Module 0 Introductory Module - PH Facilitator's Manual - FINAL

Introductory Module
Work Ready Now!

Facilitator’s Manual
Introductory Module Facilitator’s Manual
Introductory Module to
Accelerating Work Achievement and Readiness for
Employment (AWARE) Work Ready Now! Curriculum
Introductory Module Objectives

By the end of the module learners will be able to:
 Introduce learners and facilitators to one another

 Create a collaborative, supportive and safe learning environment
 Provide an overview of the work readiness curriculum and its goals
 Familiarize learners with the nature and design of the curriculum
Module Overview
Activity Time
 Session 1: Introduction to the Course 1 hr 45 min
1: Introductions and Expectations 1 hr
2: Goals and Overview of the Curriculum 30 min
3: WRN! course Agenda and Logistics 15 min
 Session 2: Relationship & Trust Building 1 hr 50 min
1: Musical Chairs Relationship Building 30 min
2: Trust Building Activity Series 1 hr 20 min
 Session 3: Norms & Requirements 2 hrs 15 min
1: Setting the Norms 25 min
2: Group Responsibilities 25 min
3. Tracking Your Own Learning 1 hr
4. Review of Module 25 min
Total Module Time 5 hrs 50 min
Work Ready Now! | AWARE | Philippines Page 0 : 2

Written Assignments
This is a checklist of all the written documents for learners to accomplish. The facilitator will
put a tick mark on the submitted outputs and follow-up those without a tick mark.
 Session 2 Writing Space: Earning Trust as a Leader

 Worksheet 0.1: Commitment statement (signed after one week)
Introductory Module Materials and Preparations
 Basic training materials: manila paper, markers, tape, paper, copies of pictures
representing modules
Session 1:
 Make copies of the pictures in Facilitator Tool 0.1: Module Pictures or find other
pictures that represent the different modules. Depending on the number of
learners, you will need to make more than one copy of each picture. (There are 8
modules, making 16 halves so if you have more than 16 learners, you will need to
make additional copies of some of the module pictures). Cut pictures in 2 jagged
pieces.
Another option is to have 8 big pictures, and cut out the puzzles to correspond to
the number of the learners in the group.
 Prepare course agenda / schedule.
 Prepare sign in sheet.
 Make a list of logistics that will need to be covered with learners.
Session 2:
 Prepare appropriate music, music player, and speakers.
 Find pieces of cloth that can be used for individual blindfolds.
 Walk around the class area to decide which way you are going to send them on
the trust walk.

Session 1: Introduction to the Course
 Key Topics 
 Introductions and expectations
 Goals and overview of the curriculum
 Course agenda and logistics

Session 1, Activity 1: Introductions and Expectations Activity

 Objectives - By the end of the activity, learners will be able to:
a. Introduce themselves and get to know one another better
b. Identify their expectations for the course
c. Begin getting an idea of main topics in the curriculum
 Time Required: 1 hour
 Methodology: pair share, small group work, large group discussion
 Materials and Preparation: manila paper, markers, tape, pictures representing
modules
 Make copies of the pictures in Facilitator Tool 0.1: Module Pictures or find other
pictures that represent the different modules. Depending on the number of
learners, you will need to make more than one copy of each picture (There are 8
modules, making 16 halves so if you have more than 16 learners, you will need to
make additional copies of some of the module pictures).
 Cut the pictures in two pieces (not in a straight line but similar to that of a jigsaw
puzzle piece).
 Post simple instructions for this activity on board or manila paper.
Steps:
1. Fold up the picture halves and put them in a hat or box.
2. Welcome learners to this session. Introduce yourself and your role, and express your
excitement about having everyone in this course for the coming weeks. Explain the
purpose of this introductory module: to give them a clear picture of the content and
structure of the course – what they will be learning and how they will learn it. By
the end of this introductory module, they should begin to feel comfortable with each
other; know how their expectations match the content of the course; understand
the ‘big picture’ of the course; and be introduced to ways in which teaching and
learning will take place. (5 min)
3. Explain that we will get started by

doing an activity in which they will get Facilitator Tip 
to know each other. Give the Facilitators should participate in this
instructions to the activity before you activity as well to help develop
get started: rapport and create a relaxed, open
environment.
Tell learners that they are each going
to select a folded piece of paper from
the container. The folded piece of paper is half of a picture. Each person should find
the missing half of their picture. Do this by walking around the room and trying out
different people’s pieces. When they find the match, that person will be their

