of guilt and confusion. At the same
time, we are often also influenced by other people’s values when making a decision.

Values are our personal strong beliefs that we keep them in all our lives even if we chose to die for it.
For example, being loyal, or family meaning or religion …

Most of the time problems solving requires decision making The more we make decisions the more we
try to solve a problem for better or worse.

Techniques to make a decision and or solve a problem

However, we can use different techniques for solving our problems both at work and in life to make it
easy. Here are two examples:

1. S.O.D.A.S. is one of the steps or techniques that can be followed while we try to solve a problem
that needs a decision. It is an acronym for a simple problem-solving method that is easy to
remember. It stands for:
● S = Situation: any situation or problem the student faces which has to be solved.
● O = Options: List of alternatives that the student can consider as a potential solution for
handling the situation or problem
● D = Disadvantages: The adverse effect or negative consequence of the option considered as
an alternative solution
● A = Advantages: The benefits of the proposed options
● S = Solution: the best solution for the situation to be applied and practiced
2. Here is another method that follows a series of steps to approach a problem or to make a decision
● Define the problem
● Consider the options and other alternatives
● Consider the consequences (positive and negative) of each option
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 ● Pick the best option and make a decision
● Devise a risk minimization strategy
● Accept responsibility for the action and consequences of a decision.

Tea Break (15 Minutes)

Group exercise 2 Case study 40 mins

Objectives of the exercise:

● To help participants practice problem solving and decision-making steps

Instructions

1. Let the participants divide into four groups. Tell them to take the case scenario found in their
notebook under this title.
2. Choose two groups to work on the case scenario using the SODA method and the other two groups
work on the same scenario using the second method discussed in the lecture. Tell them to note their
discussion on the flipchart very well showing the steps clearly.

Case Scenario

Birtukan is working in a hotel as a waitress and has been approached by her immediate supervisor for
dating. Birtukan has got this job after a long and breathtaking struggle as she has to support her poor
families too. If she is not accepting the dating, she feels that she is going to miss her work. Birtukan
started to worry again much about the fate of the family and herself if she is losing her job.

Let them stitch their flipchart on the wall, the two groups who use the same method together to the right
side and the other two to the left side of the room. Let all of them gather to the right side and let the

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groups explain how they work on the case. Similarly move to the left side of the room and listen to the
second groups.

Then each group will explain how they solve Birtukan’s problem to the large group

Topic 2: Methods of Problem solving

Individual Exercise: Think out of the box 30 mins

Instruction

1. Draw 9 points as follows on your notebook.

2. Your challenge is to meet each point without picking up the pen and using maximum 4 straight
lines.
3. The one who could do that will have a prize.
4. Who solved the challenge very well?
5. Show how to solve it and summarize that to solve a problem one needs to use his own creativity,
critical thinking, why limited to the box and so on. Relate it to the day’s session.

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6. Ask them, was it challenging? Yes, and tell them that solving a problem seems challenging and also
unattainable, but it is possible.
7. Ask them whether the three skills that have been discussed today applied here to solve this
problem. Try to entertain some responses encouraging them to take initiative and by giving female
participants a chance. Then show them how, critically thinking to go out of the box, looking for
different ways as creative thinking and finally by making decision to draw the line solve the
problem.

Topic 3: Approaches to a Problem solving

Group Exercise: Multiple approaches to a problem 50 mins

Instruction

Ask participants to stand and make a circle. Then start from any place and provide a piece of paper,
cloth. Then let the person come in the middle and say anything about that material but only one idea. It
could be what it is, from what material it is made from its uses and so on.

Tell them repeating one idea is not allowed at all.

Make sure that all participants get a time to be in the middle with the material and an idea.

Then call the large group for discussion and reflection. Give time for them to express what they have
learned from the exercise.

Summarize the discussion by pointing out that there are different approaches to a single problem.

Summary

Decision making and problem-solving skills are very related. There are scientific ways to follow to
decide and or solve a problem that they can apply to their lives.

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Since we will start a new module on our next training day, please revise all the skills we have
covered thus far so that you will incorporate them during our recap sessions.

Lunch Break (1 hour)

Topic 4 Situations that needs immediate decision

Lecture 20 mins

Start the discussion forwarding questions:- Have you ever faced a problem that needs your immediate
decision? What are the reasons that convinced you to take action? What was the result?

Invite volunteers to share their experiences and share the following points.

Some problems need immediate action. Here are some criteria you may consider when identifying
problems:

● The problem occurs too frequently (frequency)

● The problem has lasted for a while (duration)

● The problem affects your life (scope, or range)

● The problem is disrupting to personal or community life, and possibly intense (severity)

● The problem deprives you of legal or moral rights (equity)

● The issue is perceived as a problem (perception)

After the explanation, ask them if they have ever faced a problem that fulfills the above listed criteria.
Or even if they are in a problem currently that needs immediate action.

Discuss their ideas and move on to the next activity.

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 Group Exercise: Scenarios 40 mins

Instruction

Divide participants into a group of four and give a scenario for each group from their hand out. Tell
them to read it and discuss the following points.

● What would you do if you are that person in the scenario (Kelem or Selam or Alemu or
Tebletse)?
● Does the situation need immediate action? Why?
● What are the choices you have not to be in such problems?
● What are the resources you might use to avoid the problem?
● Do you know other stories that are similar to this one in your life?

Let them to write their discussion points on the flipchart and present it for the large class

Give them 30 min to finalize it and discuss it as a large group.

Scenario 1.

Tebletse is a16 years old girl from a very poor family. Since her Dad died while she was very young
her mom took responsibility to raise all 4 kids on her own. Now her mom is getting very sick and
unable to support them any more Tebletse took the role as she is the eldest. The first thing she did is
that she approached the families where her mom used to work as a maid and demanded for job and they
willingly offered to wash clothes twice a week. She started working there and one day the housekeeper
tried to cheer her up and attract her sexually. But she ignored him. He keeps on his action and even
starts approaching physically like touching her butt or breast. He get there at her back suddenly and
giggle her. She again ignored or sometimes warned him in a soft voice.

Scenario 2

Alemu works as an apprenticeship student as recycling engineer around Koshe. He always watched a
group of three young men bringing different girls to the house around the place where he works. He
also observes the girls leaving the house with sick faces and great distress. Sometimes he hears shouts
and voices filled with pain.
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Scenario 3

Selam is a young brilliant and determined girl. Now she is a student at the college. Solomon is her
friend and they share information and sometimes have time to discuss matters. One day he asks for her
to be his Girlfriend and she refuses. He gets angry and always threatens her that he would harm her.

Scenario 4

Kelem is a young and married girl. She is only 19 but she has a one-year-old son. Her husband does not
care for her at all, so she decided to start to get a job. And starts working to prepare Berbere for
companies. She makes a good income to fulfill her basic needs at least and become happy. However,
her husband is not happy, and he starts beating and insulting her.

Lecture 30 mins

There are places that the youths can find support and help for problems. These places can be
governmental institutions or community-based helping organizations or relatives. Say “Here we have
additional lists of places that you get support and help from the group activity you did”. And refer to
their lists of resources from the flipchart they present in the group exercise.

Say “There are lists of support resources that are attached to your workbook, let's refer to it”.

Then ask for a volunteer to read the additional resources .Make sure they understand it well and
encourage them to ask questions if they have any.

Tea Break (15 minutes)

Crises and problems are common especially for youths who are in a position of “have no choice” or
feeling of “I have no place to go”. Next, we will discuss ways to motivate and encourage yourself to
cope such crises

Topic 5: Positive Self-talk

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 Lecture 30 mins

Understanding Self-talk

Usually, the quality of communication we have with ourselves is negative and the related feelings are
demotivating. For example, one might say “I am a loser” to himself which leads to the feeling of “less
and down” which demotivates him not to take action even from the simplest responsibility at his
shoulder.

How we communicate with ourselves concerning the four dimensions of our lives that are mentioned
on the handouts. Clarify that the statements they write down about themselves is how they think, say,
and feel about themselves whether they say it out loud or not.

● What BODY, ACHIEVEMENT, SOCIAL CONTACT and LIFE MEANING means

● What Intra communication means based on the handout note attached at the end of this topic.
● The diagram to clarify it more using PowerPoint presentation. Let the participants have a pen
and a sheet of paper and ask them to write down based on the following instructions.

“Body/Senses. Your body is the area where you experience all your physical dimensions. Sleep, Eating
habit, pain, exercise, etc.

Achievement. Achievement is the dimension of your life that applies brain-work like learning,
performing your job or hobbies, and saving money or budgeting.
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Contact. Social contact expresses the part of your life concerned with relationships with our families’
friends, neighbors, relatives, etc.

Intuitions/ Fantasy/ Spirituality. Refer to part of your life that gives it meaning, a purpose, including
your belief and thoughts.”

Large group Exercise 1 20 mins

Objective: This activity will help participants to identify the relationship between the body,
achievement, social contact, and the meaning of life.

Instruction:

1. Ask participants what they feel about their Body, About their Achievement about their social
contact and about life in general?
2. Reframe the statements. “I am grateful to my body;” “I am far from what I wish to achieve;” “I am
healthy and fit;” “I am righteous,” “I am sinful”
3. Go around and make random checks whether they get the idea fully or not if not try to explain with
more examples.
4. Ask willing participants to share what they write
5. Is your “self-talk” motivating you or not most of the time? Is it negatively or positively influencing
you as a personal?

Plenary Discussion 20 mins

Positive Self-talk

Instruction:
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1. Say; “In order to be motivated better, let’s try the following experience more:”
2. Ask participants to reframe the negative statements to positive. Give examples Like Instead of “I
don’t have any skill” to “I have the capacity to learn”, I don’t get a chance” to “I can use every
opportunity”
3. Ask participants to choose positive self-talk statements that are fairly true and share them, if they
wish to do so.
4. Motivate them to have more and more positive talks with themselves even after the training.
Summarize by saying: “Having positive self-talk with ourselves motivates us more. Personal criticisms
can also be frame in a positive manner.”

Summary

Problems and challenges are common for people who strives to reach a goal. Problem solving skill is
helpful to prevent and/or pass obstacles. Problem solving skill is also related with decision making
since any problem requires action to be taken. Problems can also be internal which is the person’s
feeling and attitude. Such problems can be solved or minimized through the positive relationship that
we develop with ourselves.

Closing:

Then say- “We have finished our training for today. and thank you again for being part of the training”
Then ask two volunteers (a female and a male) to give feedback and or present if there are any
challenges in today's session. Note their points very well.
Then end today's training saying - “Thank you for your active participation throughout the day and
giving the following homework-Ask participants to go over their notes from the last training and
share what they think are key lessons with the group tomorrow.

Welcome all participants to the training warmly. And ask how the training went yesterday. (what
they like and what they feel should be improved, encourage them to forward their thoughts). Next, ask
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three volunteers to share their homework with the group. Finally, summarize day-5 training by the
following recap activity.

30mins

Recap activity - I appreciate myself

Instruction

1. Let them be in circle and Say “Today we need to congratulate each other since we go through half
of the training days. Tell them to remember any activity from the last 5-days training session and
forward their ideas (as usual one idea only and cannot be repeated).
2. When they finish say “you did very good job” and “I want to appreciate you for your effort to made
it through till this day. Not only from me, but you also need to appreciate each other too so
appreciate each other for the great endurance you show till today. They need to appreciate their
friends’ commitment, willingness, strength, thoughts or any qualities they observe in the learning
process.

Now ask them to hug and appreciate themselves just the way they did for their friends Give time to
think about what reasons they need to truly appreciate them easily.

Say” Remember how we did yesterday’s last session and apply that skill now”

3. After some time, invite them for a large group discussion and ask the following reflections.
● Is the way you appreciate your friend the same as yourself?

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 ● Which one is easy? praising yourself or your friends? How do you win the resistance or
shyness, yours’ or your friends’ not to accept appreciation?
● Ask them whether they use the skills they have been trained yesterday well while performing
these exercises (while appreciating their friend and themselves). Do they negotiate well?
communicate well? or cooperate with each other?
4. Invite them to think critically their emotion of shame or embarrassment or not accepting the idea of
appreciating themselves.

When they finish reflecting their feelings, appreciate them for honest and self-initiative sharing and
start the day by saying “Today we are going to share two basic skills:

Session 2.4: Creative thinking

Session 2.5 : Time management

These skills are also a component for problem solving skill since it requires a skill to organizing ideas
and act in a timely manner.

To start with the session first brainstorm what creative thinking means to them. And give time for
participants to reflect their ideas. Then summarize the discussion through presenting the introduction
and learning outcome part of the session well.

Session 2.4: Creative thinking skill

10 mins

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Introduction

What is Creative thinking? It is a skill which lets you consider things from a fresh perspective and
different angles. It's an inventive thought process which results in surprising conclusions and new ways
of doing things. Creative thinking can be aided by brainstorming or lateral thinking to generate ideas.

Creative thinking, therefore, is the ability to think differently: to see a problem or issue from a new
angle or perspective. This often allows you to find a new solution, or even to see that the problem does
not necessarily need a solution.

In order to help participants, realize the concept well the session presented under a major topic which is
mind mapping. In this session participants will realize and understand their own creative skills. They
also are able to practice it through different activities under each topic.

Learning Outcomes

At the end of the session participants will be able

● To help the participants learn new way of thinking

● To Help them to organize their thought
● To help them realize creative thinking is simple to practice

Training methods

● Brainstorming, presentation, exercises, discussion

● Exercises: Drawing, group and individual
● Mindful thinking

Training Aid

● Whiteboard, flip chart, markers, notebook, pen/pencil, PowerPoint presentation, Rubber

● Colorful papers, papers with different shapes, paper sticker

Procedure and tools

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First, participants will learn the topic through drawing exercise to get the meaning and purpose of this
session. Then PowerPoint presentations will follow to clarify the concept more thoroughly. The
instructor is expected to explain it as stated in the above as an introduction. To let participants
internalize it, different exercises will be presented for practice.

Topic1: Why creative thinking is important

Lecture 10 mins

The need for creative thinking arises because our brains naturally tend to fall into certain ‘shortcuts’.
Once we have a piece of information, we tend to use it again: that’s how we learn. This has huge
advantages—for example, it means that we don’t have to learn how to use our hands to hold Injera
every time we eat—but it also has some disadvantages, in that we tend to stop thinking about things
that we do, see, or say regularly.

Typical examples of times when you might take the time to use creative thinking techniques include:

● When you are facing a major problem or issue, and you cannot see an obvious way forward.
● At times of change, when it is hard to see what might lie ahead, and you want to think about
possible scenarios.
● When there is a lot of disagreement about what needs to happen next, and no compromise
seems possible without a lot of effort.
● When you need something new, that hasn’t been tried before, but you are not sure what.

Topic 2: Mind mapping

Individual Exercise 1: What I Like 40 mins

Objectives of the exercise:

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 ● To generate more ideas on specific issues
● To memorize ideas easily

Instruction

1. Distribute colored papers with different shapes. Say “you can use these papers in whatever way you
want to for the instructions that follows now”.
2. Then ask participants to write about what they like on their paper.
3. Give them time to write anything that comes to their mind concerning what they like.
4. Ask them whether they finish or not. Then ask them to try another similar exercise in different way
as follows.
5. Ask them to draw their own picture and give the picture a title “what I like” at the center of their
paper
6. Then draw a different line that comes from a different direction towards the picture at the center.
One line for one Idea. And write one idea on it or draw a picture that represents the idea.
7. You can draw more lines at the tip of the main line if you want.
8. Use your creativity, make it simple and colorful.

The instructor draws this on the flip chart or will show them the picture in their workbook as an
example

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When they finish discussing the following points
● Which method is more easy, interesting to do?
● In which method do you find it more possible to think of more ideas?
● Which one is easy to memorize?

Tea Break (15 minutes)

When you get back from the break summarize the discussion by pointing out the following concepts
stated as follows.

Lecture 20 mins

Explain the following points about Mind Mapping well using lecture method

What is mind Mapping

● A Mind Map is an easy way to brainstorm thoughts organically without worrying about order
and structure. It allows you to visually structure your ideas to help with analysis and recall.
● A Mind Map is a diagram for representing tasks, words, concepts, or items linked to and
arranged around a central concept or subject using a non-linear graphical layout that allows the
user to build an intuitive framework around a central concept. A Mind Map can turn a long list
of monotonous information into a colorful, memorable and highly organized diagram that works
in line with your brain's natural way of doing things.

Example: Mind mapping for Life skill

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Mind Mapping Structures information

Mind maps are graphical representations of information that convey the relationship between individual
ideas and concepts. No matter how complex or broad a subject is, a mind map brings order to the chaos
and helps you see the 'bigger picture'.

Helps to memorize Information

Mind maps utilize a number of memory triggers such as colors and images. These are much easier for
your brain to memorize and recall than pure text. Additionally, mind maps help you connect new pieces
of information with existing knowledge.

Group Exercise 2: The Gallery 40 mins

Objectives of the exercise:

● To practice the technique and apply for this learning

Instruction

Say “a technique will be more internalized when we practice it more and more. Just as you have learned
please draw a mind map for “Who I am”.
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Take a flipchart and write your name. and you can use “I am” and draw or write about “you” as you
have learned here You can include your education, status, behavior, likes and dislikes…. and try to
generate more ideas. Use your own creativity to make your drawing more attractive and memorable.”

Give them time 25 minutes to work on it and when they finish let them display it on the wall. Let
them take time to see how other have expressed themselves.

Then let the whole class move around the gallery

Summary

There are very few techniques out there that have the ability to get your creative juices flowing like
mind mapping. That is because mind maps use images and keywords

Energizer 2 mins

Simple body stretching

Individual Exercise: 40 mins

Objectives of the exercise: To help the participants realize on how they organize their day as they
organize their ideas and thoughts. Besides, it will let them understand how organizing and planning
relates with organizing Time
Instruction

Print 3 pages with 24 squares that represent the 24 hours of a day.

Share the pages with the participants

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Explain that each square represents one hour of a day

Ask them to fill out the squares with their routine activities. E.g., eating 4 hours = 4 squares, sleeping 7
hours = 7 squares, etc.

Ask them to fill it all with their activities. They can take the usual day as example.

Ask them to color the squares based on three categories as “my rest time” squares like sleep or eating
or relaxing” “My productive time squares like working, reading. And “my wasted time” like
unnecessary talks, siting doing nothing… Use same color for same theme

Explain to your colleagues how you spend your time.

When they finish sharing call for the large group and discuss on the following points

● How could you re-evaluate your time?

● Would you change anything in your statistics?
● Are there any steps you could take to increase your productive time?
● How would you rearrange your time to have some extra time for productivity?

Then summarize by saying “this game is a convenient way to actually see on paper how time is spent
throughout the day. Afterward, we will focus on learning new ways to improve your time
management.”.

1sth4

7thhr

13thhr

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 19thhr 24thhr

Lunch Break (1 hour)

To start with the session first brainstorm what time management means to them from the activity they
did before lunch. And give time for participants to reflect their ideas. Then summarize the discussion
through presenting the introduction and learning outcome part of the session well

10 mins

Session 2.5: Time Management skill

Introduction 10 mins

What is time management? It is the process of organizing and planning how to divide your time
between specific activities. Good time management enables you to work smarter – not harder – so that
you get more done in less time, even when time is tight and pressures are high.

