LST Trainer's Manual

Trainer’s Manual
JobStart Philippines
JobStart Philippines is a program of the Department of Labor and Employment (DOLE)

preparing young Filipinos for employment. JobStart does this by providing out-of-school youth
with career coaching, life skills and technical training, and internships with employers.
Partnering with the private sector, JobStart Philippines helps employers meet their manpower
needs with well-prepared, talented, and enthusiastic young men and women.
JobStart Philippines is a collaboration between DOLE, the Asian Development Bank, and
the Government of Canada.
Trainer’s Manual
The JobStart Life Skills Training Program
JobStart Philippines is a program that aims to shorten the youth’s school to work transition by enhancing the
knowledge and skills acquired in formal education or technical training by jobseekers in order for them to become
more responsive to the demands of the labor market. (RA 10869, the JobStart Law)
Part of the JobStart Program is the Life Skills Training (LST) which is a ten (10)-day training designed to holistically
develop the behavior, attitude, and values of JobStart trainees, which as a result will enable them to plan better their
career path and deal effectively with the demands and challenges of everyday life and work. (RA 10869, the
JobStart Law)
The LST Program is composed of three (3) parts.
I. Getting to Know Yourself & Building the Foundations for Professional Success
Part 1 is all about getting to know oneself and building the foundations for professional success. This part involves
defining and understanding values, goals, attitudes, and personality. It aims to help JobStarters build the capacity to
face the personal challenges that await them when they enter the workforce or in life in general.
II. Work Readiness – Developing Personal & Work Competencies
Part 2 is about work readiness. This part includes four (4) sub-parts namely self-management, teamwork, problem
solving, and lifelong learning. The modules are focused on developing personal and work competencies that will
help them to be effective and efficient workers. This part aims to provide JobStarters with more concrete guidelines
on how to handle workplace challenges.
p. i
III. Finding a Job & Career Exploration
Part 3 is all about finding a job and career exploration. This part aims to guide JobStarters in searching and
preparing for the jobs that suit them. Close assistance and guidance is given to JobStarters so they will become
more confident in handling the challenges of applying for a job.
All modules are designed in a way that facilitates a smooth flow of learning for the JobStarters. Each module
consists of the following parts: Getting JobStarters’ Attention, Short Theory Input, Practice of the Skill, and Personal
Reflection. The methodologies used include lectures, discussions, workshops, and other activities. Facilitators also
provide one-on-one coaching for JobStarters during the course of the Life Skills Training.
The LST culminates in a graduation ceremony on the tenth day where JobStarters are awarded with certificates for
their participation in the program. Some outstanding JobStarters are also given special awards. To show
appreciation for the LST providers, JobStarters showcase their talents and abilities through presentations during the
ceremony.
p. ii
Table of Contents
Day 1 Day 2
1. Getting Started – p. 1 5. Being Responsible – p. 36
2. Personal Values – p. 10 6. Developing Self-Confidence – p. 41
3. Goal Setting and Finding Your 7. Understanding and Managing

Purpose – p. 17 Emotions – p. 47
4. Project of Life: Making It 8. The Power of a Positive

Happen – p. 23 Attitude – p. 55
I. SELF- MANAGEMENT
Day 3 Day 4 Day 5
9. Effective Oral 13. Three Keys to Being a Good 17. Stress Management – p. 120
Communication in the Employee – p. 93
Workplace – p. 65 18. Living a Balanced Life – p. 128
14. Being a Productive
10. Effective Written Worker - p. 100 19. Money Management – p. 133
Communication in the
Workplace – p. 70 15. Time Management – p. 105
11. Establishing Good Work 16. Personal Hygiene and

Habits – p. 77 Healthy Lifestyle – p. 110
12. Good Work Ethics – p. 83
p. iii
Table of Contents
II. TEAMWORK III. PROBLEM SOLVING
Day 5 Day 6 Day 6 Day 7
20. Respecting Self and 21. Listening: A Key to 24. Handling 25. Managing Conflicts
Others – p. 140 Positive Customers’ - p. 176
Relationships Complaints
– p. 147 Effectively – p. 168 26. Problem Solving and
Decision Making – p. 186
22. Being a Good Team
Player – p. 154 IV. LIFELONG LEARNING
23. Expanding My Day 7