partner. With their partner, they should do the following (post these on the wall and
read together):
a. Introduce themselves and share something about their background and why they
are here.
b. Find two things they have in common (favorite food, musician, sport, same middle
name, born the same year, etc.)
c. Discuss the picture they have and how they think it relates to the course.
d. Discuss their expectations of the course. (5 min)
Have learners select a folded paper and begin the activity, telling them they have 15
minutes to find a match and answer the questions. (15 min)
4. After 15 minutes, reconvene the full group. Have each learner present their partner
and share their picture, expectations and 2 things they have in common.
Write their expectations down on board or manila paper as they say them. Explain
that the expectations will also be considered during the next activity when the goals
and overview of the course are presented, to see where expectations may or may
not be able to be addressed. (20 min)
5. Have pairs with the same picture form a group Facilitator Tip 
(there should be at least 2 pairs who have the This type of quick discussion is
same drawing). Ask the pairs to talk about their called a Buzz Group. Keep the
pictures and the topic that is listed. Explain that discussion brief and focused.
the pictures each represent a topic that we will
be covered in this course. Talk for 3 minutes
about: What do you think we might learn about when we get to this topic? Why do
you think this topic is included in a course on ‘Work Readiness’? (5 min)
6. Have each group share their picture with the large group and give examples of what
they think we will be learning and why. Explain that in the next activity, we will learn
more about the content of the course.
(10 min)

Facilitator Tool 0.1: Module Pictures
Personal Development
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Communication Skills

Job Seeking and Work Behaviors

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Teamwork and Introduction to

Leadership
Safety & Health at Work

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Rights & Responsibilities at the

Workplace
Financial Fitness
Introduction to Entrepreneurship
 Session 1, Activity 2: Goals and Overview of the Work

Ready Now! Curriculum
a. Obtain an understanding of the goals of the course
b. Obtain a sense of the content and flow of the curriculum
 Time Required: 30 minutes
 Methodology: facilitator presentation, large group discussion
Materials and Preparation: manila paper, markers, tape
 Review goals and overview of the curriculum table before the session.
Steps:
1. Explain to learners the overall goal of the WRN! course and the main topics of each
module.
Work Ready Now! has been developed to provide you with the foundational skills and
knowledge necessary to reach your personal and professional goals, find work, and
develop healthy work habits and behavior that will help you be successful. The
curriculum focuses on:
 Personal Development: identifying Facilitator Tip 

values and interests; assessing attributes If equipment are available, you can
and skills; identifying learning styles and also use PowerPoint slides or
learning strategies; goal setting, planning projectors to show different topics or
and tracking progress documents.
 Communication Skills: speaking and listening;

following and giving instructions and feedback; reading for information; presentation
skills; email etiquette; cooperating/working as a team member; providing good
customer service
 Work Habits and Conduct: identifying and applying for jobs (writing CVs, application
letters, and career portfolio); interviewing; workplace behaviors and attitudes;
balancing work and home life; time management; taking notes; taking initiative at
work; codes of conduct
 Teamwork and Introduction to Leadership: characteristics of an effective leader;

leadership styles; organizing and motivating others; team building; leading others in
problem solving and conflict resolution
 Safety & Health at Work: Healthy habits; Filipino health and safety laws and
practices; identifying and avoiding hazards in the workplace; responding to
emergencies and accidents; preventing accidents

 Rights and Responsibilities at the Workplace: Filipino labor code; appropriate ways
to take action at work
 Financial Fitness: managing money; saving; financial institutions; budgeting; making

financial decisions; managing debt; ATM cards; credit cards; record keeping and
budgeting
 Introduction to Entrepreneurship (Optional): livelihood activities and businesses in

their community; traits of an entrepreneur; identify and analyse risk; assess whether
or not they are ready for entrepreneurship
(5 min)
2. Ask learners to turn to Handout 0.1: Curriculum Overview in their handbook and
discuss. (10 min)
3. Compare the topics/skills to be covered with the learners’ expectations of the

course. Acknowledge that you cannot cover everything in this course.
(10 min)
4. Explain to learners that the activities in the modules are designed to be

participatory, active and very hands-on. This way they will learn new information in
fun ways and get the chance to practice new skills. As an example of this, ask the
group to think about what they just did in the previous activity. Ask them to call out
the different things they did.
(met everyone by moving around the room; learned about the content of the course
by talking with each other and learning from the facilitator, etc.)
This approach to learning is called active learning, or participatory learning, or

learning by doing. It may be a new approach for you, but it is one that is very
common around the world in programs for youth and young adults.
5. Answer any questions learners might have about the curriculum. (5 min)