This session attempts to provide participants with some relevant information they should be equipped
with regarding time management skills. Participants will learn how to organize, plan, and divide their
time between specific activities.

Learning outcomes

At the end of this session, the participants will be able to:

● Identify the skills required to manage time effectively

● Explain how to organize plan and divide their time
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Training methods

● Brainstorming, presentation, discussion, exercise

Training aids

● Flip chart/whiteboard, markers, notebook, pen/pencil, box. Printed papers of time squares at
least 4.

Procedure and tools

The session begins with introducing the concepts of time management skills and steps to manage time.
Then, the participants will work on some exercise to develop the concept of time management.

The session comprises the following topics:

● Topic 1: Steps to managing time

● Topic 2: Think about time

Topic 1: Steps to Managing your Time

Priority Matrix 20min

How to the Priority Matrix:

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To use the priority matrix, it is best to review your tasks on a daily basis as we did in the previous
exercise. Each day, ask yourself:
● Which of my tasks needs to be done within the next 48 hours?
o (Those are the ‘Urgent’ tasks)
● Of the urgent tasks, which ones are more important?
o (It is a good idea to list your tasks in order of importance, rather than giving them an
absolute ‘important/not important’ distinction)
● Of the non-urgent tasks, which ones are more important?
o (Again, it is a good idea to list them in order, rather than giving them an absolute
distinction.)

Individual Exercise 2 40 mins

Objective: This activity will help the participants to prioritize task for effective time management

Instruction:

1. Ask participants to make a big circle. Then, place two boxes labeled “Do now /urgent” and “Non-
urgent” at the center of the circle.
2. Then distribute paper (2 sheets) and pen/pencil for each participant.
3. Finally, ask participants to think of tasks they should complete in the near future and allocate them
to the boxes in the priority matrix method. Explain the following two rules:
● Each box should contain no more than about seven or eight tasks.
● Start with the ‘Do Now’ box.

● Crucially, don’t put off urgent or important things just because they are unpleasant. They won’t
get any better for delaying.
● Next, look at the less urgent but still important tasks. Decide what you are going to do about
them and then schedule time into your diary to do them or consider delegating them to someone
else.

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 ● Delegate the urgent but easier/less important tasks.
● Next, eliminate the non-urgent and unimportant tasks.
● Finally, do the work. Start your ‘Do Now’ list. When you finish it, move onto the scheduled
work or tasks.
● If there are more tasks that you can manage in any quadrant, it is time to:
a) do some
b) delegate some or
c) eliminate some.
● Regular pruning of your matrix in this way will ensure that you can focus on what really matters
and keep work flowing.

Energizer 5 mins

Tea Break

Group Exercise 1 25 mins

Objective: This activity will help participants to identify the importance of priority to manage time
effectively.

Instruction:

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Divide the group into 2 or 3 and provide each group glass, 2-3 stones, a cup of sand and a cup of water.

Instruct them to fill the glass with these materials in 3 mins. The winner will be the one team who could
fill the glass with all the materials in it with in the given time or less.

Then after three mins say “STOP”. Is there any group who could finish the game as desired? If o Clap
for them and move to the discussion on the following points

● What helps them to do the activity effectively? For those who could not why?
● What do you learn from the exercise?

Summarize the activity by saying this is the example for your time jar. If you put the sand into the jar
first, there is no room for the pebbles or the rocks. The same goes for your life. If you spend all your
time and energy on the small stuff, you will never have room for the things that are important to you.
Pay attention to the things that are critical to your life.

Individual Exercise 35 mins

Instruction

Think of this day training dividing it by part as before tea break, after tea break, after lunch, and the
last session.

Each participant should label each part with the following features: ‘very energetic,’ ‘vibrant,’
‘curious,’ ‘restless’, ‘half- half’, ‘distracted,’ ‘slowing down,’ ‘tired,’ ‘hungry’ indicating how they felt
during the activity they were doing. Let them to write them down on their workbook.

Then let them to discuss it as pair with the person sitting next to them for 3 mins.

When they finish invite them to the large group and say “Based on your finding about yourself, now
assume that you are in the workplace let’s discuss on the following points

● What is the most productive part of your day ‘very energetic’ Vibrant’ ‘curious’….?
● What is the most unproductive part of the day ‘distracted’ ‘restless’…...?
● During which part of the day is it better to complete the hardest/most manageable tasks?
● When is it best to take a break?
● Who has similar working/ relaxing rhythms in your team?
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Summarize the activity by pointing out:

● We all have time when we are the most energetic, or slow down or tired
● Understanding our functioning helps us to manage and plan in more productive way.
● Helps to dig out what techniques should we use to boost our energy and manage stresses on that
time.

Topic 2 - Think about Time

Lecture 10 mins

⮚ Time is unique. It is the only resource every person has in equal amounts, 24 hours a day.
● Time is perishable. You cannot really save time. You can “lose it or use it.” A problem with
time as a resource is that you cannot borrow minutes from one day and use them the next day.
Although time cannot be saved, you can use your time effectively through careful planning and
action.
● Time is a measure. When time is discussed, many people think first of the clock. Being on time
for work, school, and appointments, and for payments such as rents and bills, is a necessity for
almost everyone today.
● Time has a birr value. An old proverb tells us, “Time is money.” it is to say-It takes time to
earn money. It takes time to develop new resources. It takes time to get the most from your
shopping birr.
● Time has other values. We need time for rest, leisure, and personal renewal, as well as for
families, friends, neighbors, and our community.

Summary
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Summarize the session by saying: “Managing time effectively is essential to maximize performance.
Time management is one of the keys to superior work outcomes, professional growth, a more fulfilled
and happy life. Managing time helps to navigate the chaos of present-day life with ease. Time
management most definitely outweighs all the risks and troubles of learning”

Closing:

Then say- “We have finished our training for today. and thank you again for being part of the training”
Then ask two volunteers (a female and a male) to give feedback and or present if there are any
challenges in today's session. Note their points very well.
Then end today's training saying - “Thank you for your active participation throughout the day and give
the following homework-Ask participants to think about Time and observe their feeling in relation
to it Write your reflection on the following two points

How does your home culture contribute to your time management?

Is time management stress full?

Welcome all participants to the training warmly. And ask how the training went yesterday. (what
they like and what they feel should be improved, encourage them to forward their thoughts). Next, ask
participants to share their homework with the group by the following recap activity.

Recap activity: My experience is 30 mins

Instruction

Ask participants to be in a group of four and let them to discuss on their homework.

Let them to write their answers on the flipchart to share it with the group. Finally let the group present
it for further discussion.

Summarize day-5 training by saying cultural influences, struggle to make time productive, wasting time
or struggle to meet deadlines, and generally the struggle to keep life organized might be stressful. Say
“Today we will focus on stress management skill”.

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Then Introduce today’s sessions and topics that are:

Session 2.6 Stress management skills

Session 2.7 Cooperation and Teamwork

To start with the session first brainstorm what stress management means to them. And give time for
participants to reflect their ideas. Then summarize the discussion through presenting the introduction
and learning outcome part of the session well.

Session 2.6 Stress management skills

10 mins
Introduction

By learning the skills, they need for successful stress management, participants will have the ability to
handle or minimize the physical and emotional effects of such anxiety. The ultimate goal of this session
is to enable participants to realize the right strategy to handle stress in a healthy manner and have a
balanced life.

Learning Outcomes

At the end of this session, the participants will be able to:

● Identify the skills required to handle or minimize the physical and emotional effects
● Explain strategies to handle stress in a healthy manner

Training methods

● Brainstorming, presentation, discussion, case study

Training Aids

● Flip chart/whiteboard, markers, notebook, pen/pencil, worksheet

Procedure and tools

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The session begins with introducing the concepts of stress management skills, cause of stress and
symptoms of stress. Then, the participants will do different exercises on how to deal with stress in a
healthy way.

The session comprises the following topics:

● Topic 1: Being at peace

● Topic 2: Cause of stress
● Topic 3: Symptom of stress
● Topic 4: Manage stress and depression

Group exercise 40 mins

Objectives of the exercise: to let them exercise observing feeling and dealing with appropriately

Instruction

1. Ask participants to turn to their neighbor and briefly talk about the meaning of being at peace in 2
min. “What does peace mean to you? Do you remember the time when you were at peace in your
life?” After a couple of minutes, ask the participants to share with the larger group what they talked
about. Write the following examples for their reference on the flipchart.
Examples could include:
● I am at peace when I get along well with others.
● Peace is solving arguments without it becoming violent.
● Peace is respecting each other and each other’s differences.
● I am at peace when I feel safe from sexual harassment
● Peace is being part of the same world without fighting.
● Peace is having room to grow and learn safely.
● Peace is being kind to others.
● Peace is in everyone’s hands.
2. After they clear about their own meaning of peace invite them to stand in a circle and let everyone
speaks their own statement on what peace means to them.

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3. When everyone has had a chance to share what peace means to them, try to ask whether they feel at
peace recently.
4. Then discuss on the following points
● What makes them feel at peace.
● What helped them to stay in that feeling?
● If they don’t feel at peace recently what makes them not?
● What disturbs their peace?
When the discussion finalized summarize it by saying “ we experience different feelings in different
time and situation. Peace is one of them. Staying with the same feeling permanently is impossible.
Stress is one of the reasons that disturbs one’s peaceful state However there are techniques that
minimize the negative impacts of stress. With this move to the next topic which is cause of stress.

Tea break (15 minutes)

Topic 1: Cause of Stress

Plenary Discussion 35 mins

Instruction:

Ask participants to talk about a time that they were stressed or a friend of theirs was stressed by using
the following leading questions:(Ask for a few volunteers to share their stories
● What caused the stress at that time?
● What were the symptoms of the stress?
● How did you or your friend behave differently?

Lecture

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Causes of Stress: Causes of stress can be divides into two major parts External causes of stress and
Internal causes of stress. External causes of stresses are life situations that can happen to anyone. A
person might have no or little control on the situation that can come as a stressor in life.

External causes of stress are for example:

1. Major life events: These are dramatic events that have a profound effect on the survivors.
Examples include death of a parent, abandonment, serious accidents, natural disasters, demolition
of home, war, and physical and sexual assaults.
2. Long-term life challenges: The lives of disadvantaged adolescents and youth are usually filled
with long term problems that are difficult to solve. These include poverty, denial of human rights,
illnesses, lack of educational opportunities, rejection, or a sense of rejection by family members or
friends and lack of access to health or other support services.
3. Everyday problems: Most disadvantaged youth spend time on survival issues such as finding a
job, clothes, and shelter, and avoiding abuse, bullying and violence.
4. Life transitions: Transitions in life, such as moving houses or cities, reintegration with families,
detention by the police, changing peer groups, or beginning a romantic relationship, are always
stressful because they require people to behave in new ways.
5. Adolescent developmental changes: All young people go through physical, psychological, and
social changes during their adolescent years. These changes are particularly difficult for
disadvantaged adolescents because they have few sources of information or support about these
changes.

Internal causes of stress are our internal process in the interpretation of the situation that happened to
our life. These processes are our ways of perceiving, judging, and reacting to any situations. One can
develop control of one’s emotion to change the internal caused of stress by managing one’s perception
and interpretation of events or situations. Generally internal stressors relate much with negative
emotions like fear, blame, anger, and so on.

Examples of external and internal stressors

External Stressors Internal stressors

Major life events This is difficult, I can’t Handle it, it is

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 impossible….

Long-term life challenges I am not responsible; I can do nothing

Everyday problems I can’t change it, its luck, this shouldn’t

happen to me…

Life transitions I can’t adapt to the situation, it's

unfamiliar to me...

Adolescent developmental changes I am disadvantaged, it's hopeless…

Energizer The story of the wonderer

Tell or Read them the story about the wanderer attached as an annex to this document. Ask their
reflection about the story. Then summarize the story by saying “we need to release unwanted burdens
every time”

Topic 2 - Symptoms of Stress

Lecture 40 mins

● Stress can affect all aspects of our life, including our emotions, behaviors, thinking ability, and
physical health. No part of the body is immune.
● The following are some of the behavioral, physical and cognitive symptoms of stress and
depression:
o Becoming easily agitated, frustrated, and moody.
o Feeling overwhelmed, like you are losing control or need to take control.
o Having difficulty relaxing and quieting your mind.

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 o Feeling bad about yourself, lonely, worthless, and depressed.
o Avoiding others or withdrawing from social life.
o Having low energy.
o Having frequent headaches.
o Having an upset stomach, including diarrhea, constipation, and nausea.
o Having aches, pains, and tense muscles.
o Having chest pain and rapid heartbeat.
o Not being able to sleep.
o Having a dry mouth and difficulty swallowing.
o Constant worrying and/or racing thoughts.
o Being unable to focus, including forgetfulness and disorganization.
o Being pessimistic or seeing only the negative side.

Tea Break (15 minutes)

Case story 30 mins

Instruction:

1. Read Bayush’s story to participants loudly with a clear voice.

Bayush’s Story

Bayush is a 14-year-old girl who helps her family by washing clothes in the neighborhood. In addition,
Bayush does most of the domestic chores at home as she was the oldest and her mother needs her help
around the house. She fetches water and works on the farm. One day, her mother became very sick and
was bedridden. Bayush was very worried about her mother’s health. She did not have anyone she could
ask for money to support her mother’s treatment. This was very stressful for Bayush. Eventually,

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Bayush became depressed, lost her appetite and started to get frequent headaches. When her mother
became sicker, she went to her neighbor and talked to her about it. Her neighbor helped her raise some
money from others in the village and took her mother to a nearby hospital. Bayush was relieved after
her mother received the treatment she needed.

2. Now ask the participants to discuss with person sitting next to them on the following questions and
share their thoughts:
● What was the cause of stress for Bayush? Both the external and internal stressors?
● What were the symptoms of stress for Bayush?
● How did Bayush cope with her stress?

When they share ideas write it on the flipchart under Interna, External, Symptoms and her Coping way
of stress. Discuss and correct it if necessary.

Topic 3 - Some Ways to Manage Stress and Depression

Lecture

Ways to manage stress:

● Get enough sleep.

● Learn how to relax including visualization and deep breathing.
● Changing perceptions and expectations.
● Break jobs/tasks into manageable parts.
● Avoid procrastination
● Don’t compromise your values/beliefs.
● Talk to someone who you trust.

Individual Exercise Deep Breathing for coping 15 mins

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discussing the topics under it.
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Objectives of the exercise: To let them practice deep breathing to calm their emotion so that to use it
as a first aid to cope stress

Do the deep breathing exercise as one of stress management techniques. Invite the participants by
saying “now let us do the deep breathing exercise that we learned yesterday. As you remembered we
have discussed how useful it is to manage emotions and as well it is useful to manage stress too. So,
let’s do it just as we did last time”.

Then sit and try the exercise with them too.

Lunch (1 hour)

Topic 4 - Developing Passion as stress management skill

Group exercise: Scenarios 30 mins

Instruction:

1. Present the following two scenarios on a flipchart.

2. Then, ask participants to present themselves in a scenario. And forward the following questions.
When they forward their answers highlight points.

Scenario 1

You have something you have to do. You’re not excited or passionate about it, but you know you need
to get it done. This feeling of obligation motivates you to work hard to complete the task.

Scenario 2

You have something you get to do. You’re interested in your task—you might have even assigned this
task for yourself rather than receiving it from someone else—and you are happy to put in the time and
effort to complete it.

1. Discuss based on the following questions. (discussion is in a whole group/ large group)
a) In which scenario are you more effective? In which scenario are you more efficient? And, in
which scenario do you feel the most fulfilled?
b) Why?
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Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 c) Which part/word touches you most?
2. Summarize the discussion pointing out that Interest, passion, love…. Are great motivators and less
stressful than obligation, must, should… and so on which is more stressful and less motivator.

Lecture

Self-motivation is, in its simplest form, the force that drives you to do things” It’s the drive you have to
work toward your goals, to put effort into self-development, and to achieve personal fulfillment which
contributes to minimizing stress

Positive attitude is a fuel for self-motivation. Having a positive attitude means being optimistic about
situations, interactions, and yourself. When you develop a positive attitude, you will start feeling
better about yourself. You will treat yourself with more respect and love, and this in turn will boost
your confidence levels and inner strength. You will take on new challenges and come out of your self-
limiting beliefs. Thus, you could be able to handle your situation in less stressful way.

Even though we develop interest to do jobs sometimes it’s difficult to do all sharing and cooperating to
do jobs lessens stress and increases productivity.

Now we will focus on cooperative and teamwork skill very well.

Energizer Grounding exercise 20-25 mins

Ask participants to sit quietly in a relaxed way. Ask them to focus on the following questions as the
trainers read for them. Ask them to focus to answer it for themselves

Try to see 5 things

Try to hear 4 voices

Try to feel 3 sensations on your body

Try to smell 2 things

Try to taste 1 thing in your mouth

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discussing the topics under it.
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Take time to move from one point to the other.

Summary 20 mins

Summarize the session by saying: “Effective stress management helps to break the hold stress has on
your life, so you can be happier, healthier, and more productive. The ultimate goal is to have a balanced
life, with time for work, relationships, relaxation, and fun—and the resilience to hold up under pressure
and meet challenges head on.”

To start with the session first brainstorm what cooperative and teamwork means to them. By letting
them in pair with the person next to them. Let them to discuss about it for a while and give time for
participants to reflect their ideas. Then summarize the discussion through presenting the introduction
and learning outcome part of the session well

Session 2.7: Cooperation and teamwork Skill

Introduction

What is teamwork? Teamwork involves building relationships and working with other people using a
number of important skills and habits:

● Working cooperatively
● Contributing to groups with ideas, suggestions, and effort
● Communication (both giving and receiving)
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 ● Sense of responsibility
● Healthy respect for different opinions, customs, and individual preferences
● Ability to participate in group decision-making When employees work together to accomplish a
goal, everyone benefits

In order to help participants, realize the concept well, the session presented under three major topics
which are: What Teamwork needs, The process of Teamwork and Characteristics of Effective
Teamwork. In this session participants will realize and understand their own Teamwork skills. They
also are able to practice it through different activities under each topic.

Learning outcomes

At the end of the session participants will be able:

 To internalize and use team working

 To understand how working as a team under a confusing situation helps

Training methods

● Brainstorming, presentation, exercises, discussion

● Exercises: group and individual
● Handouts: Different scenarios

Training Aids

● Whiteboard, flip chart, markers, notebook, pen/pencil, PowerPoint presentation

Procedure and tools

First, participants will learn the first topic through group exercise to get the meaning and purpose of
this session. Then PowerPoint presentations will follow to clarify the concept more thoroughly. The
instructor is expected to explain it as stated in the above as an introduction. To let participants
internalize it, different exercises will be presented as instructed accordingly.

The session comprises the following topics:

 Topic 1: What teamwork needs

 Topic 2: Process of teamwork
 Topic 3: Characteristics of effective teamwork
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discussing the topics under it.
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Topic 1 - What teamwork needs

Group Exercise 1 Rope square 40 mins

Objective:

● To let them understand the importance of a leader in a team

● To let them understand the importance of effective communication.