Network – p. 161
27. Creating and Sharing Personal Action Plans – p.
Day 8 Day 9 Day 10
28. Exploring the World of 32. Preparing Your Graduation Day

Work – p. 195 CV – p. 242 Reminders – p. 260
29. What Would You Like To 33. Participating in a

Do? – p. 212 Job Interview –
p. 252
30. Making Your Personal
Brand – p. 228
31. Getting Ready for a Job

Interview – p. 236
p. iv
Icons Legend
Checklist/ Preparation Time Duration Input & Demonstration
Summary Video Clip Short Theory Input
Personal Reflection Practice of the Skills Getting JobStarter’s

Attention
Individual By Pair Group Activity
*Note:
Icons for free commercial use taken from www.iconfinder.com. Credits to the following Artists: Webalys,
Morning Train, The Pictographers, Carlo Eduardo Rodriguez Espino, Rok Črešnar, David Cross, Arun
Note Thomas, Anna Litviniuk, Weweka Designers, and Mia Montemayor.
p. v
Competencies
PLANNING AND SOCIAL PERCEPTIVENESS INNOVATION

ORGANIZING
Capacity to develop short- and Capacity to apply inter- and Capacity to generate outside-the-
long-term goals in the workplace intrapersonal competencies in box ideas and applying them in the
dealing with issues, concerns and most practical sense
challenges in the workplace
• gathering relevant start-up info • approaching personal issues • generating novel ideas
discreetly
• present and future budgeting • overcoming failures through
• initiating conversations alternatives
• developing an expansion strategy appropriately
• sharing ideas during
• gauging project deadlines • handling aggressive customers brainstorming
politely
• organizing events within budgets • meeting occasional needs
• owning responsibility for creatively
• using correct presentation tools negligence
• experimenting with new things
• making strategic re-location plans • identifying emotion through
expressions • inspecting surroundings for
• re-arranging for improved outlook solutions
• being empathetic in relationships
• planning for the long term or seeking to understand others • applying creative instincts
• understanding goal-oriented • adopting right way or • expressing messages

plans approaching innovatively
• identifying characteristics by • pursuing innovation with

observation practicality
• identifying socially sensitive

information
p. vi
MULTI-TASKING WORK STANDARDS/ STRESS TOLERANCE
ETHICS
Capacity to delegate, supervise and Capacity to apply and to abide with Capacity to tolerate and to manage
manage several tasks at a given ethical standards, work habits and one’s stressors at work and real life
time protocols in the workplace
• delegating high-priority • dealing honestly with customers • identifying high-stressors

unexpected tasks
• providing accurate employment • effective management of last-
• planning and prioritizing multi- history minute stress
tasking
• completing tasks with dedication • staying calm during crisis
• pairing physical and mental tasks
• Giving others due credit • setting realistic yet challenging
• identifying multi-tasking’s
disadvantages • following instructions • personal targets
• multi-tasking vs. mono-tasking • following corporate policy • showing resiliency
• not leaving tasks midstream • respecting data confidentiality • practicing positivity
• creatively employing help • avoiding gossip • prioritizing and managing tasks
• avoiding perfection at crunch • honest reporting of work hours • managing difficult people
time
• ethical use of company assets • optimal use of available
• filtering information and resources
identifying low-multi-tasking jobs
• facing unexpected challenges
head on
p. vii
SELF-MOTIVATION PROBLEM SENSITIVITY CREATIVE PROBLEM
SOLVING
Capacity to motivate oneself and to One’s sensitivity in terms of Applying logical and outside-the-
develop SMART goals workplace challenges, issues and box thinking patterns in real-life
concerns setting
• exuding will power • identifying immediate risks • using concentration
• setting realistic yet challenging • recognizing signs of being in • applying lateral thinking
personal goals life-threatening situations
correctly • connecting the dots in a story
• delaying gratification
• filtering out exaggerated • drawing evidence-based
• sustaining momentum problems conclusions
• using intrinsic motivation • being observant, recognizing • identifying patterns