 Handout 0.1: Work Ready Now! Curriculum Overview
Desired Outcomes for

Key Skills Taught Topics Covered
Program Learners
Module 1: Personal Development

Learners understand their own Self-reflection  Identifying values & interests
personal values, strengths and  Identifying and assessing skills and
areas of challenge or weakness Assessing attributes
and are able to effectively use or  Assessing one’s learning style
Goal setting
address them; are able to develop,  Learning strategies
implement and evaluate progress  Developing long term and short term
Planning
toward personal goals; know their personal goals
preferred way of learning, take Tracking personal  Planning and tracking progress
initiative for learning new skills, progress
and know how to monitor own
learning progress.
Module 2: Communication Skills

Learners are able to communicate Listening and speaking in  Listening skills and speaking
and get along well with others, in a the workplace strategies, speaking with clarity
variety of settings and for a range  Recognizing non-verbal
of purposes. One-on-one and in Giving presentations communication
groups, they can speak and listen  Giving and receiving instructions
actively and appropriately. They Email and feedback
are able to give presentations at  Seeking clarification
work and write professional Reading for Information
 Giving presentations
emails. They are able to cooperate  Email etiquette
Giving and receiving
and work effectively within a  Personalities and styles within a
instructions and feedback
group. They are able to provide group
good customer service and handle Cooperating  How to cooperate and work as a
difficult customers. team member
Working in a team  Working with others to achieve
individual and group goals
Providing good customer
 Customer service skills
service
 Handling conflict with customers


Program Learners
Module 3: Work Habits and Conduct

Learners will be familiar with Finding and analyzing  Find and apply to job opportunities
sources of information about information  Job Seeking Strategies
potential employment  Preparing for job interviews
opportunities and know the Learning about employers  Effective CVs
appropriate ways to apply for jobs.  Effective application letters
They will know how to write Job seeking skills
 Career portfolio
effective CVs and application  Learn what employers want
Behaving appropriately at
letters and will prepare a career (Informational Interviews)
work
portfolio. They know how to  Greeting employers professionally
present themselves for a job Managing time  Workplace behavior and attitudes
interview and will be comfortable
 Time management
being interviewed. They will meet Managing home and work  Balancing work and home life
employers and conduct life
 Taking notes in the workplace
informational interviews. They
Taking notes  Taking initiative at work, work ethic
demonstrate good time
 Codes of conduct
management and show up for
work on time. They demonstrate Taking Initiative at work
behavior and attitudes that are
appropriate for the workplace and
understand that workplaces have
policies and procedures that need
to be followed. They take initiative
and responsibility for their own
work and know how to work
under and respect supervision.
Module 4: Teamwork and Introduction to Leadership

Learners are able to define and Leadership Qualities  Define qualities of an effective
demonstrate the characteristics leader
and behaviors of an effective Leadership Styles  Demonstrate styles and
leader. They recognize that there characteristics of effective of
are different leadership styles and Encouraging participation
leadership
take this into account as they lead
Guiding others  Personal leadership styles
and assist others. Learners are  Communicating as a leader
able to motivate and organize Communicating as a  Leading team work / group
others, and can guide sound leader cooperation
problem solving and decision  Steps in problem-solving
making processes. They are able to Team building  Developing REAL (realistic,
lead a team in accomplishing their effective, acceptable and logical)
goals. Problem solving solutions
Organizing
Decision-making


Program Learners
Module 5: Safety and Health at Work

Learners are familiar with Healthy habits  Good health habits
standard health and safety  Hygiene and sanitation
practices and regulations in the Identifying and avoiding  Identify hazards in the workplace
workplace and can identify unsafe hazards  Being prepared with equipment and
situations. They know how to clothing
respond to emergencies and Responding to
 Preventing accidents
accidents. emergencies
 Basic first aid
Understanding health and  Filipino health and safety laws and
safety regulations practices
Module 6: Rights and Responsibilities at the Workplace