Instruction

1. Tie a piece or rope so it forms a circle and so that everyone in a group can hold onto the rope
with both hands. Lay the rope in a circle on the floor
2. Ask the group to stand around the circle, close their eyes, and pick up the rope circle with both
hands and.
3. Instruct them to walk in a circle a couple of times so they're good and dizzy and then ask them
to form a square using the rope without opening their eyes. Note that there are chances that
participants will confuse themselves with which direction to move unless they decide to
choose one leader and follow instruction as a team to achieve the desired outcome.
4. Then call the large group for discussion based on the following points
● Was it easy to form a square?
● if yes what makes it easy?
● If no what makes it difficult?
● What procedures do they follow to get the result?
5. Jot down the participants point that they mentioned on the flipchart.
6. Then Summarize the activity by pointing out:-

People working together can sustain the enthusiasm and lend support needed to complete the work of
each program

A Teams succeeds when its members have:

● A commitment to common objectives

● Defined roles and responsibilities

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 ● Effective decision systems, communication, and work procedures
● Good personal relationship

Tea Break (15 minutes)

Together with this summary proceed topic 2 and 3 lecture before the next exercise.

Topic 2 - Processes of teamwork

Lecture 20 mins

Teamwork is one of the most sought-after skill at any workplace.

While performing the above exercises you followed the following processes to achieve your goal.

1. Mission analysis: establishing and understanding of the overall objective Example: You
discussed how you are going to make a square. You tried your ideas.
2. Goal specification: identifying and prioritizing the tasks and activities needed to achieve the
mission Example: You collect your ideas and focus on how really to achieve, who should move
to what direction.
3. Strategy formulation: developing a course of action to reach the goals and achieve the mission
4. You chose one leader to manage time and avoid confusion so that when everyone follows that
leader you could easily meet your goal easily Example: You decided to choose a leader and to
listen only to him, to perform as he said……

Topic 3- Characteristics of effective teamwork

Group Exercise Big picture 20mins

Objectives of the exercise: To let participants realize the importance of common goal or vision

Instruction

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discussing the topics under it.
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Ask participants to form 3 groups. Let them to sit in circle. And tell them to select their leader.
Then take the three leaders from each group outside the class and show them the picture (the one
followed this exercise) and warn them not to tell what they see. And let them join their group.

Then Give the group a sheet of paper where one participant starts drawing the picture of

Lecture 20 mins

Present the following points through PowerPoint

An effective team accomplishes its goals in a way that meets the standards set by those who evaluate its
performance. For instance, in the above exercise a team may have a goal of forming a square out of a
circle rope within 20’. Even if the team finishes the project on time, it can be considered effective only
if it could make a square out of the circle rope.

Effective teamwork requires certain conditions to be in place that will increase the likelihood that each
member’s contributions—and the effort of the group as a whole—will lead to success. Effective teams
share five characteristics:

● Shared values: a common set of beliefs and principles about how and why the team members
will work together
● Cooperation: confidence between team members that each puts the best interest of the team
ahead of individual priorities
● Inspiring vision: a clear direction that motivates commitment to a collective effort
● Skill/talent: the combined abilities and expertise to accomplish the required tasks and work
productively with others
● Rewards: recognition of achievement toward objectives and reinforcement of behavior that
supports the team’s work.

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Summary

Having a common goal creates teamwork and teams are only teams when they share common goals. As
a team, always refer to the cause of your meeting as a team

Responsibility is everywhere. One can take responsibility to take action for better result. And this needs
personal leadership which requires conscious decision about the goal we have in everyday activity

Closing:

Then say- “We have finished our training for today. and thank you again for being part of the training”
Then ask two volunteers (a female and a male) to give feedback and or present if there are any
challenges in today's session. Note their points very well.
Then end today's training saying - “Thank you for your active participation throughout the day and give
the following homework-Ask participants to find three areas where their true passion lies.

Welcome all participants to the training warmly. And ask how the training went yesterday. (what
they like and what they feel should be improved, encourage them to forward their thoughts). Next, ask
participants to share their homework with the group by the following recap activity.

Recap activity: 25 mins

Instruction

1. Ask participants to stand in circle with one person (randomly picked) in the middle. This person
will share us about his passion and one thing she remembered about yesterday’s training.
2. Then when she/he finishes introducing them to the days training session.
3. Remind them that today a new module will be started. Explain the purpose of the module as stated
under the title “Module 3Work place behaviors and protocols skill for employed youths”

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discussing the topics under it.
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And say “today we will focus on the following two sessions:

Session 3.1 Workplace behaviors and protocols

Session 3.2 Image /Appearance

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discussing the topics under it.
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Module 3: Life Skills for Employed Youth
All youth need to develop a set of core life skills to manage school, work, outside interests, and social
relationships successfully. From the perspective of brain development, these skills include planning,
focus, self-control, awareness, and flexibility—also known as “executive function” and “self-
regulation” skills.

This module will discuss the life skills which are important for employed youth in different levels.

To start with the session first brainstorm what workplace behavior and protocol means to them. And
give time for participants to reflect their ideas. Then summarize the discussion by presenting the
introduction and learning outcomes.

Session 3.1: Workplace Behavior and Protocols

10 mins

Introduction

What is workplace behavior and protocol mean? It means the socially acceptable ways that we interact
with one another and behave in our workplace. It is acceptable standards of communication and
interaction in our workplace may vary from one workplace to another, however, there are some
behaviors which are universally acceptable or not.
In this session, the participants identify the meaning and importance of behavioral skills which are vital
for the workplace. They will also understand the way individuals interact, manage and deal with their
external environment—including people, place and situation influence productivity
Learning Outcomes

At the end of this session, the participants will be able to:

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discussing the topics under it.
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  Identify workplace behavior and protocols
 Explain the benefit of workplace behaviors

Training methods

● Brainstorming, presentation, discussion, exercises

Training aids

● Flip chart/whiteboard, markers, notebook, pen/pencil, worksheet

Procedure and tools

This session begins with introducing the concepts of workplace behaviors and protocols. The session
also comprises different activities.

The session comprises the following topic:

 Topic 1: What is workplace behavior and protocol?

Topic 1: Workplace Behaviors and Protocols

20 mins

Individual exercise

Objectives of the exercise: To help participants list out behaviors that are preferred by the society and
workplace environment

Instruction

Ask participants to think 5 people in their life whom they admired. Who are they and what is their
relationship with them? Let them write their name and how they are related to them like my father or
my neighbor….

Ask them to think and write their answers for the following questions. Give them 5 mins

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discussing the topics under it.
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 ● what behaviors impressed them. Why?
● Are this people where they want to be?
● List all the behaviors on these people or at least the behaviors they like most. Are these
behaviors related with work?

When they finish let them to discuss with the person next to them for another 5 mins and write the
common behaviors from their list. If there is a behavior that they mention that is not related with job
you might list it separately.

Then call for the large group for discussion. Invite volunteers to share their work. And then summarize
their point by preceding to the following lecture

Lecture 10 mins

Workplace behaviors include:

o Good appearance,
o politeness, responsibility,
o cooperativeness,
o positive/happy,
o trustworthiness, and so on
Why's workplace behavior and protocol?
o To avoid negative confrontation.
o To avoid politics, i.e., in the office or workplace.
o To communicate effectively with an opposing opinion of another person(s).
o To be organized and in a uniformed way.
o Avoid work-place tension / Conflicts
o To avoid employee stress.

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 o Avoid misunderstandings.
o Employee job satisfaction.
o Increase productivity.
o Get the job done.
o To make the workplace a happy, stress-free place
Positive Behavior
o Exhibit a positive attitude and pleasant demeanor.
o Use a firm handshake.
o Maintain good eye contact.
o Appropriate introductions – introduce someone by their title and last name (Ms. Mrs. Mr.
Dr.), unless otherwise specified.
o Rise when you are introducing someone, or you are being introduced.
o Be a good Listener & Soft spoken.
o Show common respect and consideration for others
Making a positive impression
o Arrive on time.
o Remember your manners.
o Be ready to learn, adapt & change.
o Exercise professional maturity by showing good judgment & building good relationships.
o Show a healthy respect for your colleague’s experience & expertise.
o Do not laugh at others' weaknesses.
o Respond properly to your co-workers, supervisor & clients.
o “PLEASE & THANK YOU” use it often.
o Willingness to help.
o Mutual respect & Punctuality.
o Teamwork.
o Show appreciation & give credits for a job well done.
o Treat everyone equally.
o Try not to step on anyone’s toes or hurt anyone’s feelings.
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 o Be Kind, Be Courteous, Be Respectful.
o Keep in mind that others work around you.
o Remember cubical conversations and calls can be heard by others.
o Do not smoke or drink at your workplace.

Group Exercise 25 mins

Objectives of the Exercise:

● To let them identify core skills that are useful for the job
● To let them focus more on the job skill demands

Instruction

Let participants divide in 4 group. Ask them to assume they are at the job now. What skills best serve
them among all the listed. Let them discuss and point out the best five core skills that they use most
while they are on job. Why do they choose these skills as priority?

Let them write it on the flipchart and present it for the large group letter to debate on it and give more
ideas on the given skills and reasons.

When they finish discussing tape the flipchart and present it for the class.

Summary

When we are on the job extra skills are needed like commitment, respecting the organization's rules and
regulations, proper handling of equipment, company resources and money, formal communications and
so on as discussed in the lecture.

Say “After tea break, we will focus on important workplace behaviors starting from image.
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Tea Break (15 minutes)

To start with the session first brainstorm what image/appearance in the workplace means to them. And
give time for participants to reflect their ideas. Then summarize the discussion through presenting the
introduction and learning outcome part of the session well

Session 3.2: Image/Appearance

10 mins

Introduction

What is Image? It is the way we present ourselves at the first glance. It is a surface level judgment we
take based on our 5 senses.

First impressions influence people’s attitude and judgment towards others. Having a positive image
benefits you by influencing your employers or customers.

In order to help participants, realize the concept well the session presented under two topics which is
judgment by looking and character image. In this session participants will realize and understand their
own attitude and kind of motivation they have concerning Image .

Learning Outcomes

At the end of the session participants will be able

 To understand the importance of first impression at work

Training methods

● Brainstorming, presentation, exercises, discussion

● Exercises: group and Individual and scenario
● Mindful and looking inward
● Pictures

Training Aids

● Picture
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 ● Handouts: the four dimensions of life
● Whiteboard, flip chart, markers, notebook, pen/pencil, PowerPoint presentation

Procedure and tools

First, participants will learn the meaning and purpose of this session thoroughly through brainstorming
and PowerPoint presentation. The instructor is expected to explain the session, each topic under the
session and why it is important as stated in the above. Then to let the participants internalize it the
following exercises will be presented as instructed below.

The following session will comprise of the following topics:

 Topic 1: Judgement by look

 Topic 2: Character image
 Topic 3: Relationship image
 Topic 4: Customer relation image

Topic 1: Judgment by Look

Plenary discussion: Picture overview 65 mins

Objectives of the exercise: - To know the importance of appearance

Instruction

1. Begin this activity by showing them pictures of people from different work area. Let them guess
who is doing what.
2. Then say, “How do you know”. Entertain their response and note them on the flipchart.
3. Ask if they can think of clothing that portrays a brand image, for example, the green uniforms of
Ethiopia airlines, or military uniforms.
4. Then ask participants if they have ever been somewhere where one of the employees was wearing
something that did not match the image they expected. Maybe it was a manager with “hair long and

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discussing the topics under it.
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 Freeze”, a doctor with a T-shirt at workplace, a teacher with uncombed hair, etc. And vice Versa
Trusting a thief with a suit. A guy with white gown in the hospital as a doctor etc.
5. Ask them about their reaction and feelings when they come to the situation where their perception
don’t meet the reality. Does our image have impact in searching for a job, communication and/or
relationship?
6. Alert them to the existence of other personal appearance regulations governing such things as exotic
hair styles, tattoos, and piercings; wearing of fragrances and makeup; and use of personal
electronics. For example, you are forced to leave (for that day) from school for not getting your hair
done. Listen if they have more experiences to tell.

Summarize and be sure they understand that even though they have the right to freedom of expression
through their personal appearance, companies have the right to determine what image an employee
portrays to the public during work hours.

Individual Exercise 2 Imagination 40 mins

Objectives of the Exercise: - To help participants internalize the importance of appearance

Instruction

1. Let participants be in pairs and have students discuss the following points. To let them discuss it
thoroughly, remind them to read one point at a time and both exchange their ideas then move to the
next point.
● Think about your dream job. Describe how you would prepare for the interview to give the best
professional image. Then assume you have gotten the dream job. Picture yourself at work. What
will you be doing and wearing? How will you act? What kinds of people will you come in
contact with on any given day? What impression will those people take away from the
encounter? What can you do now to prepare for these scenarios?

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discussing the topics under it.
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Encourage trainees to actively participate throughout the sessions.
 ● If someone announces that a VIP is coming to your class in 10 minutes, what are three things
you could do in that time to get ready to make a good first impression? What would you have
worn or done differently if you had been told the day before?
2. Call the big group together to reflect on the exercise.
a. How do you feel about the exercise?
b. What do you learn from it?
c. Do you think the way we dress, make our hair, nail and shoes, Our cleanliness or orderliness
impacts others judgment?
d. Are there any other areas of look that are very important from your experience?
3. Summarize the discussion by briefing the importance of the way we dress, keep our cleanliness and
odor or our orderliness concerning our body has a great impact on others to their judgment. People
make their own judgment first by the outer appearance which might create a long-lasting
impression.

Focus on reality and try to bring examples of how we are influenced by this and even if it is wrong, we
might lose our opportunity.

Lunch (1 hour)

Topic 2: Character Image

Exercise 3 Role Play 40 mins

Objectives of the Exercise: To help Youths understand that there are some behaviors

and characters that influences Image

Instruction

1. Divide participants into a group of three

2. Let them to take a role of employer, employee, and observer
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3. Let the employee act like it is his/her first interview. That he is able to meet the employer and wants
to get a job.
4. Remind the interviewee to try his best to make a good impression at the first few minutes. Remind
them again to use the skills that they learned as communication skill, Image creation, self-
confidence etc.
5. Remind the Interviewer to act as the real employer. Note what he likes about the interviewee if
he/she is in the real world and wants to have a good worker. And the observer to observe the play
well.
6. Then call for a large group and discuss based on the following point
a. Interviewee: - How was the play? What did you do to win the employer's approval?
b. Interviewer: - What did you like about the youth’s character
c. Observer: - What did you observe in general. If you took the role of both, what would you do
better
7. Ask the whole group What are good behaviors that are helpful to create a positive impression to get
a job. Help them to list behaviors like Punctuality, Dressing, The way we sit, The way we greet,
Eye contact, Our voice, The way hold our file….

Individual Exercise 25 mins

Objectives of the exercise: To let participants own workplace behaviors

Instruction

1. Let participants sit quietly. Tell them to focus on what they have learned today, How the day
passed. Let them ask themselves what do I get today?
2. From the skills you have learned list ten favorite skills that you would most enjoy utilizing in your
life (even if you are not proficient at them yet)
____________________________________________________________________
3. Which of the favorite skills listed above do you consider strengths or things that you are very good
at?
____________________________________________________________________

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discussing the topics under it.
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4. Which (top five) skills would you like to develop, improve and/or learn in the future especially
when you are at workplace?
____________________________________________________________________
5. If they can write, let them write it in the space given. If they don’t, let them reflect it in words.
6. Ask whether they face any challenge today. If they mention any, note it.
7. Ask two volunteers, one a female and one male to reflect on the days’ training in general. Note
them well. Then end Day 8 of the training by saying: “We have finished our training for today and
thank you again for being part of the training”

Topic 3: Relationship image

Group exercise 40 mins

Objectives of the exercise: To let participants understand the different image we exhibit while
interacting with people at workplace

Instruction

Divide the large group to a group of 4 small groups.

Tell them to consider the following situations. Create a list, discuss, draw a picture, or encourage
participants to act out the different ways one might communicate with each of following groups:

• FRIENDS

• FAMILY

• PROFESSIONAL (INTERVIEWER, EMPLOYER, TEACHER, ETC.)

Be sure to explore BOTH verbal language (what we say and how we say it, i.e., tone of voice) and
non-verbal language (facial expressions, behavior, body language, etc.)

SITUATION 1: Saying hello or goodbye

Friends:

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Family:

Professional:

SITUATION 2: Asking for help

Friends:

Family:

Professional:

SITUATION 3: Emailing or texting

Friends:

Family:

Professional:

SITUATION 4: Showing excitement

Friends:

Family:

Professional:

SITUATION 5: (Create your own)

Friends:

Family:

Professional:

Tell them to put their ideas on the flipchart for presentation after tea break

Tea Break (15 minutes)

Group presentation 15 mins

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discussing the topics under it.
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Let one group to present one situation and situation 5 so that all situations will be presented. All groups
will address situation 5

Discuss on the point do we relate with different groups in the same way?

Then summarize how formal it needs to be while we relate at workplace.

Topic 4: Customer relation image

20mins
Role play

Instruction

Let them be n pair one will be a customer and a worker. The customer approaches the worker, and the
worker will respond in two ways.

Move out all the participants to move out of the class and tell them not to give attention to the
customers in any way they choose. And let them to come in and be impair with their partner.

Then they will act out as they told. Then come to the large group for discussion on the following points.
How does that feel?

What behavior irritates them?

What did they do then?

Topic 5: Taking responsibility

Group Exercise 3: Film watching 20 mins

Objectives of the Exercise: - To help participants internalize the sense of responsibility and create
long lasting memory

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
https://youtu.be/7h0tpIsD4bk

Instruction

Show them the film using a laptop or PowerPoint and ask them to reflect their feelings about the
pictures

Let them be in group of three (Three participants sitting together can form the group) list out where
they can demonstrate such kind of responsibility around their home or work or living environment.

Let the group read their lists for the large group Note all the lists they come about. You can add the
following too.

Turn off unused electricity, Water drops, Clearing the road, pick up dirt from the road, watering trees
on the road etc.

At the workplace, addressing customers politely even though it is not their job, giving information,
contributing ideas for improvement, take care of resources and so on.

Summary

Good behaviors for first impressions like Politeness, punctuality, the way you walk, the way you sit and
the languages you use. Remind the importance of the nonverbal communication skills we have learned
as a skill which relates much to this session.

Closing:

Then say- “We have finished our training for today. and thank you again for being part of the training”
Then ask two volunteers (a female and a male) to give feedback and or present if there are any
challenges in today's session. Note their points very well.
Then end today's training saying - “Thank you for your active participation throughout the day and give
the following homework-Ask participants to remember any positive or negative situation service
they got at any organization they visited, and describe how did that experience made them feel?

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Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Welcome all participants to the training warmly. And ask how the training went yesterday. (what
they like and what they feel should be improved, encourage them to forward their thoughts). Next, ask
three volunteers to share their homework and recap the previous day training activity.