controversial statements
• staying positive in times of • identifying logical fallacies
uncertainty • sensitivity to other’s emotions
• making logical inferences
• breaking down goals into steps • sensing when a situation
deteriorates • showing visual perceptual skills
• celebrating progress
• mitigating problems proactively • making logical assumptions
• setting clear self-improvement
goals • avoiding information overload
• being open to new challenges
p. viii
TEAMWORK DECISION MAKING CRITICAL THINKING
Capacity to work harmoniously with Capacity to evaluate and to execute Applying skills in logical and
others appropriate action plans in a analytical thinking patterns in real-
particular situation (work & real life) life setting
• making decisions with consensus • choosing alternatives within • applying criteria reasoning
budget
• identifying win-win solutions • Applying cause-and-effect
• choosing between different
• resolving conflict through product-mix • identifying logical fallacies
communication
• communicating sensitive • deriving conclusion from
• valuing diversity in the team information statements
• valuing the team’s idea • juggling commitments • making logical inferences

simultaneously
• building morale through • making logical assumptions
appreciation • prioritizing the right needs,
making tough career choices • forming word analogies
• supporting colleagues in crisis
• entertaining unexpected clients • recognizing number patterns
• identifying team building
characteristics • making time-bound decisions • identifying the correct road-map
• acknowledging the team’s • making ethical decisions • putting together artificial

contribution language
p. ix
MATH FUNCTIONAL SKILL ENGLISH FUNCTIONAL ENGLISH COMPREHENSION
SKILL
Capacity to apply basic Capacity to execute Basic English Capacity to comprehend and
mathematical operations using grammar rules in both oral and synthesize information using the
critical thinking written communications English language, critical thinking
and creative thinking
• understanding situations and • using simple present tense • comprehending a passage

calculating solutions
• using modal auxiliary verb • drawing conclusions
• calculating basic division
• using simple past tense • analyzing a passage
• calculating basic multiplication
• identifying the correct adjective • making the right observation
• interpreting mathematical data
• selecting the superlative • understanding the statement
• solving word problems adjective
• making the right conclusion
• analyzing mathematical • structuring the sentence correctly
situations • choosing the correct verb
• selecting the odd one out
• solving subtraction equations • choosing statement meaning
• selecting the antonym
• solving percentage word • structuring the sentence correctly
problems • identifying the antonym
• identifying and replacing
• applying logic to mathematical • comprehending and correcting inappropriate verb with the
statements statements correct one
• solving multiplication-subtraction
equations
Source: JobStart Philippines Online Skills Assessment: Instructors Manual
p. x
PART 1
Module 1
A. Competencies Addressed
• English Functional Skill - capacity to execute Basic English grammar rules both oral and written
communication
• English Comprehension - capacity to comprehend and synthesize information using English language,
critical thinking, and creative thinking
B. Learning Objectives
JobStarters will:
1. Know the modules that make up the Life Skills Training program.
2. Practice the use of English when introducing themselves and sharing their interests to other JobStarters.
3. Create ground rules to guide the group’s behavior during the lesson.
C. Materials Needed
• Paper, board, pen and markers
• Container (should be transparent, e.g. glass half-filled with water) and a thick, dry sponge
• Packs of candies as prizes for the group activities
• Upbeat and meditative music
D. Tasks to Complete In Advance
• Getting JobStarters' Attention: Place the container with water and the thick dry sponge on a table at the
front of the room.
• Group Activity:
Prepare a visual with a vertical line down the center of the sheet or board. Label the left-hand side
“Comfortable and Respected” and the right-hand side “Uncomfortable and Disrespected.”
p. 1 PART 1. Getting to Know Yourself & Building the Foundations for Professional Success
• Group Activity:
Prepare a visual with the title “Ground Rules.”
Note:
• Pre-Test is to be completed by all participants 10 minutes before starting the session. Please note that
a Post-Test will be conducted on the last day of the course.
• TM – refers to Trainer’s Manual
• JJ – refers to JobStarter’s Journal
E. Videos and References
• Video entitled JobStart Philippines