Learners are familiar with the Identifying rights and  Philippine Labor Code (key points)
rights and responsibilities of responsibilities  Find resources on rights and
workers and employers and have responsibilities in the workplace
explored ways to exercise rights in Exercising rights and  Learn appropriate ways to take action
the workplace. responsibilities at work
Module 7: Financial Fitness

Learners understand principles Analyzing financial needs  Analyze financial needs
and tools behind personal and  Learn good principles of financial
family money-management. They Analyzing expenses management
are able to understand the  Decreasing spending
Saving
importance of saving and reducing  Importance of saving
expenses. They are able to
Personal budget  Recordkeeping and creating personal
organize and manage personal and budgets
development
household finances. They can  Banking basics and ATMs
create a personal budget and think Understanding financial  Managing debt
strategically about their finances. institutions  Credit cards
They can evaluate their options for  Understanding and working with
earning money. They are aware of Credit cards financial services institutions
the risks and benefits associated
 Financial planning for the future
with credit cards and loans. Planning for their future


Program Learners
Module 8: Introduction to Entrepreneurship (Optional)
Learners will be able to identify Identifying and  Characteristics / Traits of an

livelihood activities and businesses categorizing livelihood Entrepreneur
in their community. They will activities and businesses  Livelihood Activities and Businesses in
recognize the characteristics / the Community
traits of an entrepreneur and Linking and applying skills  Role of an Entrepreneur
understand what they do. from work readiness to  Risk Taking: Identifying and Analyzing
Learners will be able to link entrepreneurship Risk
entrepreneurship to the key skills  Work Readiness Review
taught in the WRN! curriculum, Identifying and analyzing
risk  Self-Assessment: Are You Ready for
including setting goals, planning, Entrepreneurship?
communication skills, decision
Self-assessing
making skills, problem solving,
leadership, working in a team and
customer service. They will be able
to identify and analyze risk. They
will be able to assess whether or
not they are ready for
entrepreneurship and identify
what they can do to become more
entrepreneurial.

 Session 1, Activity 3: WRN! Course Agenda and Logistics

a. Have a common understanding of the WRN! course schedule
b. Obtain an understanding of WRN! course logistics
 Materials and Preparation: manila paper, markers, tape
 Prepare WRN! course agenda/schedule
 Prepare sign in sheet
 Make a list of logistics that will need to be covered with learners
Steps:
1. Explain to learners that now they have an idea of what the curriculum is about and
the participatory approaches that will be used, it is time to look at the schedule and
logistics. (5 min)
2. Give learners the schedule table, showing the days and times of sessions and activities
and breaks. Review together and make clarifications as needed.
Note to facilitator: You need to develop this before the WRN! course. It should take
into consideration the days and times you will meet with the particular group of
learners. (5 min)
3. Cover any course logistics that are relevant to your group – short break times, lunch
breaks, location of washrooms, daily sign in sheet, transportation reimbursement (if
applicable), etc. Answer any questions learners may have about logistics.
(5 min)

Session 2: Relationship and Trust

Building
 Key Topics 
 Working as a team
 Building trust

 Session 2, Activity 1: Musical Chairs Relationship Building

a. Build better rapport amongst one another
b. Begin to work as a team
 Methodology: game, large group discussion
 Suggested Number for Participation: 15 learners
 If more than 15 learners are in attendance please split into more than
one group as deemed appropriate
 Materials and Preparation: manila paper, markers, tape, chairs,
appropriate music, CD/MP3 Player/Mobile Phone, Speakers
 Arrange chairs in a circle (each person should have a chair)
Steps:
1. Explain to learners that now we’ve learned something about each other, the content
of the course, and the schedule, we are going to do some activities that illustrate the
skills we will be developing over the course of the next few weeks.
2. Tell learners that they are going to play musical chairs. When you clap, play music or
sing, they should walk around the circle of chairs. When you stop the music, they
should find a chair to sit in. Begin the process. (5 min)
3. Take away a few chairs and repeat the process. Tell them that everyone has to be on
a chair when the music stops (At first learners will probably be competitive about
getting their own chair but ultimately they will need to share chairs). (5 min)
4. Take away a few more chairs and repeat the process until it no longer becomes
possible for everyone to fit on a chair. Encourage creativity. (5 min)
5. Discuss the activity by asking:
a. What happened in the activity?