Recap activity: Image 30 mins

Instruction

1. Ask participants to stand in circle with one person (randomly picked) in the middle. This person
will tell us one thing she/he remembered about yesterday’s training.
2. While telling the group that, he or she should act/ show an image of a worker in any field like act as
cleaner or plumber or cook…. The other group will guess what is acted out by the person in the
middle.
3. Make sure all get a chance to be in the middle. Then when all finish. Introduce them to the days
training sessions which are:

Session 3.4 Initiative, flexibility, and Perseverance skills

 Topic1.Being self-starter
 Topic 2. Being Future oriented
 Topic 3 Being persistent
 Topic 4 Flex ability
Session 3.2: Financial literacy
 Topic 1: Savings
 Topic 2: Setting financial goals/plans
Topic 3 Essential financial skills for young adults
With this proceed to the session.

10 mins

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
To start with the session first brainstorm what Initiatives, flexibility, and perseverance means to them.
And give time for participants to reflect their ideas. Then summarize the discussion through presenting
the introduction and learning outcomes.

Session 3.3: Initiative, Flexibility, Perseverance Skill

10 mins

Introduction

● Taking initiative: - Go beyond the routine demands of the job to increase its variety and scope.
It also Provide suggestions and/or take actions that result in improved work processes,
communications, or task performance. A youth who take initiative is always to seek out new
work challenges, influence events, or originate action
● Flexibility: - it is about being open to considering new ways of doing things. A flexible person
actively seeks out and carefully consider the merits of new approaches to work. He/she also
embrace new approaches when appropriate and discard approaches that are no longer working.
In time of necessity flexible person take proper and effective action without having all the
necessary facts in hand.
● Perseverance: - is about pursuing work with drive and a strong accomplishment orientation. It
is about being persistent to accomplish a task despite difficult conditions, tight deadlines, or
obstacles and setbacks.

Learning Outcomes

At the end of the session participants will be able

 To understand what flexibility, perseverance and initiatives means

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
  To help participants understand the importance of flexibility, perseverance and initiatives at
workplace.

Training methods

● Brainstorming, presentation, discussion

● Lecture
● Short film

Training Aids

● Whiteboard, flip chart, markers, notebook, pen/pencil, PowerPoint presentation

● Speaker

Procedure and tools

First, participants will learn the meaning and purpose of this session thoroughly through brainstorming
and PowerPoint presentation. The instructor is expected to explain the session, each topic under the
session and why it is important as stated in the above. Then to let the participants internalize it the
following exercises will be presented as instructed below.

Topic 1: Nature of Initiatives being Self-starting/Proactive

Lecture 25mins

Explain the following concepts using PowerPoint presentation

Being Proactive means: -

● Start an action yourself.

● Change your environment and unfavorable circumstances.
● Start an action yourself.
● Change your environment and unfavorable circumstances.
● Act first when interesting tasks come along and actively offer yourself to work on them.
● Be new – actively look for new ideas and try to implement them.
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 ● Be different – identify your strengths and likes and actively develop your capabilities.
● Look for information and possibilities to learn new things.
● Ask for feedback from your supervisor and colleagues about your job performance in order to
improve.

What does reactive means?

● React to environmental changes; complain, wait, and hope that things will get better.
● Wait until you will have to react. Ideas only remain thoughts and dreams.
● Wait until people tell you to do something
● Look what others do and try to be like them.
● Wait until people provide you with information and stay with what you already know.
● Remain silent, stick to the same routines, and do not care about your job performance.
● React only when you are assigned to do something.

Individual Exercise 2: Pro-active and reactive behavior 10 mins

Objectives of the Exercise

● To relate the skills to their environment

● To have practical examples of the skill

Instruction

1. Think about other people and yourself and give examples when you or these other people have
shown a pro-active and/or reactive behavior.
2. Present your results to the trainer and the group and discuss how you can become more proactive at
work and in your daily life in the future

Topic 2 - Being Future-oriented

Lecture 20 mins

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Objectives of the Exercise: - To clarify the concept of being future oriented well

What does it mean to be future oriented?

● Anticipate future problems and prepare for them today!

● Recognize pre-signals that point to potential problems before they occur.
● Consider future changes and prepare for them today!
● Lookout for future opportunities at the workplace and think about what you will need to do
today to seize them in the future.
● Anticipate the long-term consequences of your actions and act accordingly already today

Tea break (15 minutes)

Exercise.2 Scenario presentation 25 mins

Objectives of the Exercise: - To help participants internalize the concept with practical life histories

Instruction

1. Read the two scenarios attached at the end of this exercise

2. Discuss with the class the following points
a) Who of the people showed “future-oriented” behavior?
b) What were the consequences of showing “future-oriented” behavior and of not showing “future-
oriented” behavior?
c) Can you think of a situation where you did or did not show “future-oriented” behavior? What
were the consequences?

Scenario 1

Fikru is a young person who wants to have a job to support his family and also his life. Since it was his
first move, he did not know what to expect and felt really insecure. He knew that if he did not actively
seek information from friends, elders and relatives about the situation, explained his interest and how
eager to start a job, he might not reach his goal in the future. Hence, He went around and talked to
many people who are elders, who are on job or worked in surrounding areas. From them, he received

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discussing the topics under it.
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Encourage trainees to actively participate throughout the sessions.
valuable guidance about the ways on how to get the job and learned some approaches to different
companies. He even volunteered to work for free at the nearby shops where he happened to know so
many people, he learned hard working and developed good communication skills. Soon one of the
customers invited him to work with a salary.

Scenario 2

Solomon is a young person who wants to find a new job, any job that he could do to support his family
and life. Also, for him, it was his first move to get a job and he did not know what to do so he felt
insecure. He also knew that if you would not actively seek information from friends, and elders for
guidance and support this feeling would remain also in the future. Despite knowing many people who
had worked or were still working, he did not talk to anyone about his problem and insecurity. He never
tried to involve in any activities around his surroundings. As a result, it took him quite some time to
understand his direction, opportunities, even his capacities, strengths and weaknesses. Solomon is still
searching for a job.

Topic 3: Perseverance - Being persistent in Overcoming Barriers

Lecture 20 mins

What does it mean to be “persistent”?

● Do not give up when problems occur!

● Identify and try new and different ways as solutions to problems!
● Find long term solutions to your problems!
● Stick to your goals despite errors and barriers/obstacles!
● Don’t be afraid to make mistakes/commit an error, but make sure to carry on and learn from it!

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Individual Exercise 3 Reflection 20 mins

Objectives of the Exercise: - To help participants realize the benefit of being persistent in life

Instruction

1. Think of a situation where you (or someone else) felt like giving up but persisted despite
difficulties?
● What had happened? What did you do exactly?
● What did you do to solve the problem/overcome the barrier?
● How did you feel when you solved the problem/overcome the barrier?
2. Think of a situation where you gave up when a problem came up?
● What had happened?
● What did you do exactly?
● How did you feel?
● What would you do differently if you were in the same situation again
3. Bring the large group together and discuss on the following points
● What were the consequences of showing “persistent” behavior and of not showing “persistent”
behavior?
● Do you think that it is important to be “persistent” in every situation?
4. Summarize the exercise pointing out that we were persistent in some parts of our life and benefited
from that well.

Topic.4 - Flexibility

Lecture 20 mins

Clarify the following points using PowerPoint presentation.

Flexibility is about being: -

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 ● Open to considering new ways of doing things.
● Actively seek out and carefully consider the merits of new approaches to work.
● Embrace new approaches when appropriate and discard approaches that are no longer working.
● Take proper and effective action, when necessary, without having all the necessary facts in
hand.
● Easily adapt plans, goals, actions, or priorities in response to unpredictable or unexpected
events, pressures, situations, and job demands.
● Effortlessly shift gears and change direction when working on multiple projects or issues.

Exercise 4: Watching the film 30 mins

Instruction

1. Let them to watch the film for about 5’

https://youtu.be/YNOnFsnjYhY
2. Then come to the large group and discuss the following points. Let them to reflect their view based
on: -
● How do you understand the film?
● Where do you see the characteristics of perseverance, flexibility and initiation in the story?
● How do they feel about it?
● What do they learn from it.?

Summary

Leaving with others and or to reach a desired goal requires these three skills. There are times where it
requires our initiation to take action, be persistent to achieve it and sometimes also be flexible to
change our minds.

Lunch (1 hour)

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
To start with the session first brainstorm what Initiatives, flexibility, and perseverance means to them.
And give time for participants to reflect their ideas. Then summarize the discussion through presenting
the introduction and learning outcome part of the session well.

Session 3.4: Financial Literacy

10 mins
Introduction

Financial literacy is the foundation of the relationship with money, and it is a lifelong journey of
learning. Thus, the session should enable participants to develop their financial literacy skill by
identifying and working on their confidence, knowledge, and skills needed to make financial decisions
which promote financial self-sufficiency, stability, and well-being.

Learning outcomes

At the end of this session, the participants will be able to:

 Identify the skills required for effective financial planning

 Explain the benefit of saving

Training methods

● Brainstorming, presentation, discussion, exercises

Training aids

● Flip chart/whiteboard, markers, notebook, pen/pencil, worksheet

Procedure and tools

The session begins with introducing the concepts of financial literacy, saving, how to save and to set
financial plans and financial plans for young adults. Then, the participants will exercise how to develop
these skills through discussion and exercises.

The session comprises the following topics:

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Encourage trainees to actively participate throughout the sessions.
  Topic 1: Saving
 Topic 2: Setting financial goals/plans
 Topic 3: Essential Financial skill for Young adults

Topic 1 - Saving

Group Exercise 30mins

Objectives of the Exercise: -

● To let participants, relate the subject to their own understanding, reality and experience
● To easily identify beliefs and misconception concerning saving

Instruction

1. Divide the group into 3. use the method of grouping and counting. (let them count 1-3 again and
again. participants who called 1 to be together and so on till 3)
2. Give each group the following points (one point each) for discussion. Remind them to choose one
writer and one chairperson. encourage females to take the lead.
3. Let them write their discussion point at the head of the flipchart boldly and their agreed answers
under it.
● Group 1 What is Saving
● Group 2 What are the main reasons why people save?
● Group 3 makes a list of some good spending and saving practices from their experience. Do
they have stories to tell in this regard?
4. Let the chosen presenter present their work and let the large group discuss on it
5. Summarize the exercise by pointing out the following points

Lecture
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 ● Saving is putting money aside for future use and spending. Saving can be in the form of cash or
an asset.
● Make a budget for the coming week or month. This means that you list the expected money
coming in and going out, and that you plan what you will do with the money. Plan how much
you will save every day, week or month.
● Stick to your saving plan!
● Before spending your money, ask yourself if you really need the item you want to buy. Don’t
buy it if you don’t need it.
● Even saving a small bit of money is better than saving nothing.
● Keep records of how much you actually saved and spent every day, week or month.
● Look at your spending habits and determine how you can cut them down so that you can save
more.
Put your savings in a bank. This will keep the money out of your reach, and will be easier to save

Topic 2: Setting Financial Goals/Plans

Individual Exercise 2 Smart financial Goal 30 mins

Objectives of the exercise:

● To create insight on the clear financial need and goal

● To let them practice how to state a SMART goal concerning their finance.
● To elicit the right desire for saving and or spending

Instruction

Distribute the financial handout (or let them to go to their note page under this topic and see Handout 1)
where smart goal statements stated clearly. Explain what SMART Goal means which is: -

● A statement that explains the desire to achieve in this case the desire that they need to achieve
through finance
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discussing the topics under it.
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 ● The goal statement needs to be SMART. S stands for statement, M stands for measurable, A
stands for achievable, T stands for the plan needs specific time setup.

Encourage them to write their own statement as it is stated as an example.

Let them be in pairs with the participants near to them and share each other's statement.

Call for the large group for discussion and sharing. Ask for volunteers and invite them to share their
statement and discuss on the following points

a) How do you feel while you work on your goal?

b) Do you think it is achievable? what are your ways to overcome your challenges?

Summarize the exercise by pointing the following points

⮚ Finance needs a SMART plan which is planning on priorities, spending and saving etc.
⮚ There should be another plan to achieve it or to pass the challenges like discipline and
commitment, focusing on needs rather wants (explain the difference between need and want)

Handout 1

My goal is (specific and relevant) Ex I want to buy my own working Equipment

_______________________________________________________________________

I want to achieve it by (timed) Two years

_______________________________________________________________________

The total cost of my goal is (measurable) _Birr 5000____________________________

I will have to set aside (achievable) Birr 200 each month in order to achieve my goal.

_______________________________________________________________________

I’m doing this because (value) I want to stand by my feet and able to work part time for greater
development

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discussing the topics under it.
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Encourage trainees to actively participate throughout the sessions.
 Individual Exercise 3 30 mins

Factors Affecting Money Decisions (Visualization)

Objectives of the exercise: - To help participants identify factors that affect their own saving

Instruction

Think about the last item of clothing that you bought. What factors affected your decision?

1. Emotions: Was it how you felt looking at the item – that is, your emotional response?
2. Friends and Peers: Was it your friends – and what you thought they would think about your
choice – that is, some kind of “peer pressure” affecting your decision?
3. Customs, Traditions, and Habits: Was it because it was the style of clothes that you have always
tended to wear in the past – that is, your custom, tradition, habit, or just falling in line with past
choices?
4. Family Members: Did your parents, siblings, or other family members have any influence on your
choice – that is, what they would think and how they would react?
5. Latest Styles and Fads: Was it because of any latest style or fad – that is, trying to stay current and
with current trends?
6. Advertising: Was it because of any commercial, ad, promotion, or celebrity endorsement that you
saw that had an impact on you – that is, some form of advertising?
7. Incentives: Was it because of a “sale” that was on or a discount coupon that you had – that is, some
kind of incentive provided by the store to make you buy that product?
8. Your Values and Confidence: Was it because of what you thought – and what you wanted – and
your own sense of values, style, and knowing what you want?

Ask participants by saying: “Which of the above factors listed above (1-8) do you think have the
most influence on your money decisions? Don't forget to be courageous and take your personal
initiative to share your ideas and Experiences.”

Then summarize the activity by pointing out that there are lots of factors that influence our spending
habits and very little of the true meaning and value we give for our savings.
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Tea Break ( 15 minutes)

Topic 3 - Essential Financial Skill for Young Adults

Individual Exercise 4 Budgeting 30 mins

Objectives of the exercise: - to let them practice budgeting

Instruction

Give them a handout that has detailed budgeting format. The handout they have is without the list of
expenses to fill their expenses themselves. Here is the category you might need to help if they miss any.

Handout 2 Budgeting format

FOR THE MONTH OF:

INCOME:

EXPENSES W1 W2 W3 W4

Rent

utilities / cell phone(s), Electricity

or Water/

Paid employees/ ex house Maid,

Daycare/

coffee breaks or other work-related

expenses

Food items

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 Transportation

Personal expenses/ Entertainment

ex-football entrance, Drinks

Total Expense = ___________________

Ask them to compare their expenses with their income. Encourage them to budget their finances now
based on their real experiences and living conditions. They can plan for their home too.

Then point out the following ideas for discussion

● Understanding Want VS Need: - Ideally, this is something young people understand before
they are out on their own for the first time. Like budgeting, it’s a simple concept, but not
necessarily an easy one to master. At its most basic, needs are the things that allow us to sustain
day-to-day life. Everything else is a want, whether we think we need it or not. When money’s
tight, our needs come first and our wants will have to wait.
● Understanding how to Plan and Maintain a Budget: is a foundation of financial health at
every age and one of the essential financial skills for young adults. A budget is simply a way to
understand how much money you have coming in, going out and where it’s going.
● The Importance of Saving for Emergence: - Stress the fact that money saved is used for true
emergencies only, such as job loss, sickness, accident…

Topic 4: Your Belief about money

Discussion 10 minutes

Ask participants to forward their belief or thought about money Ex. Money lost fast,
Money is the source of sin, Money is for selfish people….

List out all their belief exhaustively. Write it down on the flipchart.

Then when nothing left to say, ask them what they feel about all these beliefs. Is it helpful for saving or
not?

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discussing the topics under it.
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Encourage trainees to actively participate throughout the sessions.
Then summarize it by saying “Our belief influences our behavior and action. As we have seen
previously our thought matters for our behavior. So, concerning our behavior in relation to money it is
better to understand how we think or what we believe about money.”

Summary

Financial literacy is the ability to understand and effectively use various financial skills including
personal financial management, budgeting, and investing.

Financial literacy is the foundation of your relationship with money, and it is a lifelong journey of
learning.

Closing:

Then say- “We have finished our training for today. and thank you again for being part of the training”
Then ask two volunteers (a female and a male) to give feedback and or present if there are any
challenges in today's session. Note their points very well.
Then end today's training saying - “Thank you for your active participation throughout the day and give
the following homework-Ask participants What have you learned about managing your money?
How has this lesson changed your habits or your view?

Welcome all participants to the training warmly. And ask how the training went yesterday (what
they like and what they feel should be improved, encourage them to forward their thoughts).

Recap activity: 5 mins

Instruction

Next, ask three volunteers to share their homework and recap the previous day training activity.

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
The intention is to provide opportunities for participants to get help from each other on how to
complete their plan and to share with the class what significant changes they plan to make to their
financial management habits.

5 mins

Introduction

Introduce the sessions by saying, “Employees are an asset to the company and any ethical organization
would like its employees to be happy and prosperous by providing them a safe and happy working
environment, steady work, reasonable modifications to work time, and a healthy work-life balance.

Though employers offer the comfort of having a healthy and happy working atmosphere, they also
demand responsibilities and strong ethical behaviors.”

The topics we will cover include:

Session 3.5 Workplace Ethics and Rights

Session 3.6 Working conditions: Occupational Health and Safety (OHS)

Session 3.7 Working conditions: Addressing Gender-based Violence at work

Learning Outcome

At the end of the sessions participants will be able:

 To understand what workplace ethics and rights mean and why it is important.

 To help participants make ethical decisions and protect their rights on the job.

 To understand the importance of OHS and GBV protection in the workplace.

 To help participants on steps to address OHS and GBV issues.

Training methods

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 ● Brainstorming, presentation, exercises, discussions

● Exercise Large and small Group activities

● Consideration of different scenarios

Training Aids

● Whiteboard, flip chart, markers, notebook, pen/pencil, PowerPoint presentation

Procedure and tools

Participants will gain a better understanding of the topic covered through the activities. The instructor
will explain the session, each topic under the session, and why it is crucial. Then, let the participants
interact as instructed below.

5mins
Introductory activity

Say, “The focus of the topics we will be covering today is to prepare you for a healthy workplace
environment by going over workplace ethics and rights, gender-based violence, and occupational health
and safety protections at work.”

Ask, “What do workplace ethics and rights, gender-based violence (GBV), and occupational Health and
Safety (OHS) mean to you?” Instruct them to turn to their seating partner on their left to brainstorm.
Give them 30 seconds to share and 30 seconds to reflect to class.