Source: https://www.youtube.com/watch?v=1awaDw4Ic5g
1. The JobStart Program is designed to help JobStarters gain knowledge and learn skills and tools
to use in life and in the world of work.
2. Ground Rules serve as both a guide and reminder on how to behave during the training program.
90 minutes
’ (10 minutes)
Welcome JobStarters to the JobStart Life Skills Training Program.
1. Introduce yourself by sharing your name and role within JobStart. Share some of your interests
and the reasons why you believe in this project. Express your commitment about working with
the JobStarters. If you have an Assistant Trainer, let that person do the same introduction.
2. Tell JobStarters you will begin the session with the Sponge Challenge. Show the container with
water and the dry sponge on the table, at the front of the room.
3. Explain that the objective of the game is to get the sponge to absorb as much water as possible.
Ask for 2-3 volunteers to demonstrate ways to do it.
4. You may demonstrate the following in case they miss it:
PART 1. Getting to Know Yourself & Building the Foundations for Professional Success p. 2
• Throw the water at once over the sponge, but the dry sponge is then unlikely to absorb much
water.
• Let the water drip over the sponge; but depending on the type of sponge, again not too much
water will be absorbed.
• Let the sponge sit over the water and patiently, let it absorb the water. This option will
undoubtedly take more time, but there will be a better transfer of the water to the dry sponge.
5. State that this JobStart Training is designed to give them opportunities to learn skills and use
tools they will need in life and in the world of work. In a way, the JobStarters are like the sponge
and its capacity to collect the water.
Like the demonstration earlier, simply throwing them information will not work. The number of
tools and skills they will absorb— learn and use—depends on their interest and attention in the
LST training.
(15 minutes)
1. Explain that JobStart is a full employment facilitation cycle and that the purpose of the JobStart
program is to help JobStarters gain knowledge and learn skills and tools to use in life and in the
world of work.
2. Play the video entitled JobStart Philippines.
3. After the video, show the slide Where I am Now at JobStart . Explain that they are in the Life
Skills Training (LST) program which runs for 10 days and consists of 33 modules.
4. Display the slide listing the three parts of the Life Skills Training:
• Part 1- Getting to Know Yourself and Building the Foundations for Professional
Success (2 days)
• Part 2 - Work Readiness - Developing Personal and Work Competencies (5 days)
• Part 3 - Finding a Job and Career Exploration (2 days)
• Part 4 - Graduation Day and Job Interview (Last day)
5. Display the slide enumerating the module titles. Go through the list and ask the JobStarters
whether they have any concerns or questions about any of the topics.
6. Explain that each module will be 1-1/2 hours in length with short breaks in between modules.
7. Explain that the program also includes a one-on-one career coaching. Each of them will be
given time to have a one-on-one conversation with their facilitator to discuss their career goals.
(Please refer to the Career Coaching Guidelines for Trainers in TM page 7.)
8. Explain that alongside the training, they need to prepare for a group performance on Day 10,
Graduation Day. This performance should be creative, original and highlight their learning
experiences during JobStart. Mention the following possibilities: creative song number,
interpretive dance, poetry reading and interpretation, etc.
9. Show the slide Tracks After the JobStart Program and explain that upon graduating, they can
take any of the following paths:
• Undergo JobStart technical skills training and internship
• Accept a job offer as a regular employee
• Undergo further training as an apprentice in TESDA- accredited companies
• Open a business
• Go through a career guidance program
• Seek a study scholarship grant
10. Ask JobStarters if there are other topics/skills that they wish to learn through this training.
Note: If the suggestions are doable and appropriate, try to integrate their interests throughout the
course. Make sure that their suggestions are noted on a flip chart page that will remain visible in the
room all throughout the training.
(15 minutes)
1. Tell the JobStarters that learning is easier and more fun if they get acquainted with one another.
Explain that in the next activities, they will begin to learn one another’s names, professional
goals, reasons for taking the course, and interests.
2. Show the slide Animal Challenge! Which Animal Are You? Ask them to choose one animal
from the set that they like best.
3. Play an upbeat tune. Then, explain that they need to go around the room and find others who
like the same animal as they do. The group should then imitate the sound of their preferred
animal.
Note: As a motivation, mention that the first group that imitates the animal sound wins a prize.
4. As the animal groupings are formed, have an animal sound “cheer off.” The groups take turns
imitating their preferred animal’s sound.
5. Ask the groups to sit down and form a circle. Let them discuss the following questions in their
group:
• What is your favorite hobby?
• What do you like best in a person?
• What is your favorite music group or artist?
: (10 minutes)
1. After conducting the first activity, play an upbeat music. Ask the JobStarters to pair up. Once they
find a partner, ask them to sit together.
2. The partners will take turns sharing about themselves and listening. Ask them to decide who will
be Person A and Person B. Person A will be the speaker. Person B will be the listener. The
speaker can choose from the following topics:
• “The job I would like to have is___________.”
• “The skills/talents that I have are______________.”
• “The characteristic I look for in a good friend is__________________.”
3. After one or two minutes, ask the pairs to reverse the roles.
4. When Person B is finished, ask the whole group to sit down and form a circle.
(20 minutes)
• Ask each JobStarter to introduce himself using this script:
“My name is ________________________________.