b. How did people feel at first about sharing a chair?
c. What strategies did you use to get as many people on the chairs and how were
those strategies determined? (10 min)
6. Relate the teamwork it took to get everyone on a chair, to the teamwork it will take to
participate in the WRN! course, and also to the teamwork they might encounter in
their future work. Emphasize that the course will be a place where you all support
each other and work together in different ways to cover the material and learn new
skills. (5 min)

 Session 2, Activity 2: Trust Building Activity Series

a. Develop mutual respect, openness, understanding, and empathy towards
one another
b. Begin to develop communication and teamwork skills
 Time Required: 1 hour 20 minutes
 Methodology: small group activities, pair work, large group discussion
 Materials and Preparation: manila paper, markers, tape, small pieces of
cloth for individual blindfolds
 Find pieces of cloth that can be used for individual blindfolds
 Walk around the class area to decide which way you are going to send
them on the trust walk
Steps:
1. Explain that you are going to do a series of fun activities and that each which will
require everyone’s focused attention. These activities will help us think about the
ways in which we will work together in this course, and how we will develop good
communication and team work skills that are
needed in all workplaces. If possible, find a nice, Facilitator Tip 
shady place outside. Those catching must always
have hands in a spotting position
2. Trust Rock: Have learners form pairs. One person and must be in a stable walking
should stand in front of the other person so they stance to brace themselves.
are not facing each other. The person in back
should put his or her hands at their partner’s
shoulders and gently start rocking the person. The
person in front, who is being rocked, should stay straight and go with the flow. The
person in back should always be ready to catch the partner & gently push him/her
forward. After a few minutes, switch positions.
(10 min)
3. Trio Trust Fall: Now have the learners
form groups of 3 people. They should Facilitator Tip 
stand in a line, with the outer two people For health purposes, each learner
facing the person in the center. The person in should have their own blindfold.
the center, keeping the body rigid and arms at Make sure you have enough of them.
the sides, falls back and forth between the
two people, lower and lower. The people on
the outside need to make sure they catch and support the person in the middle so
s/he doesn’t fall. After several such falls they change positions. (15 min)

4. The Walk of Life Scene 1: Have learners find a new partner. One of them should be
blindfolded. Those who can see should leave their blindfolded partner temporarily to
receive instructions (those blindfolded should not hear the instructions).
Instructions:
a) You are going to lead your friends for a special walk.
b) Talk to them; tell them of the terrain and so on.
c) Support them in difficulties. Their safety is in your hands.
d) We are going in a single file, follow me (facilitator). The co-facilitator will be at the
rear.
The facilitator leads the group through a series of indoor or outdoor obstacles for
about 50 meters or so. The path should be as challenging as possible. (10 min)
5. The Walk of Life Scene 2: Tell the group that it is beneficial for the former leaders to
also have an opportunity of being led. Have the former leaders put on the blindfolds.
Take the new leaders to the side (out of hearing by the others) and give the leaders
the following instructions.
Instructions:
a) You are going to lead your friends through a different journey. This time, no talking
is allowed.
b) You will lead a different person than your partner.
c) Change the person you lead after every 30 seconds.
d) Do not talk or make yourself known to those you lead.
e) The pace should be faster.
f) A single file is not necessary so you can spread out.
g) Their safety is in your hands. Be careful of obstacles, trenches, holes in the ground,
etc.
h) This activity will only be for 5 – 10 minutes and for a shorter distance. (10 min)
6. At the end, call the leaders to one side. Ask the blinds to take off their blindfolds.
Discuss the three activities using the following questions:

Discussion Questions:
Begin with those who lead in Scene 1 then those in Scene 2. Also think
about the first two activities before the trust walk:
a) Describe you experience.

b) What was the behavior of your leaders?
c) What made them good or bad?
d) How was trust between you and your leader?
e) What made trust develop or not?
f) How did it feel not being able to communicate the second time?
Trust is developed through good communication, showing that you care,

being assuring, providing guidance, having open dialogue, etc.
Trust is broken or never developed when these elements are missing – lack of
communication, lack of caring attitude, lack of guidance, use of force,
changing leadership styles and leaders abruptly, etc.
General questions:
a) What makes people build trust in others and in their leaders in

organizations/groups/teams?
b) What breaks trust between people and with their leader in
organization/groups/teams?
c) What is the importance of trust in an organization/team/groups?
When trust exists between people, it can help to get work done faster, create
a friendly working environment, minimize conflict and can motivate people to
participate as active team members. Leaders can develop trust with the
people they work with by being honest, reliable, fair, caring, open, competent
and loyal.
(20 min)
7. Have learners turn to Handout 0.2: How to Build Trust in their handbook. Review
together and add any new ideas. (5 min)
8. Ask learners to turn to the Session 2 Writing Space in their handbook. Ask them to
think and write about the following question: As a leader in your personal or work
life, what are you going to do to earn the trust of others? They should share their
ideas with the person sitting next to them. (10 min)