Session 3.5 Workplace Ethics and Rights

Lecture 10 mins

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Topic 1 - Workplace Ethics

Now, let’s discuss ethics. What are workplace ethics? [Possible answer to be discussed: a set of (often
unspoken – and generally understood) moral principles relating to a specified group, field, or form of
conduct; a group of moral principles, standards of behavior, or set of values regarding proper conduct
in the workplace].

Say, “Workplace ethics often involves a code of conduct or principles that the employer and the
employee should follow.

Examples of workplace ethics include:

 To ensure a safe work environment for the staff and apprentices/ interns,
 To treat employees with dignity and respect,
 To provide employees with reasonable compensation,
 To operate all businesses with integrity and honesty,
 To report to work on time,
 To fully tend to the tasks and responsibilities during working hours, and
 To utilize resources and equipment productively and with care.”

Topic 2 - Workplace Rights

Say, "Now, let's discuss employers' and workers' rights at the workplace." All employees are entitled to
certain fundamental rights while fulfilling their duties and rights at work.

These rights safeguard employee from discrimination or abuse based on age, gender, race, or religion to
protect their interest and entitlement to their lawful rights, including rights to privacy and fair
remuneration.

Examples of workplace rights include:

● Workplace Health and Safety - the right to a safe and healthy working environment.

● Freedom from discrimination - free from race, sex, religion, age, and disability -based
discrimination

● Freedom from harassment - free from sexual or any other type of harassment. in any way.

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 ● The Right to Organize - the right to form workers’ groups, including unions, and getting
assistance from by workers' rights organizations. If your company tries to interfere with this,
they are violating the law. This includes making threats of termination if anyone talks about
forming a union , for example. one of their staff members or video cameras (in the lunchroom,
for example).

Case studies Agree/ disagree 30 mins

Objectives of the Exercise: -

● To help participants to critically think about ethical rights issues at the workplace

Instruction

Ask participants to write the words “Agree,” “Indifferent,” and “Disagree” on different colored papers
and to post them in different places around the classroom.

Tell all participants to move to the right, left, or middle of the room where the words “Agree,”
“Indifferent,” and “Disagree” are posted as the scenario is read and stand next to the word that best
represents their thinking.

For example, Emu works at the Shemachoch Mahiber Shop, selling merchandise much lower than at
Merkato. A friend who works with her at the shop asks Emu to hold the sale of some of the
merchandise so that they can sell the items at a much higher price at Merkato.

Suppose you think this is an ethical practice for Emu and her friend. In that case, This is Ethical, or it is
her right to do so since it is an open market”. Then, participants, you move to where the word “Agree”
is posted, or if you think it is unethical, move to where “Disagree” is posted. If you do not have a strong
opinion either way, you move to where the word “Indifferent” is posted.

Then, let one or two volunteers explain why they made their selection to the class, and if anyone is
convinced and changes their mind, they can move to where the posted word represents their thinking.

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Give answers for each sentence finally since it is important to know which is ethical and unethical or
workplace right or not.

Case Scenarios

Case 1: Emu works at the Shemachoch Mahiber Shop, where she sells merchandise at a much
lower price than at Merkato. A friend who works with her at the shop asks Emu to hold the sale
of some of the merchandise so that they can sell the items at a much higher price at Merkato. Is
Emu and her friend behaving in an ethical manner at work and have the right since they are only
trying to make a profit?

● Case 2: Lakew is a receptionist in the Human Resources Department. His good friend Michael
is applying for a job with the company and has agreed to be a reference for him. Michael asks
for advice on preparing for the interview. Lakew has the actual interview questions asked of all
applicants and considers making him a copy of the list so he can prepare. Is it ethical to support
Michael since he is trying to be a good friend and has a right to do so?

● Case 3: Meti works as a front desk assistant at a busy Hotel. She has access to a computer for
work and is excited to learn how to send and receive emails. Her supervisor has strictly
instructed her to only use the computer for work purposes, but Meti wants to send emails to her
friends. She created an email address and sent several emails a day to her friends and family
without first asking her supervisor for permission until her shift was over. Is Marti working
ethically and has the right to do as she pleases?

● Case 4: Jalenie was recently hired to work at a manufacturing company. She noticed that the
employees were getting shorter breaks, including lunch breaks. Jalenie thinks that they should
get compensation for the extra time spent on the job and wants to send out flyers to her co-
workers. She has access to a copier machine at the company and makes 100 copies of the flyer.
Is Jalenie working ethically and has the right to take action?

● Case 5: Nanye works at the woreda office. She follows the dress code since she spends a lot of
her time on-site visits. Her colleague Jarra always comments about her physical appearance by
saying something like, “Looking sexy, Nanye, you got my attention today.” Nanye laughs

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 without saying anything to Jarra or her supervisor. Other colleagues and her supervisor did not
think it was appropriate and asked Nanye about Jarra’s comment. Nanye thinks Jarra is being
funny and does not feel sexually harassed. Nanye thinks that Jarra has not crossed the
workplace ethics and thinks he is just joking within his right. Jarra agrees. How would you
handle this situation?

● Case 6: Hassan works at a manufacturing plant. His supervisor gave him strict rules on his
physical and mental safety and provided him with PPE for his protection. The supervisor also
provided clear instructions on when and how to use the PPE. Hasan has to be reminded by the
supervisor of OHS rules constantly. What do you think is Hasan’s responsibility to protect
himself from harm?

Session 3.6 Working conditions: Occupational Health and Safety

(OHS)

Lecture 5 mins

Introduction

Introduce this session by saying, “Occupational health focuses on enhancing both physical and mental
well-being. It aims to promote employee wellness through raising awareness and tailored programs.”

“Occupational safety, on the other hand, concentrates on preventing workplace accidents and injuries.
It aims to make working conditions safe and help employees navigate how to utilize work equipment
and avoid accidents and injuries.”

Say, “OHS programs are in their infancy stages in countries like Ethiopia. As a result, awareness of
OHS is limited at the workplace, which has led to a significant increase in workplace accidents.

Therefore, following workplace safety protocols is critical for preventing accidents and injuries. Access
to first aid supplies in the workplace; awareness and knowledge of fire prevention methods; making the
workplace suitable and comfortable for employees; identifying emergency exits and entrances; and

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taking adequate measure for employee’s physical and mental well-being are some of the steps that
employers and employees must honor.”

Plenary Discussion 25 mins

Topic 3 – Occupational Health and Safety

Explain, “Now, we will look into definitions of OHS related general terms:”

 Workplace injury: A physical injury or minor mental injury sustained by an employee as a

result of performing their job duties. Examples include cuts, fractures, and burns.
o Ask the class, “Can you give examples?” (general responses may include hearing loss
from loud noises, etc.).
 Incident: An event that can result in injury, illness, health impairment, or social disruption.
o Ask the class, “Do you or anyone you know have had an injury at the workplace?”
 Occupational diseases: These are diseases that occur due to repeated exposure to hazardous
factors in the workplace, such as chemicals, high levels of noise pollution, and biological
pathogens, which are caused by workers in manufacturing organizations for short and long
periods of time.
o Ask, “Can you think of examples?” Examples include high blood pressure, cancer,
mental disorders, respiratory diseases, hearing problems, and vision problems.”

Explain, “Now, we will look into key terms related to OHS prevention and protection.”

“Although the employer is responsible for laying out the risks and safety protocols and providing
safety training and Personal Protective Equipment (PPE), it is also your responsibility to read
related information provided by the employer or ask for guidance from your supervisors when
one is not provided. Equally important is that you follow instructions and always use the PPEs,
uphold the organization’s safety culture and follow the emergency response plan.”

 Risk Assessment: It is a type of assessment that helps to identify, recognize, and assess the
risks associated with workplace hazards to reduce, eliminate, and control them.

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 o Ask, “What do you think is the benefit of running a risk assessment?”
 Safety Protocols: Procedures and guidelines designed to ensure the Health and Safety of
workers. These protocols are a set of workplace ethics used to maintain Health and Safety in
various workplaces, including emergency response, equipment use, and hazard communication.
o “Whose responsibility do you think it is to come up with safety protocols?”
 Monitoring and Evaluation: Identifying workplace hazards that could be improved and
monitoring and evaluating workplace conditions and safety practices to ensure the effectiveness
of occupational Health and Safety programs.
o An effective monitoring, evaluation, and control program in the workplace plays a
significant role in increasing and improving the productivity and quality of the
employer.
 Safety Training: Occupational Health and Safety care ethics in the workplace; safety at work;
health hazards; prevention, protection, control, compliance, and how to get out of danger in case
of danger. It details workers' general rights, duties, and capabilities and the employer's
obligations. It includes the use of personal protection equipment.
 Personal Protective Equipment (PPE): PPEs help to prevent, protect, and control workplace
Health and Safety hazards.
o Ask, “Do you recognize any of the PPE shown in the images below? If so, can you name
them?”
 Safety culture: A shared set of values, beliefs, and practices within an organization that
prioritizes safety and health.
o A strong safety culture and proactive health behaviors promote continuous improvement
in occupational Health and Safety performance.
 Emergency Response Plan: It is a structured set of ethical guidelines for responding to
unexpected and dangerous situations in the workplace. The plan clearly defines roles,
responsibilities, and actions for employees to take in case of an incident to minimize harm and
ensure safety.
o This includes the health care that an injured worker should receive in the event of an
accident and the payment of workplace accident compensation.

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Display the image below

Lunch break (1 hour)

Plenary Discussion (continued) 15 mins

Explain, “We will continue to look closely at elements of OHS prevention and protection.

 Compliance: It refers to compliance with laws, regulations, and proclamations related to

occupational safety and health.
o This ensures that the laws, regulations, codes of conduct, and industry standards are met
in the workplace.
o Explain, “It is the employer and employee's responsibility to have full knowledge and
follow the laws, regulations, codes of conduct and industry standards. Even if employers
do not provide you with a written manual, ask your supervisor for OHS guidance.”
 Incident Reporting: The process of recording and properly documenting details of workplace
events, including accidents, incidents, and workplace injuries.
o This information helps analyze and prevent future incidents.
o Here is what you should do:

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 1. Report the incident according to the organization’s protocol. An example of an
incident report form is included below.
2. Follow the woreda’s safeguard guidelines and report to the Grievance Redress
Mechanism (GRM) committee at the woreda. A sample form for reporting is
included below.

Display the forms below (also included in the Trainee workbook)

Sample 1: Workplace Accident Record Form

1. Employee Information
Name: ____________________________
Father's Name: ______________________
Date of Birth: ____________________
Employment Location: ________________________
Job Identification Number: ________________
Department: __________________________
Employment Permanent ___________ Temporary ___________
2. Accident Details
Date of Accident: _____________________
Time of Accident: ____________________
Location of Accident: ____________
Type of Accident: ___________
Description of Accident: ________________________________________________
Type of Accident (e.g., Machine, Electrical; Fall): ___________________
3. Injured Employee
Name of Employees at the Time of Accident: ____________________________________
4. Medical Information
Representative: ________________________________
Did First Aid Receive? Yes / No
Professional Who Provided Medication and Medical Assistance?
____________________________________________________
Need Further Medical Assistance? Yes / No
Name of Person Providing Further Medical Assistance: ___________________________
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Date: ________________________________
Signature: _______________________________

Sample 2: GRM Registration Form

Grievance ID: ………………………….Date: ……………………….

How to use this Form; This form should be completed for each grievance. Be sure to explain the problem as
clearly as possible.

General Information:

Name Name Gender: ☐ Male ☐

Female
Phone #: Email: Kebele City:

kebele/woreda Filled
By:

Position of complainant: ☐ Project beneficiary ☐ community member ☐

others ……………….
Uptake Channel: ☐ Physical Submission ☐ social media ☐ Email
☐ Hotline ☐ Text Massage
☐ verbal
Grievances Description:

Grievances Categories

1. Targeting
☐ Inclusion error ☐ Exclusion Error ☐ Others (Explain):

2. Corruption
☐ Misused of FUND ☐ Theft Request for Bribe ☐ Others (Explain):
3. transfer
☐ Late transfer ☐ amount reduction ☐ transfer total denial ☐
other
4. Misbehavior
☐ Awareness ☐ Unpunctual ☐ Staff Behaviors/Attitude ☐ Other(Explain):
5. Safeguard related Issues
☐ PPE ☐ GBV ☐ Other (Explain)
Signature /fingerprint Date: _________________
Complainant_________________
Handled by: Name:

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 Signature:
Position: Date:

Large group Activity 45 mins

Explain, “Hazards are sources of harm or adverse health effects that can occur to a person or groups.
They may cause physical, chemical, biological, or psychological accidents or injuries.

Let’s look at types of workplace hazards and understand the best ways to prevent or protect ourselves
in the workplace.

As we go through each hazard type, your assignment is to complete the protection or prevention
sections in your notebook (trainee workbook) so that you are best prepared to handle hazardous
incidences.”

Objectives of the Exercise: -

● To help participants understand different aspects of workplace hazard issues

● To help them think critically about OHS and prevention and protection protocols at work.

Say, “Types of workplace hazards include:

Physical, chemical, and biological hazards are divided into ergonomic hazards (hazards affecting
physical factors in the workplace) and psychosocial hazards (affecting employee’s psychological well-
being).

Various mitigation methods are widely used to prevent and control workplace hazards. These include
engineering controls, administrative controls, and the use of Personal Protection Equipment (PPE).

1. Physical hazards: These hazards are mainly caused by loud noise; dust; particles;
vibration; high temperature and radiation.

These types of physical hazards include:

a. Hazards arising from loud noise pollution

b. Vibration Hazards
c. Radiation Hazards
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 d. Hazards caused by excessive heat:

Give participants instruction by saying, “ We will go over each type of hazard that cause physical
impariments, and you will complete the protection or prevention sections in your notebook (trainee
workbook) so that you are best prepared to handle hazardous incidences.”

Dangers from loud noise pollution

It is a problem that occurs when workers are exposed to noise levels higher than usual for an extended
time. The noise is mainly generated by heavy machinery, industrial equipment, construction,
loudspeakers, transportation services, etc.

Display the following images

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Ask participants to complete the mitigation methods (prevention and protection) section

Dangers from loud noise pollution

Impairments: Hearing impairment and stress

Mitigation methods:

 Engineering Control Methods: Noise protection and protective fencing are used to prevent
excessive noise pollution from one work area to another by placing a barrier between the
worker and the machine and between the machine and another machine.
 Administrative control methods: This control method is implemented by supervisors, managers
and supervisors to change the work area or workplace where professionals are exposed to high
noise pollution in the field they are engaged in.
 Method of using PPE: Use of equipment that can reduce or prevent the high noise pollution that
employees wear.
o Ear protection, noise pollution monitoring equipment, and regular implementation of
noise pollution measurement.

Vibration hazards

One of the physical hazards that occur in the workplace is vibration hazard. Hand-arm and whole-body
vibrations, such as drilling, drilling, metalworking, etc., cause muscle strain, fatigue, and back pain.

Display the following images

Ask participants to complete the mitigation methods (prevention and protection) section

Vibration hazards

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Impairments: These include hand-arm vibration, whitening of the palm, dryness, numbness, and
fatigue.

Mitigation methods:

 Engineering Controls: This includes the use of vibration protection and control equipment, the
use of modern vibration detectors, and the maintenance of appropriate controls.
 Administrative Controls: This includes administrative measures to prevent high levels of
vibration in the workplace.
 Personal Protective Equipment: This includes requiring workers to use personal protective
equipment such as leather gloves, ear protection, and face masks to prevent and control
vibration in the workplace.

Radiation hazards

Radiation hazards that occur in the workplace are hazards caused by high-emitting machines, motors,
engines, and technological resources. For example, X-ray machines, radioactive materials, UV lamps,
microwaves, and laser devices are examples of this. When high radiation concentrations accumulate in
the body, in addition to causing cancer and miscarriage, it can also cause bone problems in the unborn
child, physical growth problems, mental disabilities, etc.

Display the following images

Ask participants to complete the mitigation methods (prevention and protection) section

Radiation hazards

Impairments: Skin burns, hair loss, nausea, vomiting, at high doses increased risk of developing
cancer later.

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Mitigation methods:

 Engineering Control Method: This method includes the use of radiation protection and
control equipment, the installation of radiation protection barriers, and the proper
maintenance of radiation barriers.
 Administrative Control Method: This method includes limiting and shortening the exposure
time of workers to radiation, controlling the radiation emission levels of equipment, and
implementing safety guidelines and principles in order to reduce radiation hazards in the
workplace.
 Personal Protective Equipment Method: This method requires workers to wear personal
protective clothing, goggles, and face masks to prevent and control radiation hazards in the
workplace.

Tea Break ( 15 minutes)

Large group Activity (continued) 35 mins

Remind participants by saying, “ We will continue to go over each type of hazards as you complete the
protection or prevention sections in your notebook (trainee workbook) so that you are best prepared to
handle hazardous incidences.”

Dangers caused by high temperatures

Excessive heat in the workplace can cause physical; It puts a lot of pressure on mental and
psychological health. Workers who work in high-temperature workplaces suffer from mental stress and
depression, body aches and heart attacks, etc. In addition, their hands, feet, and face are exposed to
damage.

Display the following images

Dangers caused by high temperatures

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Ask participants to complete the mitigation methods (prevention and protection) section

Impairments: These include high heat and cold stress, and mental fatigue.

Mitigation methods:

 Engineering control method: It includes implementing climate control systems, using

shading, and ensuring that protective equipment is properly prepared, etc.
 Administrative control method: This method includes adjusting work schedules and rest
periods based on the temperature and humidity of the workplace, as well as providing water,
etc.
 Personal protective equipment use method: It involves providing uniforms, coolers, gloves,
etc., that are appropriate for the workplace climate and supervising the proper use of them
by workers.
o Use appropriate personal protective equipment, protective gear, ventilation, and air
conditioning.
2. Hazards related slipping, falling and tripping injuries or accidents

In the workplace, when floors and walls are damp and greasy, when the water level is not adjusted,
when there are cluttered walkways, when the lighting level is not adjusted, when there are cracks and
holes, when the placement of objects is messy, when the alignment of machines is distorted, etc.,
injuries occur to workers.

Ask participants to complete the mitigation methods (prevention and protection) section
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 Hazards related to the terrain of the workplace

Examples: working from a raised work area, including roofs, scaffolding, and ladders. Moving
machinery parts and unguarded machinery that workers can accidentally touch. Tripping over spilled
liquid, cords, or blocked aisles.

Mitigation methods:

 Engineering control method: This method includes making the floor comfortable, non-slip,
heavy machine-bearing, non-cracking, with drainage, as well as properly preparing walkways,
adjusting lighting, properly installing machines, etc.
 Administrative control method: It includes improving housekeeping and cleanliness, using
warning signs, and creating awareness and training for workers.
 Personal protective equipment method: This method includes creating the necessary awareness
for workers, providing them with safety shoes and similar personal protective equipment, and
monitoring their use.

3. Electrical hazards

The main sources of electrical accidents in the workplace are electrical production and storage rooms,
lines carrying excessive electrical current, damaged electrical transmission cables and equipment, etc.
Therefore, employees should follow caution.

Ask participants to complete the mitigation methods (prevention and protection) section

Electrical hazards

Impairments: Electrical accidents are life-threatening and can lead to bodily injury and death.