I live at_____________________________________.
During my free time, I________________________________________________.
One thing that’s special about me is that I_________________________________.
If I could meet anyone in the world it would be ___________________ because
________________________________________________.”
: (10 minutes)
1. Display the visual with the titles “Comfortable and Respected” and “Uncomfortable and
Disrespected.”
2. Ask the JobStarters: “What behaviors during training would make you feel comfortable and
respected in the group?” Write their ideas on the left side of the flip chart.
3. Ask the JobStarters: “What behaviors during the training would make you feel
uncomfortable and disrespected in the group?” Write their ideas on the right side of the
board.
4. Explain that they will now use their own ideas to create a list of ground rules for the group’s
behavior during the entire duration of the training.
5. Ask them to select the behaviors that are the most important to them and create a list of five to
ten ground rules.
6. Write the ground rules they suggest on the visual to be entitled “Ground Rules.”
Note: If the participants do not suggest the following ground rules, offer the following
suggestions explaining that these behaviors are important to you as a facilitator:
• Show up for the lessons on time.

• Share your thoughts and opinions.
• Do not interrupt others when they are talking.
• Pay attention when others are speaking.
• Do not make fun of others or put them down.
• Do your share of the work in small groups.
• Turn off your cellphones, unless it’s for an emergency.
7. Keep the Ground Rules visual posted in the room for the entire duration of the training.
8. Explain the following JobStart LST program rules and reminders:
• Stipend. They will receive a stipend of P200.00 each day of the LST program. The stipend
will be given in the afternoon at the end of the training session.
• Attendance. Only those who have completely attended 8 or more training days (both AM and
PM sessions) will receive a Certificate of Completion on graduation day.
• Attire: Since the training is intended to get them jobs, it would be good if they could dress as
if they were coming to work.
10 minutes
1. Ask the JobStarters to reflect for a moment on the question: Why did I join the JobStart Life
Skills Training?
Note: Ask them to take a look at the questions for the one-on-one career coaching (JJ,
(JJ,pp. 4).
p.5)
Encourage them to reflect and write their thoughts and ideas in their journal.
2. In their JobStarter’s Journal, ask them to write a letter to themselves in their Journal on page 2 as
a symbolic pledge of commitment of what they want to accomplish during the training. Play some
meditative music as they reflect and write.
Guidelines for Trainers
DESCRIPTION:
The JobStart Coaching refers to the one-on-one conversation between the JobStarter and his/ her trainer
during the course of the Life Skills Training as a complementary intervention to further support the
JobStarters as they transition to the workforce.
OBJECTIVES:
1. To know and assess the personal and professional background of every JobStarter and their needs
2. To discuss the results of the Online Skills Assessment and how the JobStarter could take advantage of
the LST to address his skills gap
3. To check and ensure that the JobStarter is able to follow the discussions in the LST
4. To identify, discuss, and evaluate the career development plans and goals of the JobStarter
5. To foster positive attitude and values and instill hope among the JobStarters.
THE PROCESS OF COACHING:
• Starting the conversation:
Explain the objectives of the Career Coaching and your role in assisting the JobStarter to achieve these
objectives.
To build trust and rapport, it is important to start with simple questions to let the JobStarter open up to you
as it is critical to connect. Discover their potential talents and strengths, skills, knowledge, and attitudes.
Get to know the strengths and weaknesses of the JobStarter. Discuss the OSA results, focusing on the top
three strengths and weaknesses.
• Going through the actual career coaching process:
The three step approach (Egan, G., 1990, The Skilled Help), which empowers the JobStarter to be self-
directed, is used and covers the following:
1. What is currently going on? — Ask What are you doing? and tell them to describe their current plans
and whether they are working now?
2. What do I want to do? — Ask What do you want? and confirm if they want positive change in their lives
and if they do, discuss How would your life be better?
3. How might I get to what I want? — Help JobStarters to evaluate themselves: Are your actions and
behavior getting you what you want and need? and How do you plan to achieve the goals you want?
Thereafter, the JobStarter is helped to map-out their Career Goals as follows:
• Short-term goal (6 months to 1 year)