 Handout 0.2: How to Build Trust
Several characteristics of good team members result in trust from the

individuals they work with:
 Honesty. Being honest will show that you are trustworthy.
 Reliability. Reliable people are consistent and stable. They keep their
promises.
 Fairness. Being fair means making unbiased decisions. In order to be seen as

fair, a leader should make standards clear and take the time to explain
decision-making processes to the people affected by them.
 Caring and Supportive. The most trustworthy team members and leaders are
the ones we can talk to about our worries and frustrations because they
care. As long as you are trying your best, they will be supportive of you, even
when you make mistakes.
 Openness. Team members can build trust by being open to other people’s
ideas, even when they are different from one’s own.
 Competence. Trustworthy team members and leaders have the skills and
knowledge to perform their roles and reach the best results. They are able to
make decisions within a timely manner.
 Loyalty. Trustworthy team members and leaders show through their actions
that they are willing to support their team members even when they make
mistakes or during times of crisis.
 Clear Communicators. Trustworthy team members are able to communicate

clearly. They ask questions to make sure they have understood you and to
make sure you have understood what they have said. They communicate in a
way that shows all of the qualities listed above.

Session 3: Norms and Requirements
 Key Topics 
 Setting the norms of the WRN! course
 Group responsibilities
 Tracking your own learning

 Session 3, Activity 1: Setting the Norms

a. Identify and agree upon rules of the WRN! course that will promote a
supportive and open learning environment
 Methodology: pair work, large group discussion
 Materials and Preparation: manila paper, markers, tape, small pieces of
cloth for individual blindfolds
 Hang up blank manila paper
Steps:
1. Explain to learners that to create and maintain a supportive environment, such as
the one we just experienced in musical chairs and the trust activities, it is necessary
for them to identify and agree upon some rules or norms of the WRN! course. Give
an example of a norm such as “don’t interrupt when someone is talking”.
2. Ask learners to turn to the person next to them and for 2 minutes, quickly brainstorm
on some ideas for norms. (5 min)
3. Have learners share their ideas with the large group, writing the norms down on
manila paper as people agree upon them.
Examples of rules (norms) include show up on time, have regular attendance, be

respectful of other people’s ideas, turn off mobile phones, do not use mobile
phones during activities, one person should talk at a time, everybody will
participate in activities, voice your opinions, don’t overtake a discussion or activity
but give others the chance to participate, keep the environment tidy, etc.
(10 min)
4. Emphasize that the list of norms they have created are actually norms that people
follow in the workplace as well.
5. Because the success of this course depends on everyone’s full participation, it is

important for us to think together about our own personal responsibilities.
Have learners turn to  Worksheet 0.1: Commitment Statement in their handbook

and read it aloud. Talk about what each statement means. Do you think you can
agree with this? Would you like to change it in any way? Are there other statements
you would like to add?
Tell the group that by the end of the first week, they will be asked to sign the
Commitment Statement, to signify their commitment to full participation in and
completion of this course. (10 min)

 Worksheet 0.1: Commitment Statement
This commitment statement asks you to agree to these seven commitments as

guidelines for group participation.
Because I care about myself and my group, I agree to:
1. Work together with my group in order to achieve both my own goals and
the goals of the group. I will support the group in achieving our goals.
2. Be safe emotionally and physically: to take care of the safety of myself

and the group. This includes having a positive attitude, respecting each
other, avoiding insults, and following directions.
3. Give and receive honest feedback and listen: I will tell others what I am
thinking and feeling and will listen to what others have to say to me.
4. Grow: to try new things and to step out of my comfort zone. I will take
appropriate risks which I can learn from.
5. Have fun! I will work, play and have fun in a safe manner and with a
positive attitude.
6. Attend each Session, in order to get the most out of this course. I will
attend regularly, and if I have to be absent, I will let the facilitator know
the reason.
7. Abide by the ‘ground rules’ set by my group.
______________________________________
Learner’s Signature