Mitigation methods:

 Engineering control method: Ensures that electrical transmission lines are covered with
materials to prevent electrical flow and are properly buried.

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 o Electrical protection and protective devices are placed in their correct places, electrical
generation and storage rooms are adequately fenced and closed, hazard warning signs
are placed in their correct places, etc.
 Administrative control method: The installation of electrical transmission lines is carried out by
trained professionals and is monitored regularly, and a method to create awareness and provide
training to workers.
 Personal protective equipment method: It is necessary to provide workers with awareness and
workplace equipment that can withstand electrical hazards, such as shoes, gloves, and full
coverage.
o Proper electrical wiring installation.

Quick Relaxation Exercise: 2 mins

Say, “Before we go to the next three hazard causing elements, let us spend a few minutes to relax our
muscles

Here are the instructions for a Quick relaxation to relieve your hand muscle stiffness from note
taking:
1. close your eyes and concentrate on your breathing. Slowly breath in through your nose and out
through your mouth.
2. Make a fist, squeezing your hand tightly.
3. Hold this for a few seconds, noticing the tension.
4. Slowly open your fingers and feel the difference – notice the tension leaving.
5. Repeat these steps 2 more times.”

Large group Activity (continued) 20 mins

4. Machine accidents

These injuries result from crushing, cutting, and entrapment hazards that occur to workers who are not
adequately trained and have no experience operating machines.

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Ask participants to complete the mitigation methods (prevention and protection) section

Machine accidents

Examples include being trapped between moving parts or under heavy machinery and getting cut by
sharp blades or fast-moving parts. Repetitive motion causing strain injuries.

Mitigation methods:

 The prevention methods include creating awareness and training that increases the skills of
workers, properly installing and securing machines, preparing emergency stops, fixing tangled
cables, etc., and the methods used to prevent accidents.

5. Chemical hazards

Chemicals that are sources of toxic substances include lead, mercury, chromium, cyanide, and
pesticides.

Workers who use chemical inputs may suffer short- and long-term health problems if workplace Health
and Safety protection are not implemented properly and correctly.

Display the following images

Chemical hazards

Ask participants to complete the mitigation methods (prevention and protection) section

Chemical hazards
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Impairments: Poisoning, respiratory problems and diseases, skin diseases and mental illnesses.

Examples of chemical hazards, include:

Hazards caused by flammable substances: These hazards are most common among workers
working in organizations that produce and use flammable products such as gasoline, ethanol,
acetone, and propane, etc.

Acid burn hazards: These hazards are hazards that occur in organizations that expose workers
to chemicals such as hydrochloric acid, sulfuric acid, sodium hydroxide, etc., that can quickly
destroy body parts and cause death when they come into contact with the body.

Hazards caused by carcinogenic chemicals: These hazards occur when chemicals such as
asbestos, gasoline, and formaldehyde damage and disable our body parts, causing long-term
cancer.

Dangers from chemical exposure: Radiation-producing chemicals and tobacco smoke

chemicals are dangers that occur when they enter the body and cause cancer and genetic
diseases.

Chemical hazards that cause skin irritation: These hazards are hazards caused by chemicals
such as ammonia, chlorine, formaldehyde, and arsenic that cause inflammation of the skin, eyes,
respiratory tract, and gastrointestinal tract.

Mitigation methods:

 Engineering controls: To reduce and eliminate hazards in the workplace, identify the nature
of the chemical, identify, and implement protective measures such as fencing; use modern
equipment to repair machinery that produces toxic substances; establish an engineering and
control system; and remove old machinery.
 Administrative controls: Establish a comprehensive chemical hazard reduction system by a
trained professional, reduce toxic substances, use substances that reduce toxicity, provide
awareness and training to workers, and implement hazard signs appropriately.
 Use of personal protective equipment: Provide and use appropriate clothing, shoes, gloves,
masks, and eye protection that reduce chemical hazards.

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 o Adequate ventilation, proper storage of flammable materials, covering, storage in a
remote location and airtight places.
o Provide training to workers on flammable chemicals and post signs in a clearly
visible location.
o Control dust and particulate matter.
o Use water and clean regularly.

6. Biological hazards

These hazards are caused by microscopic organisms that are invisible to the naked eye and cannot be
touched. The organisms can be transmitted to workers from sick people and animals, contaminated
animal products, contaminated water, contaminated soil, contaminated air, contaminated food,
poisonous plants, etc. The preventive measures include educating workers to maintain personal and
environmental hygiene, vaccination, and the proper use of gloves and masks, etc.

Psychological Hazards: Workers can suffer psychological harm from physical violence, intimidation,
and harassment at work. The problem goes beyond the physical harm to workers and can also affect
production and productivity. Therefore, it is necessary to provide counseling services to workers,
establish a mechanism to resolve conflicts in the workplace, provide advice and training that can relieve
psychological pressure and stress, and provide sports and recreational facilities.

Display the following images

Psychological Hazards

Ask participants to complete the mitigation methods (prevention and protection) section

Biological hazards
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Encourage trainees to actively participate throughout the sessions.
Impairments: Occupational diseases caused by bacteria, viruses, and fungi.

Repetitive work causes muscle and tendon strain, sprains, redness, and bleeding.

Lifting heavy weights can cause back pain and discomfort.

Psychological Hazards

Impairments: Include anxiety, mental health problems, restlessness, anxiety, adequate psychological
training, recreational facilities, workplace activities, physical injuries, mental anguish, protection
systems, conflict love and training, and emergency investigation plans.

 Mental health problems, anxiety, depression, adequate psychological training, and

recreational facilities.
 Physical injury, mental distress, protection systems, conflict love and training, and
emergency investigation plans.

Mitigation methods:

 Engineering control method: It is a method of making the adjustment and positioning of

machines comfortable for workers in order to prevent back pain, muscle strain, blood
circulation problems, etc., that occur when workers stand for long hours in office work;
machine work; hotel hospitality, barista work; waitressing, etc.
 Administrative control method: It is the implementation of changing working hours,
shortening the duration, medical supervision, transfer and replacement of workers, etc., in
order to prevent accidents that may occur in workers working in machine work, hotel
hospitality, sewing, lifting and unloading goods, etc.
o Provide adequate psychological training and prepare a recreational area.
o Provide security systems and emergency investigation plans.

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Encourage trainees to actively participate throughout the sessions.
Session 3.7 Working condition: Addressing Gender-based Violence at
work

Lecture 25 mins

Introduction

Say, “Preventing and responding to gender-based discrimination and sexual harassment in the
workplace is an integral part of occupational Health and Safety (OHS) principles.”

“A healthy work environment means having respectful and collaborative relations amongst employees
and among employees and employers.”

“Employers have spoken and unspoken code of conduct that you, as employees, are expected to
understand and follow. Most organizations have a documented human resource manual that you are
expected to read and understand before or at the start of joining the organization. You should ask your
supervisor for guidance if one was not offered to you.”

Topic 4: Gender-based violence (GBV)

What do you need to know about workplace sexual harassment and abuse?

Say, “You may feel that because girls and women face lots of unwanted contact and words on a daily
basis on streets and everywhere, such behaviors are also acceptable in the workplace.”

“And, since most employers or organizations may not have explicitly defined workplace sexual
harassment and abuse, you may not be aware of what is constituted as harassment and abuse in the
Ethiopian laws.”

“Furthermore, although sexual harassment and abuse victims are often women, men can also
experience sexual harassment and abuse.”

“Here are some of the indicative guidance available in Ethiopian laws:

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Sexual harassment is any unwelcome sexual advance or request or other verbal/physical conduct of a
sexual nature.

Examples are:

• Intentional sexual touching of another’s private areas without consent, such as kissing, patting,
pinching, or making other similar bodily contact,
• Following the person or blocking her/his path in a manner of a sexual nature,
• Put sexual favor as a prerequisite for employment, training, benefits, etc.,
• Disseminating sexually explicit written, visual, etc. content,
• Derogatory comments of a sexual nature or based on gender,
• Comments about clothing, personal behavior, or a person‘s body,
• Calls and texts of a sexual nature or done when expressly told to stop and
• any other unwelcome physical, verbal, or non-verbal conduct of a sexual nature.”

Tea Break (30 minutes)

Large group Activity 30 mins

Objectives of the Exercise: -

● To help them critically think of workplace sexual harassment and abuse issues.

● To help them understand different aspects of sexual harassment and abuse issues.

Instruction

Continuing with the earlier group activity, use the written “Agree”, “Indifferent,” and “Disagree”
posted words placed in different sides on the wall.

Tell all participants to stand and that they will move in agreement or disagreement or indifference with
the scenarios described below.

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Encourage trainees to actively participate throughout the sessions.
Having a romantic relationship at work.

Say, “You may think that anyone above 18 years of age can consent to a romantic relationship in the
workplace is acceptable.”

“However, different organizations have different rules. Some expect employees to notify the human
resource department or employers of a romantic relationship one is having and check the employer’s
policy; therefore, understanding the employer’s expectations is important early on.

Some organizations prohibit such relationships with interns/apprentices (especially anyone in

managerial or supervisory roles) because others can easily manipulate young people or feel pressured to
engage in relationships to advance themselves within the organization.”

Do you agree or disagree?

If an organization has strict rules about workplace romance, do you agree or disagree with disclosing
your romantic relationship to your employers? Why?

If you have not disclosed this to your employer, and if the relationship ends badly, do you agree or
disagree that it may impact your behavior, your performance at work, and the likelihood to continue
working at the organization? Why?

Do you agree or disagree that a romantic relationship between colleagues (between employees or a
supervisor and employee) can impact your peer’s perception of the relationship? People may assume
sexual favors or harassment in a case where the relationship can quickly create an unhealthy work
environment. Explain.

Plenary Discussion 30mins

What do you do when you face sexual harassment?

Say, “You may think ignoring it is the best solution in the first instance; however, research shows that
because of social norms, a woman’s silence may be considered a form of acceptance, and the behavior
will not stop.

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The first step is to inform the person how his/her action makes you feel and that you want him/her to
stop doing it again. It is always good to be firm but respectful in communicating your dislike of what
he/she did.

If the behavior/action continues, you are encouraged to speak about what is happening to people you
trust, even if you are unsure whether you want to file a formal report to:

1. the firm’s management or supervisor.

2. Woreda GRM Committee (GBV focal person) or UPSNJP Apprenticeship Program specialist”“

Have participants take notes

Say, “You can file a complaint at the woreda’s GRM committee (GBV focal person) related to GBV,
sexual exploitation and abuse, and sexual harassment verbally or by completing a registration form
shared with you earlier. The apprenticeship specialist of the committee will handle the situation
confidentially and provide support. The compliant will be investigated and resolved immediately.”

Here are the steps involved in handling GBV incidences safely and confidentially:

 Your physical and psychological safety is the priority. Information-sharing will be limited to
essential information and based on pre-established information-sharing protocols.

Step 1: Submitting Grievances:

 Grievances can be submitted through the consulting firm, apprenticeship specialists or to the
committee at the woreda level verbally or in written form.

Step 2: Registration and Acknowledgement:

 The grievance is logged confidentially by the GBV focal person (the bureau of women and
social affairs), and an initial response is provided

Step 3: Referral to GBV Service Providers:

 The GBV focal person should refer all relevant GBV service providers, identified in
advance and according to pre-established and confidential referral procedures.
 GBV service providers will provide support throughout the process, including providing
updates on the grievance management progress and safety planning.
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Additionally, “You can call Alegnta, the call center 6388 - a free service that provides confidential
counseling and guidance support to victims of any form of gender-based violence/abuse. They can talk
you through how to deal with your situation and develop next-step actions.”

Please have trainees write the number.

Say “If you feel the situation is affecting your work, pursuing a formal complaint at your employment
may also be the appropriate action.

For formal complaints:

• Contact the human resource head/ focal person of the organization or the head manager. Explain
the situation and the facts well. If the firm has the capacity to manage it internally, the
management will resolve it.

Grievance Redress Mechanism (GRM)

The project has established a Grievance Redress Mechanism (GRM) to manage complaints from
society and beneficiaries, address complaints, and avoid delays in implementing the planned activities.

The goal of the GRM is to ensure transparency and accountability to beneficiaries and provide channels
to provide feedback. It provides a mechanism that identifies and resolves issues affecting the project
and the wider community, including safeguards-related complaints, misconduct of staff, misuse of
funds, abuse of power, and other improper behavior by increasing transparency and accountability.

The Grievance Mechanism aims to:

 Guide the project in addressing complaints, comments, questions, concerns, and suggestions
from Project Affected People and other stakeholders related to the project and its activities in a
fair, transparent, and practical manner;

 Identify and manage stakeholder concerns and thus support effective risk management for the
project;

 Provide stakeholders fearing or suffering adverse impacts from the project with the assurance
that their case will addressed promptly;

 Build and maintain trust with all stakeholders, thereby creating an enabling environment in
which to operate;

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  Prevent adverse consequences of failure to address grievances adequately, and

 Facilitate effective dialogue and open lines of communication with the public.

Topic 5: Grievance Resolution Procedures

The grievance redress procedure for the Youth Apprenticeship Program involves several steps to ensure
that complaints are handled transparently and efficiently.

Step 1: Receipt of Grievances:

 Youth can lodge their complaint with the consulting firm, apprenticeship specialists, or the
committee at the woreda level.

Step 2: Registration and Acknowledgement:

 All complaints, verbal or written, must be written down by the consulting firm, apprentice
specialist, or the grievance committee at the woreda.

Step 3: Grievance classification

All grievances need to be classified 3 cases:

 The consulting firm will handle cases related to placement and related issues.
 The apprenticeship specialist handles cases related to payments.
 The GRM committee handles targeting.

Step 4: Investigation

 The consulting firms, apprenticeship specialists, or the GRM committee investigate the
complaint within 1 week. The investigation involves determining the merit of the complaint and
identifying an appropriate solution

Step 5 Resolutions

 The consulting firms, apprenticeship specialists, or the GRM committee determine and approve
the appropriate solution within 1 week. The resolution will be communicated within 2 days.

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Encourage trainees to actively participate throughout the sessions.
 Topic 6: GRM Form
Grievance ID: Date:

Closing Relaxation Exercise: 2 mins

Say “Great job everyone! You have now covered important aspects of workplace preparedness training
today. For the next two days, we will cover job search skills training to equip you with the key
information and skills needed to gain employment.

Before you go, let us spend a few minutes to congratulate ourselves

While sitting comfortably, take a few slow deep breaths and quietly repeat to yourself “I did” as you
breath in and “great” as you breath out. Repeat slowly two more times.”
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Module 4: Job Search Skills
The Module outlines the Job Search Skills Training for the Youth Employment Component under UPSNJP. It
aims to complement the 10-day life skills training by providing a 2-day job search skills training that enables the
youth to find meaningful employment.

While the like skills training prepares the youth to gain transferable core and workplace preparedness life skills,
the job search skills training focuses on equipping job-seeking youths to qualify prior knowledge and skills and
develop interview, communication, and networking skills to support initiating a job search and potentially
securing a job.
Instructions for trainers

The job search skills trainer should provide a more interactive format encouraging peer-to-peer engagement.
Furthermore, the trainers should be able to observe and interact with trainees and have training materials visibly
displayed and accessible to trainees.
Instruction for trainees

The training emphasizes the steps involved in a job search process:

• Highlight education, talents, and skills,
• Enhance interview, communication, and networking skills, and
• Ensure awareness of workplace expectations, behavior, and work ethics.
At the end of training, trainees will be able to:
• Think critically about job search opportunities and limitations in the surrounding labor market,
• Identify the individual’s technical and transferable skills,
• Understand the steps required to complete a job application; and,
• Understand good practices before, during, and after an interview.

Welcome all participants to the training warmly.

Recap activity: 5 mins

Ask how the training went yesterday (what they like and what they feel should be improved, encourage
them to forward their thoughts).

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Encourage trainees to actively participate throughout the sessions.
 Lecture 5 mins

Introduction

Explain, “We will spend the next two days on job search skills training to be able to do the following:

 CV and cover letter writing,

 Identify talent, technical and employability (life) skills and areas of competencies,
 Think critically about job opportunities and limitation in the surrounding labor market,
 Identify networks and support systems which can help them search for and secure a job,
 Understand good practices for before, during and after an interview.”

Explain, “The skills associated with job search revolve around understanding where to start looking for
a job, identifying potential employers and the qualifications required, the ability to write a good resume
and a cover letter, completing employment applications, having good communication, negotiating,
networking and interviewing skills.”

Explain, “Job hunting can be very

challenging and time consuming. It can be
very discouraging when your efforts do
This means answering basic
not land you a job. questions like: where do I start,
what can I do? Where can I get
It is important for you to job related information? Who
understand the job search is a are the potential employers in
my area of interest and skill
process, and if you are a first-
level? How far are they from my
time job seeker you may not residence? What is the means of
transportation to get there?
know where to start looking or
How much does it cost? These
how to apply for a job. question should be addressed in
the CV.
To succeed in securing a job, you first
need to know where to look. As you are
look for jobs, it is important to recognize
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your individual strengths and skill sets to help identify potential jobs for which you qualify, as well as
areas for improvement.
When searching for a job, it is of the utmost importance to provide succinct information to
prospective employers about skills, qualifications and experience.

It is also necessary for you to write your CV and think critically about realistic job opportunities that
exist in your local labor market and how your strengths, education levels, and skills relate to such
opportunities.

The ability to write a CV and cover letter tailored to the job description and requirements you
are applying for is the most critical part of landing an interview and potentially the job.

Preparing for and conducting an effective job search may seem like a lot of work, but the more
prepared you are the more likely it will be that they find a job that corresponds to their aspirations and
matches their skills.

For many, job search means applying to advertised job positions. However, conducting only this type
of job may mean missing half of all possible jobs, as traditional job search only taps into a small
portion of the actual job market.

Job seekers should also consider if you can get to the job every day, which means that knowing
that the employer is located within reasonable distance is important and ensure if the cost of
travelling to work is affordable.

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Encourage trainees to actively participate throughout the sessions.
Session 4.1 Identifying talents and skills (employability and
technical skills)

Individual Exercise: Self-discovery 10 mins

Part one of the individual exercises to self-discovery

In this session you are asked to self-assess different types of technical and employability skills that you
may have as part of the resume building exercise aimed at identifying your talents, and skills (i.e.,
employability and technical skills).

What is a skill?

A skill is the ability, acquired through learning and/or practice, to undertake a manual or mental
activity. Competence is a broader concept, and it includes the mix of knowledge skills, and attitudes
that an individual uses to perform adequately in a job.1

These are tangible technical abilities required for specific jobs that are
Technical skills typically taught in schools or on the job. Through practice in jobs and
over time we can become experts in these types of skills.
Examples are proficiency in English; technology/computer skills;
typing speed; machine operation; nursing or medical skills etc.

These skills are about our emotional intelligences that are learned and
Transferable Life/ Employability Skills developed over time from our life experiences.
Examples are building positive self-esteem and confidence; self-
control and discipline; higher order thinking and how we problem-
solve, make good decisions and plan; communication and how we
present ourselves; social skills and how we work with others.