• Medium-term goal (2 to 5 years)
• Long-term goal (5 to 10 years).
By defining these goals, the JobStarter is able to envision the path that he or she can take. Short-term
career goals will help them to be grounded and to take advantage of the current opportunities before them.
Long-term career goals will help them to continue dreaming of a better professional status but realizing that
this will not happen by chance or luck but through hard work.
After defining their goals, assist them in identifying barriers, starting with their own negative attitudes and
actions and help them take responsibility for their future.
Closing the session:
Emphasize the next steps and the improvements to be made by the JobStarter. Set concrete targets with a
realistic timeline, establishing tangible, meaningful personal goals. Gently and firmly confront the JobStarter
with the fact that they only have control of their own life.
End on a positive note.
EXPECTED RESULTS OF A GOOD CAREER COACHING:
• Enhanced self-awareness and direction

• Clarity of career and job-search goals
• Refined and realistic career development plans
• Improved attitude towards the achievement of career goals
OTHER GUIDELINES:
• Show genuine interest.

• Demonstrate empathy through active listening.
• Provide assurance of confidentiality.
• Create a positive interactive coaching session.
• Focus on the appreciation of strengths and uniqueness.
• Do not focus on symptoms but on actions and end results.
Non-Verbal
Effective Ineffective
Modes
Space Approximate Arms Length Distance; very close
Movement Toward Away
Posture Relaxed, but attentive; seated leaning slightly Slouching; rigid; seated leaning away
forward
Eye Contact Regular Looking elsewhere; cold, distant and

jittery
Time Responds at first opportunity; share time Continue with what is being done;
hurried and rush
Feet and Legs Unobtrusive Used to keep distance between persons
Furniture Used to draw persons together Used as a barrier
Facial Expression Matches your own or other’s feelings; smile Does not match feelings; scowl or blank
face
Gestures Highlight your words; unobtrusive and smooth Compete for attention
Mannerisms None or unobtrusive Obvious and distracting
Voice & Volume Clearly audible Very loud or very soft
Energy Level Alert; stays alert throughout the session Apathetic; passive; sleepy; jumpy; pushy
and restless
Module 2
A. Competency Addressed
• Decision-making - capacity to evaluate and execute appropriate action plans in a particular situation
(work and real life)
JobStarters will:
1. Become aware of values.