 Session 3, Activity 2: Group Responsibilities

a. Identify individual and team tasks that will be carried out throughout the WRN!
course
 Review the team roles beforehand so you can explain them clearly to the group
Steps:
1. Explain to learners that the success of the WRN! course is going to depend on
everyone’s participation and help. To ensure this, we are going to form 4 – 5 groups
each day. Each day learners should choose one of the tasks below (select a different
task each day).
2. Explain that each day a team will be responsible for the following tasks:
a. Opening and closing reflection – lead a prepared opening/closing reflection

activity or create one to review main concepts, identify gaps, etc. In addition to the
content covered, it should include feedback from someone designated as the ’s
and  ’s of the WRN! course. This person
reports on the general feeling of people base
on what she or he has observed and heard Facilitator Tip 
throughout the day. Ease learners into doing the
b. Energizer activities after lunch or as needed reflections by having a facilitator
c. Facilitators’ assistant – help facilitator with do the first day’s reflections to
any preparations as needed model the process. Until they are
comfortable with it, it might make
d. Timekeeper  – make sure we stick to sense for the facilitator to do the
allotted time for breaks and activities reflection activity with the team.
(15 min) member.
3. Explain that another important responsibility they will have as individuals is their
participation in group work. Often group work will require someone to lead the
discussion and someone to record information. Everybody should have the
opportunity to play these different roles. (5 min)
4. Ask learners if they want to add anything else regarding individual and group
responsibilities during the WRN! course. If yes, ask students to come up with a
consensus. (5 min)

 Session 3, Activity 3: Tracking Your Own Learning

a. Describe the ways in which they will be able to assess their progress in the
course
 Time Required: 1 hour
 Materials and Preparation: manila paper, markers, tape, Learner’s Handbooks
 Review the different ways that learners will be able to evaluate their progress –
through self-assessments, fulfilling the documentation requirements, post
assessments and facilitator observations.
Steps:
1. Explain to learners that a goal of each of the modules is for learners to be able to
track their own progress of their learning. Each module contains opportunities to do
this. Describe the different ways:
a. Self-assessment at beginning of each module: This is not a test but rather

helps learners understand what topics will be covered in the module and helps
give facilitators an idea of what skills, knowledge and experience the learners
already have on the topics. Learners can use this same Self-assessment at the
end of the module to see how they have progressed. (Show the sample format
found in  Handout 0.3: Module Self-assessment Format).
b. Portfolio of Written Work: Throughout each module there will be different

types of activities that require producing written work. The collection of
written work forms the learner’s portfolio. The list of written assignments are
found in a box at the beginning of each module in the Learner’s Handbook.
(Have learners turn to the first page of the Introductory Module in their
handbook to see an example of the Written Assignments box).
Some will require the learners to produce documents such as a

resume/Curriculum Vitae (CV). Other documentation might include filling out a
self-assessment form on a specific topic. Others will be observation forms
filled out by co-learners on a learner’s performance in a role play. Most
documents will be in the form of worksheets. There will also be times for self-
reflection where the learner writes something at the end of an activity or
session in the Writing Space in their handbook.
c. Quizzes: At the end of most modules there is a set of ten questions (true/false
and multiple choice). This will help both the learners and the facilitators assess
the level of comprehension of learners.

d. Final Exam: There will be a final exam which covers all content in the course.
e. Attendance: Attending the course is very important and learners will receive
an attendance score. (25 min)
2. Share the grading rubric that was developed for the project so learners know how
they will be scored.
3. Explain to learners that as they go through the modules, the ways of assessing
themselves will become routine. They are all meant to help the learners, not make
them feel judged. Respond to any questions learners may have. (5 min)
4. Ask learners to look at their handbook for the Introductory Module. In pairs have
them identify what is in the handbook. (10 min)
5. Have pairs share what they have found in the handbook with the large group.
(objectives, documentation requirements, session names and key topics, numbered
documents with information on specific topics, writing space at the end of each
session)
Explain that the self-assessments are found at the beginning and at the end of each
module, starting with Module 1 (not in the Introductory Module). (10 min)
6. Explain to learners that the Learner’s Handbook is set up the same way for each
module. They will be given copies of each of the modules as those modules are
introduced throughout the course. The purpose of the Learner’s Handbook is for them
to do the various activities, fill in self-assessments for specific topics, write in the
writing space, as well as use the information on various topics after the course is
completed. It is a resource book of information as well as a book of their own work.
(10 min)