Activity steps –

1. Display the Employability Skills on the screen.

2. Explain the meaning of employability skills/ or the skills needed for work environments.

1
Rosas G. Corbanese V., Glossary of key terms of learning and training for work, ILO
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Encourage trainees to actively participate throughout the sessions.
 3. Explain that these skills are relevant to job search and should be considered when completing
the CV.
4. Have each trainees write down or circle the skill types they believe they have.
People skills Manual skills Data/information skills
 Help and care for others  Assemble kits  Mange money, make a
 Manage conflicts  Build or repair things budget
 Interview people  Work well with hands  Record facts, classify
 Be kind and understanding  Operate tools, machinery information
 Negotiate  Use complex equipment  Analyze data, audit and
 Show patience  Drive or operate vehicles maintain records
 Be pleasant and sociable  Inspect and maintain  Pay attention to details
 Supervise, teach/ train equipment or vehicles  Investigate and clarify
results
 Gather information
 Research and write reports
Creative/ artistic skills Verbal/ Communication skills Leadership skills
 Write short stories or  Talk easily with others  Make decisions
articles  Express yourself clearly  Direct work of others
 Express yourself through  Create and talk about new  Solve problems
 Perform and act ideas  Motivate people
 Use computer to create  Be logical  Find agreement with a
presentations  Work well with others group
 Achieve high scores in  Write clearly and concisely  Take risk when necessary
games  Speak in public  Show self-confidence
 Set up own networks  Organize/ chair meetings

Individual Exercise: Self-discovery (continued) 5 mins

Part two of the individual exercises to self-discovery

Remind trainees that they should include the 12-day Life and Job search skills training and the
certification after completing this training as an extra-curricular activity on their CV.

Activity steps -

1. Display the extra-curriculum activities and work experience chart

2. Explain that these skills are relevant to job search and should be considered when completing
the CV.
3. Have each trainees write down or circle the skill types they believe they have.

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Encourage trainees to actively participate throughout the sessions.
 Activities and Work Experience Activities and Work Experience

¨ Sports Team PROFESSIONALISM

¨ School Club ¨ Come to work on time, return on time from breaks and lunch
¨ Band ¨ Use language appropriate for work
¨ Choir ¨ Wear clothing appropriate for work
¨ Musical Instrument ¨ Treat customers and employees with respect
¨ Art WORK ETHIC
¨ School Play
¨ School Newspaper ¨ Accept responsibility
¨ Youth Group/ Place of ¨ Work hard even when no one is watching
Worship ¨ Finish what you start
¨ Scouts PROBLEM SOLVING
¨ School Project ¨ Know what to do in an emergency
¨ Babysitting ¨ Think before acting
¨ Political Campaign ¨ Resolve a conflict without getting angry
¨ Mentoring Program ¨ Choose between alternatives
¨ Volunteer Program ¨ Find creative ways to solve problems
¨ Part-Time Job GROUP AND TEAM SKILLS
¨ Help family or community Your CV should show that you
¨ Be friendly
member
¨ Cooperate with others have the skills for which they are
¨ Academic competition
¨ Pitch in where needed
¨ Other looking.
¨ Clarify responsibilities
¨ Take direction
¨ Demonstrate leadership  Check all of your
activities and work
experiences.
 Check the skills you
think you’ve
demonstrated.

Individual Exercise: Self-discovery (continued) 10 mins

Part three of the individual exercises to self-discovery

Mapping your strength and weaknesses can hele present a clearer picture of your job search journey. It
can help you understand your current position, identify your dream job, and create a plan to help you
reach your career goals.

Activity steps –

1. Display a SWOT Analysis chart on the screen. A SWOT analysis is way to identify an
individual’s internal strengths (S), weaknesses (W), external opportunities (O), and possible
threats (T) or limitations in the changing labor market.
 For this exercise, think of your ideal job as you work on the SWOT analysis.

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Encourage trainees to actively participate throughout the sessions.
 MY STRENGTHS MY CHALLENGES

What hard and soft skills do I have? What things do I want to improve about

What are the relationships and resources I myself in the future?

have around me? What hard and soft skills do I want to
improve?

MY OPPORTUNITIES MY THREATS

What job opportunities exist in my chosen What limitations or barriers could prevent
profession? me from pursuing my chosen profession?

How can I overcome these limitations and

barriers?

Individual Exercise: Self-discovery (continued) 5 mins

Part four of the individual exercises to self-discovery

Preparing an informative Plan

Now you are putting together an informative plan by organizing what you have gathered in your self-
discovery exercises.
Activity steps –

1. Display the informative plan template

2. It should reflect who you are, what you employability and technical skills, your education level,
and what you are able to do.

Personal Details  Always use your formal name.

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Education  Use the chronological order with your most recent education.
 Include any special recognition or award received at work.

Work Experience  Use the chronological order with your most recent work experience.
 Write 3-4 bullet-points of your day-to-day activities for every job/position
held.
 Include any special recognition or award received at work.
Training and Certifications  Always start with most recent training completed.
 Indicate training courses or certifications received

Relevant Skills  Indicate skills that are relevant to the job for which you are applying (i.e.,
language skills, computer skills, etc.).
 Make sure you can talk about your proficiency in a particular skill

Say “We are going to finalize today’s session by this reflection activity”

Reflection Exercise: - the Common Line 40 mins

Instruction

1. Draw a straight line in the middle of the room. You can use a rope too
2. Let the participants divide into two equal numbers and be at the right and left side of the line.
3. Tell them to come close to the line whenever he calls out a statement that is true to themselves
Example when the trainer says I am a girl all the girls come close to the line. That way the
trainer will call the following statements. They need to move to the line if the statement fits
their truth. If it fits in some way not completely, they can move to the line half way.
a) I have got a lot of useful ideas from the training so that I loved the training very much
b) All skills are useful
c) I remember all the skills learned by heart now
d) when we have learned about ethics i remembered situations where I am not ethical
e) I have all the skills we learned perfectly
f) I want to develop these skills
g) I hate the training
h) What we learned is not useful
i) I am the leader of myself
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Encourage trainees to actively participate throughout the sessions.
 j) I am responsible and act out that way in my surroundings always so on…
4. Then call the group together and ask for a short expression of their feedback if it is not touched
by the exercise. encourage females to be the lead.
5. With this end the session by saying “We have finished our training for today. and thank you
again for being part of the training” “Now in order to assess how much you benefited from the
training you are going to take a posttest and we will let you know the result”

Then distribute the posttest and give them time to finalize it

Then say- “It has been a very memorable training that we have had together for the last 10 days. Thank
you for your active participation, motivation, and willingness to share your experience. Hopefully you
benefited a lot from the training. By my side this is what I would like to express. Now I want you to
reflect on your feedback about the overall training we went through.” “Choose three volunteers who
could represent you and reflect your feedback.”

Allow if more participants would like to express their views.

Session 4.2 Writing your CV

Group Exercise 50 mins

Now that you have spent time on self-discovery of your talent and skills, it is time to work on
completing your CV.

A CV is a personal brochure to help you present your skills and experiences to potential
employers in a way that makes a strong initial impression. It should reflect you are, what you
know and what you are able to do, and why an employer would want to interview you for a job
or hire you.

Activity steps -

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discussing the topics under it.
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Encourage trainees to actively participate throughout the sessions.
 1. Display the CV template.
2. Divide Trainees into groups of 4 or 6. Have each group participate in supporting each other
completing their CV by going over their personal details, education and work experience, skills
training, and certifications.
3. Explain that a CV should be informative and to the point.
 Your personal information should reflect accurate information.
 Your education level and relevant work experience should be listed
chronologically. Make sure to include all types of skills training, and
certification as well as written and/or spoken language skills.

Sections (NAME OF
APPLICANT) Short summary (profile)
A
B PERSONAL INFORMATION

DOB: DD/MM/YYYY
Sex:
Region:
City:
Email:
Tel:
C TRANSFERABLE SKILLS

D CAREER PROFILE

E WORK EXPERIENCE
Name of the Position Duration Duties and responsibilities
company

F EDUCATION
Year School Grade Level Field of study/ work interest

G HOBBIES – OTHER INTERESTS

H LANGUAGES

I REFERENCES

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Encourage trainees to actively participate throughout the sessions.
 List your references, including full name, work title, name of organization and contact
information(email address, physical address and telephone number).

Tea Break (30 minutes)

Plenary Discussion 10 mins

Remind trainees that a CV should be informative and to the point.

Ask if trainees are facing any questions or challenges in completing their CVs.

Remind them that the information provided on a CV should reflect accurate information and include all
types of skills training and certification as well as written and/or spoken language skills.

Group Exercise (continued) 80 mins

Trainees continue to work on completing their CV.

Lunch break (1 hour)

Plenary Discussion 8 mins

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Encourage trainees to actively participate throughout the sessions.
Remind trainees that the ability to write a CV and cover letter tailored to the job description and
requirements you are applying for is the most critical part of landing an interview and potentially the
job. Ask if trainees are facing any questions or challenges in completing their CVs.

Group Exercise (continued) 50 mins

Remind them that the information provided on a CV should reflect accurate information and include all
types of skills training and certification as well as written and/or spoken language skills.

Trainees continue to work on completing their CV.

Peer Review

Peer review 32 mins

Trainees will provide constructive comments and make use of constructive feedback for improvements.

Activity steps –

1. Now that you have completed your CV, take 5 minutes to review it before sharing it with your
peer for feedback (30 minutes of peer-to-peer review activity).

Welcome all participants to the training warmly.

Recap activity: 5 mins

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Encourage trainees to actively participate throughout the sessions.
Ask how the training went yesterday (what they like and what they feel should be improved, encourage
them to forward their thoughts).

Session 4.3 Job-search strategies

Plenary Discussion 10 mins

Elaborate

Having job-search strategies is vital so you have more job opportunities. Looking for a new job can
take time, making it important to try different methods to speed up the process.

Elaborate on job search activities based on the following strategies:

Give trainees examples they can use during a job search. Say, “For example, you can use your
teachers, coaches, apprenticeship supervisors, trainers, or if you have worked as a volunteer,
your contact person, etc., to establish connections as a resource to further develop as a
professional.”

a) Networking

By expanding your professional network, you are opening yourself up to new career opportunities. You
may find that when you have more professional connections, more people can recommend you to a new
position. Even using your professional network for career advice can help you become a more qualified
candidate.

b) Online job boards

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Encourage trainees to actively participate throughout the sessions.
What was once a corkboard in your local library has expanded to a vast network of job opportunities.
Now that most job postings are digital, searching for the type of job you want is much easier. You can
use keywords to search for your intended job title. Likewise, many online job boards allow you to share
your resume and cover letter directly with an employer.

c) Recruiters

Many companies use staffing agencies to fill their vacant positions. That's why working with a recruiter
or headhunter can be quite helpful for your job search. After you have an initial meeting with them,
they connect you to jobs within your purview. Keep in mind that recruiters work on a commission, so
make sure you can negotiate a fair wage and benefits plan before accepting a job offer.

d) Referrals

Some companies use employee referrals to hire new staff. That's because they trust their employees'
opinions, which can help streamline the hiring process. Although employee referrals aren't all that
common, it may be worth asking a trusted friend if their company has any opportunities. They could
recommend you if they think you'd be a good fit.

e) Job fairs

Job fairs are an excellent way to learn about many companies at once. Colleges, universities, and
companies often host job fairs. They are often organized by industry, although some have companies
across many job sectors. Prior to attending a job fair, research the employers that will be there. Learn
about what kind of candidates they are looking for and what job openings they have. Bring a bunch of
printed resumes and business cards to hand out. Be prepared to have a mini-interview with every
recruiter you speak with. Afterward, follow up with an email.

f) Company websites

Some companies choose to keep their job postings on their website. It's worth doing an internet search
of companies within your industry to begin looking at their websites. Before filling out your

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application, get to know who they are, what they do, and who their clients are. Knowing all this
information shows you're serious about wanting a job opportunity from them.

g) Cold calling

Although this method is less effective, you could choose to reach out to a company directly even if they
have no current job postings. You could either call directly or send an email inquiring about any
possible positions they may have. As email continues to become a common form of communication,
this is a more appropriate option. In your email, please share a little bit about yourself and why you are
interested in their company. Attach an updated version of your resume and a link to your portfolio, if
applicable.

h) Internships/ apprenticeships

If you are inexperienced, starting with an internship is a great way to build your resume and create
professional connections. With some internships/apprenticeships, you may have the opportunity to
transition into a full-time role. If this is the case, make sure to put in your best effort throughout your
internship/ apprenticeship. Try to prove that you are the right person for a full-time job offer. You can
do this by asking smart questions, offering to take on a new project, and taking on more responsibilities
as you get more comfortable with your work.

i) Walking in

Walking into a business and asking for an application is another possible effective way to find a job.
This job-hunting strategy is only appropriate for certain jobs, such as retail, restaurant, hospitality, and
other service jobs. When you go into a business, make sure you look presentable and politely ask for
the application. If a business is urgently hiring, they may decide to interview you on the spot, so come
prepared for that chance.

j) Newspapers

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Previously, most job postings were in the local newspaper. Although this is less common, you can still
find many jobs in the job opening section of a newspaper. Check out the newspapers in your town to
see different opportunities. Many of these publications have online versions.

k) Volunteering

Volunteering at an organization is one way to increase your chances of getting a job there. This is
especially true for nonprofits that may not currently have the funds to hire you right now. If they see
you as a hard worker and someone integral to the organization, you may be more qualified when a
paying job does opens. Even if you can't get a job there, having volunteer experience looks good on a
resume, expands your network, and helps you learn more about roles you may want to pursue.

Group Exercise 10 mins

Networking

Networking can be the single most powerful tool to help make people successful and accelerate their
careers.

Networking is about making connections and building mutual and beneficial relationships.
Relationships are the catalyst for success, as most people do business with those they like and trust.

Networking can involve reaching out to people you know in your surrounding environment but
can also be meeting new people.

Networking is “relationship building” with whom you are eager to learn from or are curious about their
career journey.

Networking is a learning journey.

Activity steps -

1. Explain: Now you will explore about “relationship building” as part of your job search
learning journey.
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 2. Divide trainees into groups of 5-10. Have each group participate in answering the questions.
3. Ask: What does networking mean to you? Have trainees discuss among their groups. Lead
group discussion with the following questions:

 Why is networking important when looking for a job?

 Who are people who could be in your network?

 Why would these people want to be in your network?

4. ASK: each group to present their answers to the whole class.

Group Exercise 10 mins

Negotiation

Negotiation is a method by which people settle differences. It is a process by which a compromise, or

an agreement is reached while avoiding an argument or a dispute.

Negotiation holds the key to getting ahead in the workplace, resolving conflicts, and creating
value in contracts.

You cannot learn negotiating techniques from a book. Learning the negotiation techniques and applying
them will take time but requires practice.

Activity steps -

1. Divide the class into six groups of five (assuming there are 30 in a class).
2. Explain: Two groups (Groups 1 and 2 ) will represent different a company selling same brand
cleaning products like soap, detergents, body soaps, and flour cleaning solution, etc. called
Samu. The one group (Groups 3 ) is also selling clearing product but of a different brand called
fabri .
3. Explain: Each group will determine the price of their product. The sellers are competing to see
which store sold the most product.

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 4. Explain: The fourth and fifth groups will be the buyers, the customers. The buying groups will
shop for cleaning products and look for bargain prices. Each group will compete for the best
bargain prices of the items bought. The buying groups will visit the four stores to buy the
materials and decides to buy materials for a particular price.
5. Explain: The sixth group is the negotiation skills observer. The sixth group will observe the
interactions between the sellers and the buyers to spot their negotiating skills and declare the
winning buyer and seller teams based on the following rules:
• Which team exhibited a positive approach rather than an aggressive approach.
• Which team was mindful to consider negotiator's point of views and opinions, listened and
decided if it is a good deal or not to proceed with a purchase or not.
• Which team was able to communicate well, without sending negative vibes or body
language.
Explain: The sixth group will declare the one winner from the selling and buying teams and
why.

Session 4.4 Job applications

Lecture 5 mins

Introduction

Job applications

Job applications and cover letters are equally as important as CVs. As they are attached and included
with a CV, they are also part of the first impression that a potential employer will make of an applicant.

Job Application A form requested from a potential employer

which indicates the interest in a job position
within a company. Typically, the form includes

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Encourage trainees to actively participate throughout the sessions.
 personal identification information such as an
applicant’s name, address, phone number, as well
as history of job experience.

Applications are used to assess a job seeker and determine if they meet the company’s criteria and
whether they stand out amongst others.

Many employers prefer applications because they help to standardize applications because they can
compare candidates easily. A job application may be available online or on paper or in person.

This means employers can filter out people quickly, so it is important for you to include all
necessary information and present it in a brief, accurate, and engaging way.

You will have to do your homework to determine if this position, company and opportunity is a right fit
for you.

Small group activity 5 mins

The job search journey

Activity steps –

1. Display a sample job search brainstorming questions

2. Have trainees get in groups of 3 or 4
3. Explain: “We are going to have a brainstorm competition. Each group will have 1 minute
to write down on a piece of paper as many possible ways to search for a job as possible.
The group with the most legitimate ways wins.”

Employment Opportunities
 What government and community organizations can help us look for a
job? How?
 Where can I go to find out information about jobs I am interested in?
 What barriers exist?

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Encourage trainees to actively participate throughout the sessions.
  Where can I learn more skills for my work? What other education
services exist?
 What private businesses exist in the community related to the
occupation you are interested in?

4. Have groups share out their list and describe each response.

5. Write responses on flip chart paper, the blackboard or notebook, and take a vote to see which of the
suggested job search tools is used frequently and which is used least.

Small group activity 10 mins

Activity steps:

1. Have trainees stay in their group of 3 or 4.

2. Ask trainees to spend 2 minutes researching different job opportunities related to their field and
make notes in their trainee journals.
If computers or mobile phones and internet are available, have trainees work online to
find 2-3 companies or jobs.
3. Have trainees share-back their findings and discuss the findings and process.
Display the following examples:
Reporter JOBS

Enat Bank – Junior Customer Service Specialist

Full time Location: Addis Ababa
February 26 – March 1, 2025
Job Overview
Salary offer: As per company scale
Experience level: Junior
Total Years Experience: Zero experience
Date posted: January 30, 2025
Deadline Date: March 1, 2025
Job Requirement: 12th grade complete
216 March 1st, 2025.
https://evacancy.enatbanksc.com/#/vacancy until
Note:
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
EthioJobs

CLEANER/MESSENGER
Full time Location: HAwasSA
January 26 – February 8, 2025
Job Overview
Salary offer: As per company scale
Experience level: Junior
Total Years Experience: Zero experience
Date posted: January 30, 2025
Deadline Date: February 8, 2025
Job Requirement: 10th/8th grade complete
How to Apply: Candidates are cordially invited to submit application in person @ ABCDE Building

Hahu JOBS

LT General Hospital: Porter/Runner

Full time Multiple Locations
January 29 – February 4, 2025
Job Overview
Salary offer: As per company scale
Experience level: Junior
Total Years Experience: Zero experience
Date posted: January 28, 2025
Deadline Date: February 4, 2025
Job Requirement: 10th grade complete
How to Apply: Candidates are cordially invited to submit application To Corporate

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Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Session 4.5 Writing a cover letter

Lecture 10 mins

Introduction

Writing a Cover letter

Say, “A good cover letter complements a CV and expands upon items in the CV, which are relevant to
the job that a student is applying for. It is part of the sales pitch that is made in a CV.”

