Author: Nikola Kočić

LENGTH OF SESSION LEARNING OBJECTIVES Define own skills Explore the skills participants have what could they offer to the potential the employers Discuss about various skills that employers ask for Materials Needed Visual means for recording ideas (paper, chart paper or white/chalk board and markers/chalk) Naslov For Information to Share (paper and pencils, markers and flip-chart) Naslov Facilitator’s input and discussion duration of activity Employers are often looking for skills that go beyond educational degrees, certifications and licenses. While your education may make you eligible to apply for a job, you will need to exhibit a mix of skills to be successful at the job. What are Employability Skills? Employability skills, also known as key competencies or soft skills, are those basic skills necessary for getting, keeping, and doing well on a job. These are the skills, attitudes and actions that enable workers to get along with their fellow workers and supervisors and to make sound, critical decisions. Employability skills are generally divided into three skill sets: (a) basic skills, (b) critical thinking skills and (c) personal qualities. The three skill sets are typically broken down into more detailed skill sets. Familiarize yourself with these skills (Facilitator’s note: present the visual to the participants) and ask yourself where you may need improvement: Basic Reading Writing Math Oral Communication Listening Naslov Critical Thinking Learning Thinking Creatively Reasoning Decision Making Problem...

Length of session LEARNING OBJECTIVES Name a variety of emotions people experience. Understand that emotions are triggered by situations and people. Describe emotions people might experience in various situations. Understand how recognizing emotions contributes to positive relationships. Materials Needed Visual means for recording ideas (paper, chart paper, or white/chalk board and markers/chalk) Naslov For Information to Share Paper and pencils, markers and flip-chart Naslov Tasks to complete before the workshop: Post four pieces of chart paper in four locations in the room. They should be far enough apart to allow small groups to sit or stand around them and write.   On each piece of chart paper, write one of the following emotions: Angry Naslov Happy Naslov Sad Naslov Surprised Naslov Demonstration duration of activity v Tell participants you are going to pantomime the topic for today’s session – emotions. Ask participants to observe your behaviors, gestures, and facial expressions and name the emotion or feeling being demonstrated. Demonstrate an emotion, such as anger, through your body language and facial expressions. As participants name emotions, record them on chart paper or the white/chalk board. Several different emotions or feelings might be suggested such as angry, upset, and mad. Repeat the procedure with several emotions. Include angry, happy, sad, and surprised. Summarize by stating that everyone has many different emotions every day. Facilitator’s Input and Discussion duration of activity Explain...

Length of session LEARNING OBJECTIVES Identify situations that demonstrate respect. Identify ways to show respect for self and others. Discuss what respect is and is not. Identify expressing appreciation as one way to demonstrate respect. Identify the steps for expressing appreciation. Develop assertive statements of appreciation. Understand how respecting one another and expressing appreciation to others contributes to positive relationships. Materials Needed Visual means for recording ideas (paper, chart paper, or white/chalk board and markers/chalk) Naslov Paper and pencils or pens (optional) Naslov Tasks to complete before the workshop : Create two signs and post them on opposite sides of the room. P Agree O Disagree Large and Small Group Activity duration of activity Ask participants how they would define “Respect.” Accept three or four ideas and record them on chart paper or the white/chalk board. Post the two signs, Agree and Disagree, on opposite sides of the room. Tell participants that you will be describing some situations to them that involve a person or group of people acting in a way that may or may not show respect. They are to decide if they agree or disagree that the situation demonstrates respect. Then, move to the side of the room with the sign that represents their choice. Describe the first situation. Give participants a moment to think about their response; and then, ask them to move. Agree/Disagree Situation #1...

Length of session LEARNING OBJECTIVES Identify the difference among passive, aggressive, and assertive communication and behaviors. Understand the impact of passive, aggressive, and assertive communication and behavior on self, others, and a group’s ability to work well together. Express annoyance in a direct, honest, and respectful way. Improve their ability to make assertive statements to express annoyance. Identify a personal situation where they can use an assertive statement. Materials Needed Visual means for recording ideas (paper, chart paper, or white/chalk board and markers/chalk) Naslov Paper and pencils or pens (optional) Naslov Demonstration and Discussion duration of activity u Ask participants to think of a time when someone did something that hurt their feelings or made them angry. Ask them to raise their hand if they had one of these two responses: They didn’t do anything, but felt badly. They did something to get back at the person, such as shouted or threatened the person. What might happen to your relationship with a person if either you or the other person responds aggressively when your feelings are hurt or you are angry? What might happen to your relationship with a person if either you or the other person responds passively when your feelings are hurt or you are angry? Tell participants there is a more effective way to communicate than being aggressive or passive. It is called “assertive communication.” u...

Listening: A Key to Positive Relationships Learning objectives: Identify non-listening behaviors. Understand the impact of listening and non-listening on relationships with others. Name effective listening behaviors. Strengthen their ability to use good listening behaviors. Identify listening behaviors they do well and one they want to improve. Length of the session Materials Needed Visual means for recording ideas (paper, chart paper, or white/chalk board and markers/chalk) Naslov One additional Chart Naslov Discussion duration of activity  Ask participants if either of the situations below has ever happened to them. Situation #1 You are very excited about something that has happened. Perhaps you have a new job, your new enterprise is all set to begin, you were given a gift or something else important. You want to tell your best friend about what has happened. However, he or she is more concerned about something else, and you don’t feel like he or she is really listening. Situation #2 A friend said you did something you didn’t do. He or she is telling lots of people, and you are upset. You want to talk to another friend about it, but he or she doesn’t seem to be really listening. Ask participants: How did you, or would you, feel in these situations? What do people do or say that make you think they are not listening? Record the non-listening behaviors, such as interrupting,...

Length of session LEARNING OBJECTIVES Understand the impact of positive and negative experiences on a person. Define “positive attitude” and “negative attitude.” Identify the impact of a person’s attitude on their thoughts and behavior when managing negative experiences and the resulting consequences. Identify, demonstrate, and practice strategies to maintain a positive attitude. Strengthen their ability to maintain a positive attitude. Materials Needed Visual means for recording ideas (paper, chart paper, or white/chalk board and markers/chalk) Naslov Paper and pencils or pens (optional) Naslov For Generating Interest in Topic Create a realistic story describing a typical young person’s day in your country. His or her day should contain both positive and negative experiences, with more negative experiences than positive. The story might include experiences similar to those below. Select or describe experiences appropriate for the culture in which you are working. The story should take six or seven minutes to tell. “…A friend promised to wake the young person. When the friend failed to follow through, the young person was late for school or work… While speaking with a store clerk, the young person casually mentions taking a class. The clerk informs him or her of a job opportunity that pays well for a candidate with the ability to read…The young person falls asleep before going to the market for groceries. He or she goes to school or work hungry…...