Handout 0.3: Module Self-Assessment Format

Self-Assessment: Module X
There is no right or wrong way to answer this survey. It is for your own use during this course. The facilitator will read a skill that is
listed in the left column. Think about yourself: do you think you can do this? How well? Rate yourself from a 1 to 5 scale, with 1
being the lowest and 5 being the highest. You will have to complete these modules at the beginning and end of each module.
Name of Learner________________________________ Date of Assessment__________________ Pre-module □ Post-module □
My Experience (1) (2) (3) (4) (5)
I don’t have any I know a little I have enough I have a lot of I have a lot of
Knowledge, Skills and Attitudes knowledge about this knowledge about knowledge knowledge
about this this to do this about how to about this and
correctly do this correctly can practice it
sometimes and consistently correctly and
consistently
1.
2.
3.
4.
5.

 Session 3, Activity 4: Introductory Module Review Activity

a. Review the main topics covered in each session (orientation to the course,
team building and trust building, and norms and requirements)
b. Reflect upon different teaching and learning methods.
 Methodology: pair work, demonstration, large group discussion
 Review the main topics covered throughout the module
Steps:
1. Explain to learners that we are at the end of the introductory module. We have done
activities related to orienting learners to the course, team building and trust building,
and setting norms and requirements.
2. Working in pairs, ask learners to think of one or two things they learned for each of the
3 main topics. They will need to write down what they learned and then demonstrate
how they learned it. (10 min)
3. In the large group, ask each pair to share one item per main topic with the group. Have
them demonstrate how they learned it first and the rest of the group can guess what
they are referring to. (10 min)
4. Remind learners that WRN! is going to use a variety of teaching and learning methods
that are active and participatory in nature. Learners will learn from each other, from the
facilitators, and from participating in a wide range of activities.
(5 min)

Module 0 Introductory Module - PH Facilitator's Manual - FINAL

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Introductory Module

Work Ready Now!

Introductory Module Objectives

 Introduce learners and facilitators to one another

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 Session 2 Writing Space: Earning Trust as a Leader

Introductory Module Materials and Preparations

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Session 1: Introduction to the Course

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Session 1, Activity 1: Introductions and Expectations Activity

1. Fold up the picture halves and put them in a hat or box.

3. Explain that we will get started by

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Facilitator Tool 0.1: Module Pictures

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Job Seeking and Work Behaviors

Teamwork and Introduction to

Safety & Health at Work

Rights & Responsibilities at the

 Session 1, Activity 2: Goals and Overview of the Work

 Personal Development: identifying Facilitator Tip 

 Communication Skills: speaking and listening;

 Teamwork and Introduction to Leadership: characteristics of an effective leader;

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 Financial Fitness: managing money; saving; financial institutions; budgeting; making

 Introduction to Entrepreneurship (Optional): livelihood activities and businesses in

3. Compare the topics/skills to be covered with the learners’ expectations of the

4. Explain to learners that the activities in the modules are designed to be

This approach to learning is called active learning, or participatory learning, or

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 Handout 0.1: Work Ready Now! Curriculum Overview

Desired Outcomes for

Module 1: Personal Development

Module 2: Communication Skills

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Desired Outcomes for

Module 3: Work Habits and Conduct

Module 4: Teamwork and Introduction to Leadership

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Desired Outcomes for

Module 5: Safety and Health at Work

Module 6: Rights and Responsibilities at the Workplace

Module 7: Financial Fitness

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Desired Outcomes for

Module 8: Introduction to Entrepreneurship (Optional)

Learners will be able to identify Identifying and  Characteristics / Traits of an

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 Session 1, Activity 3: WRN! Course Agenda and Logistics

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Session 2: Relationship and Trust

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 Session 2, Activity 1: Musical Chairs Relationship Building

5. Discuss the activity by asking:

a. What happened in the activity?

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 Session 2, Activity 2: Trust Building Activity Series

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a) Describe you experience.

Trust is developed through good communication, showing that you care,

Name of Learner______________ Date of Assessment Pre-module □ Post-module □