Career experts advise that job seekers should spend time customizing each cover letter to the
specific company and position being applied for.

Explain: All cover letters start with a header that includes your contact information. People often use
the same header for their cover letter as they use for their resume to create consistency across their
entire application. Regardless of your exact format, a header should start with your name and include
your email, phone number, and address on separate lines. Some people include links to their portfolio
or social media if that information is relevant to the position.

If you have room on the page, you can also include the name and contact information of the
hiring manager or company. People usually include employer contact information on their cover
letter if they are submitting a hard copy, but this part of the header is considered optional.

Activity steps:

1. Display the cover letter template.

2. Cover the components of a cover letter.

Cover letter template

Date _____________
Name of organization: ______________
Job position: ______________________
Subject______________________________________________
Dear
Note: If you do not have a contact name, you can skip the salutation entirely. Or you can use “Dear
Hiring Manager,” or “To Whom It May Concern.”
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BODY OF COVER LETTER Note: The body of your cover letter lets the employer know what
Note: position you are applying for, why the employer should select you for an interview, and how to
contact you.
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussingOrganize the body
the topics underof it.
your cover letter into the following paragraphs:
First Paragraph
Ask if they have any questions regarding the training during each session.
Note: The first paragraph of your letter should include information on why you are writing.
EncourageMention
trainees to actively participate throughout the sessions.
the position you are applying for and where you found the job listing. Include the name of a
mutual contact, if you have one.
Middle Paragraph(s)
Note: The next section of your cover letter should describe what you have to offer the employer. Mention
specifically how your qualifications match the job you are applying for. Think of this section of the cover
Components of a cover letter

a) Salutation

The salutation or greeting of your cover letter is your first chance to differentiate yourself from other
applicants by addressing the correct person. Research the hiring manager's name for each position to
show that you have put thought and effort into your application. You can often find this information
within the job listing, on the company website, or by calling their office and asking.

If you can't find a specific name to address your letter to, you can personalize the greeting by
referencing the specific department you would be working with. "Dear Hiring Manager" is a standard
greeting that is acceptable when their name is unavailable. Keep your greeting short and professional,
using the appropriate honorifics or titles when applicable.

b) Introduction

The first paragraph of your cover letter should provide the basic details about whom you are and why
you want the job. Include the title of the job you are applying for and give a general overview of why
you would excel at the position and the reasons you are excited about the job. You can mention how
you heard about the position and why you decided to apply, which is an especially good strategy if
another employee referred you to the position. Review the job posting for the core strengths required
and use your introductory paragraph to explain how you exhibit those qualities.

c) Qualifications

After the introduction, focus on your history and qualifications. It allows you to attract the employer's
attention by immediately sharing how you can benefit their team. Provide more details about the
information you include on your resume and focus on how your experiences specifically apply to the

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
job. Include stories about relevant projects or situations that give insight into how you solve problems
and do your work well. Explain how you contributed to the success of past projects and draw attention
to the impact of your actions.

d) Values and goals

The following paragraph should demonstrate that you understand the company's mission and have
researched the position. Focus on how your goals align with theirs and connect to the elements you like
about the company culture. Explain how your work can mutually benefit your future and your
prospective employer's needs. This section of your cover letter allows you to show that you can not
only do the job well but can fit in with a team and bring a positive attitude to the workplace.

e) Call to action

The final paragraph should summarize your interest and suggest the next steps for proceeding with the
application. Thank the hiring manager for reviewing your application and expressing interest in
discussing the position or scheduling an interview. Your cover letter should cater to how you can
benefit the company, so focus on the skills and talent you hope to bring to your team.

f) Signature

Sign off with a professional closing phrase and your signature or typed name. If you're emailing your
cover letter, be sure that you do not include an unnecessary email signature. Some appropriate closing
phrases are:

¨ Sincerely
¨ Best regards
¨ Respectfully
¨ Thank you
¨ With thanks

Tea Break (30 minutes)

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 Individual Exercise 55 mins

Writing a Cover letter

Activity steps:

1. Display the cover letter template.

2. Trainees complete the components of a sample cover letter.

Session 4.6 Job interviews

Plenary Discussion 10 mins

Job interview

A job interview is another way for employers to screen out the best candidate for a job position based
on the additional information they gather from talking to you.

Interviews are difficult for everyone because we are being evaluated by people we do not know.

In an interview, employers want to discuss qualifications, skills and learn about you as a person.

But it does not have to be intimidating, especially if you are prepared ahead of time and took
time to practice.

Job Interview A conversation between a job applicant and one

or more representatives from a potential
employer. It is conducted to assess whether an
applicant will be hired.

Mock Interviews Trainees practice completing a mock interview

with constructive feedback from peers and the
facilitators.

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Encourage trainees to actively participate throughout the sessions.
Explain: Imagine you have searched in newspapers, online and through your different networks and
you found your ideal job for which you are qualified. You have applied for a job. Three weeks passed
by, and the employer calls you for an interview.

A job interview is a way for you to find out more about the job and for you to determine if it is the
right fit. Remember an interview is just a conversation between two people to learn about each
other.

Here are some points for you to consider as you are getting ready for an interview:

a. Be relaxed. Remember that the interviewer wants to know you better and not test you.
b. Arrive 30 minutes early to the interview.
c. Turn off your phone.
d. Research the company in advance.
e. Dress professionally.
f. Do not interrupt the interviewer.
g. Listen carefully and speak clearly.
h. Talk positively about yourself and your accomplishments.
i. Have 2-3 questions you want to ask the employer about the job.
j. Do not bring up expected salary unless asked by the interviewer.
k. Do not give one-word answers.
l. Thank the interview at the end of the interview.
m. Keep a positive attitude at all times.

Explain: STAR is a strategy to help guide you through an interview process. Thinking of - S/T –
Situation/task, A – action, and R- result - ahead of the interview can help prepare you to answer
interview questions like “Think of a time when you…”

Examples:

• S/T- (situation/task): I was volunteering at the woreda youth center as a youth advisor. I was
given the task of supporting 400 youths through a registration process within a short period to meet the
deadline.
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Encourage trainees to actively participate throughout the sessions.
• A-(action): I was able to use a digital registry by coming up with a template to facilitate the
registration process, which helped the process go smoothly.

• R-(result): The youth were registered on time, and they thanked me for facilitating the
process on time.

Group Activity 15 mins

Activity steps:

1. Divide trainees into three groups: The Before Group, During Group, and After Group.
2. Give each group pieces of paper and a pen or marker.
a. OPTION: If you have a large group of trainees in the training, you can create six or nine
groups and make additional Before, During, and After groups to accommodate. Aim to
have 5-7 trainees in each group.
3. Ask each group to brainstorm and create a list of things a person should do Before, During,
or After an Interview.
4. Give groups 10 minutes to discuss and write down their list. Visit each group and aid as
needed.
5. Display the flip chart or PowerPoint version S3.1: Before, During and After an Interview Chart for
everyone to see.
6. Have groups present their list to the group and write down trainees’ answers on the flip chart or
blackboard. As you write, encourage trainees to make their lists in their journals of activities
they will do before, during, and after their future interviews.
7. Review the activities by trainees and discuss. Add to the list and guide trainees in thinking
through the steps to complete before, during and after an interview.

BEFORE

 Research the company, job, and required skills.

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  Go over your CV
 Prepare multiple copies of your CV.
 Turn your cell phone OFF.
 Do not be late. Give yourself extra time; however, only show up 10 minutes early.
 Prepare answers to typical questions in advance and practice!
 Prepare for the question “Tell me about yourself” by planning a 1-minute speech
emphasizing the relevant skills and experience you have for the job.
 Dress and look professional (clothes clean, wrinkle-free, well-fitted clothes, well
groomed, good hygiene).
 Greet the receptionist and other workers with respect. You are making a first
impression on the whole company, not just the interviewer! In addition, you might
not know who is interviewing you, so approach everyone in a friendly way, as if they
would be the ones interviewing you.
 Prepare 1-2 questions to ask the interviewer to show your interest in the company;
examples could be:
o Can you describe a typical day in this type of role?
o How long have you been at this company and what is your motivation in your
work?
o How would you describe the work environment and corporate culture?
o What are some of the company’s short term, and long-term goals?
o What career opportunities may open for a person starting out in this type of
position?
o What are some of the company’s initiatives regarding health and safety?
o What are some of the company’s initiatives regarding learning and development?

DURING

 Avoid negative statements.

 Maintain eye contact.
 Communicate positive body language (good posture, facing the person, smiling, not
fidgeting, leaning in, etc.)
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discussing the topics under it.
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Encourage trainees to actively participate throughout the sessions.
  Speak slowly and clear.
 Look alert and interested.
 Give a firm handshake at the beginning and end of the interview.
 Do not answer with just a “yes” or “no.” Explain and showcase your talents, skills, and
determination for the job.
 Do not bring up personal issues or family problems.
 Do not lie!
 Avoid using slang, poor language, or pause words like ‘Uh’ or ‘um’.
 If you are unsure how to answer a question, ask the interviewer to repeat the question.
 Do not rush answers. A short pause before answering a question is okay.
 Do not inquire about salary, vacations, bonuses, or other benefits unless the interviewer brings
this up or until you have received an offer.
 Ask 1-2 questions about the job and company to show your interest.
 Close the interview by thanking the interviewer and expressing interest in the job. Ask the
interviewer about the next steps in the hiring process.
 Thank the receptionist on the way out.

AFTER

 Take down notes from the interview so you do not forget.

 Get the contact info (business card) of the person interviewing if you do not have it.
Send a thank you note 24 hours after your interview.

Lunch break (1 hour)

Lecture 10 mins

Remind trainees that it is very important to practice interview strategies continuously to build
confidence and improving their effort in managing job interviews.
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discussing the topics under it.
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Encourage trainees to actively participate throughout the sessions.
The Do’s and Don’ts

Do:

Dress the part for someone in your chosen field

Make sure your clothes are neat, clean, and well-fitted. We know it can be hard to track down a suit
when you’re fresh out of university but looks really do matter and your physical appearance is a very
powerful first impression.

2. Greet your interviewer(s) in a professional manner

Extend your arm and offer a firm handshake. Look people in the eye. Take note of everyone’s name.
Smile.

3. Show enthusiasm and focus through your body language

Sit up straight and maintain eye contact as you listen and talk. Let your interviewers get to the end of
each question before jumping in with a response.

4. Ask questions

This reinforces your enthusiasm for the job. It also shows that you’ve researched the company and are
keen to know more. Asking further questions about the job requirements shows that you have really
thought about the criteria and how you might be able to fulfill it.

5. Thank your interviewers at the end

Thank the person(s) in the interview for their time and for giving you this opportunity. Reiterate your
interest in the job and suggest they get in contact if they have any further questions. Follow up with an
email when you get home, similarly, thanking them and letting you know that you look forward to
hearing from them. Don’t follow up again after this point.

Don’t:

1. Be critical

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Encourage trainees to actively participate throughout the sessions.
Nobody wants to listen to you criticize yourself. Similarly, stay away from tongue lashing past jobs or
employers. What employers are hearing is that you are clearly a downer who can’t work effectively
with others.

2. Stretch the truth

You’re a graduate. It’s fine that you have no work experience. Don’t turn a summer job at Coles into an
example of when you led a team of hundreds and changed the corporate landscape. Employers usually
see through these stories and very quickly question your integrity and character.

3. Check your phone during an interview

It should go without saying but apparently, it needs to be said. Show your interviewers that they’re your
number one priority.

4. Be too casual

If you’re a super friendly and bubbly person go ahead and let that show. Just remember that you’re also
being assessed as a professional. Employers need to know that you can operate in a slightly more
formal environment.

5. Ask about salary unless it is specifically raised

You’re there to learn more about the job and whether you’re the right fit. Priorities, people.

Session 4.7 Mock Interview

Group Activity 45 mins

Activity steps:

1. Divide students into groups, so there are approximately 6-8 students per group.

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 2. Explain: We are going to take turns acting as interviewees and interviewers. Interviewees and
interviewers will be given 5 minutes prepare:
a. Select from the group who will be the interviewer or the interviewee.
b. Review the drafted version of the interviewee’s CV prepared on day 11
c. Decide the job description and the type of company that is interviewing and
contextualize the interview questions accordingly.
3. Explain: Interviewers will be in a panel of 3 and will take turns asking questions. At the end of
each interview, they will provide constructive feedback to the interviewee. Interviews should
last about 5 minutes maximum.

Plenary Discussion 15 mins

Activity steps:

1. Ask: After the mock interviews, lead a discussion to the whole class using the following
questions:
 How did it feel when you were being interviewed?
 Do you see the relevance of having a good CV?
 Do you think you have satisfied the interviewer with how you responded to their
questions? Why or why not?
 What do you think you should have done differently to impress the interviewer?
 What were good examples of positive body language? Ask students to act out what
positive body language looks like.
 Why do you think positive body language is important in an interview?
 What were successful interviewing techniques that you saw from your peers? What
made them successful?
 Why do you think people get nervous doing interviews?
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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
  What can help you overcome your nerves?
2. Ask: Volunteers to share their experiences.

Individual Exercise 30 mins

Tell trainees that they have 30 minutes to revise their CV and cover letter by imagining a position has
opened for their ideal job.

Say, “A CV details your entire academic, employability skills, and professional history, while a
resume summarizes your qualification for the job that you are applying. Your resume conveys your
skills and experiences to convince employers that you are qualified for a position.”

Activity Steps:

1. Explain: The revision should reflect feedback from peers and what they have learned from the job
application skills training.
2. In this exercise you will be writing your resume for the purpose of applying for a particular job.
You can use one of the job advertisements or improvise on one that you would like to apply for.

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Session 4.7 Work preparedness assessment tool

Individual Exercise 20 mins

You are going to take a 20 minutes work preparedness test. Don't be concerned about the score, the
intention is to determine the level of your understanding of topics discussed in the training.

The assessment looks at six core domains of employability characteristics, attitudes, and skills
(positive self-concept, self-control, social skills, communication skills, problem-solving skills,
and job search skills).

ASSESSMENT TOOL

STRONGLY DISAGREE INDIFFERENT/ AGREE STORNGLY

SCALES QUESTIONS DISAGREE NEUTRAL AGREE
1 2 3 4 5
1. I feel valued and 5
1 2 3 4
appreciated by others.
1. POSITIVE SELF-
2. I feel good about my future. 1 2 3 4 5
CONCEPT
3. I anticipate my own needs 5
1 2 3 4
ahead of time.
4. I can adapt to changes by 5
1 2 3 4
learning new skills.
5. I’m able to complete 1 2 3 4 5
assignments in time.
6. I go to work even when I 1 2 3 4 5
2. SELF-CONTROL
feel like staying at home.
7. I feel proud when I produce 1 2 3 4 5
high quality work.
8. I follow workplace or 1 2 3 4 5
school dress codes.
9. I accept people who are 1 2 3 4 5
different than me.
10. I can understand and work 1 2 3 4 5
3. SOCIAL SKILLS with people of different
backgrounds.
11. I value the input and 1 2 3 4 5
contributions of others.
12. I take responsibility for 1 2 3 4 5
what I do.
13. I know how to express 1 2 3 4 5
myself in proper ways.
4.
14. I know how to articulate 1 2 3 4 5
COMMUNICATION
my own ideas clearly.
SKILLS 15. I read so I can comprehend 1 2 3 4 5
and use new information.
16. I listen actively to understand 1 2 3 4 5
and learn.
5. HIGHER ORDER 17. I collect, analyze, and 1 2 3 4 5
THINKING SKILLS organize information to find the
best solution to a problem.
18. I seek many sources of 1 2 3 4 5
information to solve a problem in
school or at work.

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 19. I learn from my past successes 1 2 3 4 5
and mistakes to make future
decisions.
20. I can adapt to changing 1 2 3 4 5
circumstances.
21. I have the knowledge and skills 1 2 3 4 5
needed to interview for jobs.
6. JOB SEARCH
22. I know how to prepare a CV. 1 2 3 4 5
SKILLS
23. I know how to complete a job 1 2 3 4 5
application
24. I have the skills and 1 2 3 4 5
experience valued by employers.

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
Post- assessment

ስልጠናውን ማጠቃለያ ጥያቄዎች

የዚህ መጠይቅ ዋንኛ አላማ ሰልጣኞች ስልጠናውን ከወሰዱ በኃላ ከስልጠናው ያገንኙትን እውቀት ለመመዘን ነው። ይህንን
በመረዳት ከዚህ በታች ለተዘረዘሩት መጠይቆች መመዘኛ ነጥቦን ያስቀምጡልን፡፡

5= በጣም ከፍተኛ 4= ከፍተኛ 3= መካከለኛ 2= ዝቅተኛ 1= በጣም ዝቅተኛ

መመዘኛ

ተ.ቁ ክህሎት 1 2 3 4 5

1 በቡድን ለመስራት አስፈላጊ የሆኑ ክህሎቶችን አውቃለሁ።

2 የተግባቦት ክህሎት ምንነትን አውቃለሁ።

3 መሰረታዊ የገንዘብ አጠቃቀም ክህሎትን አውቃለሁ።

4 ግጭቶችን ለመፍታት አማራጭ መፍትሄዎችን እንዴት እንደምሰጥ አውቃለሁ።

5 ቅሬታዎች እንዴት እንደሚፈቱ እረዳለሁ።

6 ዓላማ እና ግቦችን ለማሳካት እንዴት መሥራት እና ከሌሎች ጋር መተባበር

እንዳለብኝ አውቃለሁ።

7 በድርጅት ውስጥ መረጃን እንዴት ማጋራት እና በተሻለ ሁኔታ ግንኙነትን

መፍጠር እንደምችል አውቃለሁ።

8 ገንዘብን እንዴት መቆጠብ እንደምችል አውቃለሁ።

9 ውጥረትን እንዴት መቋቋም እንደምችል አውቃለሁ።

10 የጊዜ አያያዝ እና አጠቃቀምን አውቃለሁ።

11 በስራ ቦታ ጉዳዮችን ለመፍታት ተገቢ የሥራ አካሄድን አውቃለሁ።

12 ግቦችን እና ዓላማን ለማሳካት ሀላፊነት እና ተጠያቂነትን መቀበል

እንዳለብኝ አውቃለሁ።

13 ለስራ ቅጥር መሰረታዊ የሆኑ ክህሎቶችን አውቃለሁ።

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discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.
 14 ከስራ ቅጥር ጋር በተያያዘ መብቶቼን እና ግዴታዎቼን አውቃለሁ።

233
Note:
Please make sure you talk through the introduction and learning outcomes/objectives of each session before
discussing the topics under it.
Ask if they have any questions regarding the training during each session.
Encourage trainees to actively participate throughout the sessions.