2. Learn that decisions are evaluated based on values.
3. Examine how values influence decisions and behaviors.
C. Definition of Terms
• Integrity - “doing the right thing at all times and in all circumstances, whether or not anyone is watching. It
takes having the courage to do the right thing, no matter what the consequences will be.” - Amy Rees
Anderson, Managing Partner and Founder of REES Capital; author and weekly contributor to Forbes
Magazine.
D. Materials Needed
• Paper, board, and markers
• Video entitled Lost Trailer (First Season)

Source: https://www.youtube.com/watch?v=KTu8iDynwNc
• Video entitled Part of Your World

Source: https://www.youtube.com/watch?v=t6Ol7VsZGk4
• Man and Values, Cormac Burke

• Work Values of Successful Filipinos, F. Landa Jocano
• Checklist of Personal and Work Values, Fifth Discipline Fieldbook, C. Roberts
1. The word “value” refers to important and enduring beliefs, elements or ideals that enhance character and
enrich life.
2. Our decisions and actions in life are guided by our values.
3. The value of integrity means being true in word and deed.
90 minutes
’ + (25 minutes)
1. Divide the JobStarters into three teams.
2. Play the video entitled Lost Trailer (First Season). Then ask them to imagine that they are
among the survivors of that plane.
3. Each team will discuss the question: What do we need to survive until we are found? Assign
a different crash site to each team:
• Team Shoreline
• Team Mountain Peak
• Team Deep-in-the-Forest
4. Ask each team to choose seven items from the slide listing tangible and intangible things that
they need to survive:
- Money - Health - Ax - Rope

- Courage - Books - Food - Food
- Cloth - Shelter - Trust - Honesty
- Friendship - Water - Kindness - Respect
- Light - Matches - Means of Transportation
5. Ask a representative from each team to share what things their team selected.
6. Write the word Value on a flip chart. Explain that each of the things or qualities that they pick
from the list has a value. Tell the group that this session will help them to learn about values
and identify their own values.
(25 minutes)
1. Explain that the word “value” refers to important and enduring beliefs, elements or ideals that
enhance character and enrich life.
2. Explain the difference between tangible and intangible values.
• Tangible value: the actual monetary worth of an object. These are material or physical
goods like shoes, jewelry, cars, trophies, etc.
• Intangible value: the enduring worth of beliefs and ideals. These include spiritual
goods, love for family, bayanihan, kawang-gawa, etc.
3. Go back to the previous airplane crash activity and ask the JobStarters to give examples of
tangible and intangible values that they selected.
4. Explain further that we need both tangible and intangible values in life. But intangible values
should be more important to us as it leads to personal growth and happiness.
• Some people’s wants fall under the category of tangible values. Imelda Marcos is known
for her love of jewelry and shoes. She reportedly has more than a thousand pairs of
shoes. She accumulates things, however she never seems to be satisfied with them.
• In the movie, the Little Mermaid, Ariel accumulated a collection of treasures (tangible
values) from the shipwreck—still she is not satisfied with them—she wants more.
• Play the video entitled Part of Your World. Ask the JobStarters to analyze
Ariel’s values through the lyrics. Those who are familiar with the song can also
sing along.
• Ariel’s deepest longing is intangible—freedom to explore the world and to be

part of the human race.
• Explain that positive, intangible values lead us to be better persons. For

instance, valuing hard work, love for family and country, and honesty in all
situations builds good character in a person.
• Provide more examples of intangible values such as:
• Be honest with yourself and the others.

• Treat everyone with respect.
• Girls have the same rights as boys and should be treated equally.
• Education, attitude and skills are important to get a job.
• Summarize by showing the slide: “The best things in life aren’t things.” Ultimately,
intangible values, not tangible values, enrich your life.
5. Ask several JobStarters to share some of the things they did during their free time the past
week. Point out that what we choose to do with our time also has to do with our values.
6. Explain: Values are the standards that you use to make decisions and guide your behavior
in life. Show the slide with the iceberg picture.
7. Explain that the visible portion of the iceberg represent our actions and decisions. These are
determined and influenced by our values, represented by the submerged part of the iceberg,
which constitutes 85% of the iceberg and therefore, defines the bigger part of one’s character.
8. Values are what we stand for. If we say we value hard work, honesty and commitment, then
these must reflect in our behavior. For instance, we are always punctual at work, we don’t give
up when a project meets challenges and we accomplish tasks on time, we don’t eat or take
home the leftover food from the restaurant we work at or steal gadgets of customers and co-
workers.
• Explain: Sometimes, our actions and decisions do not reflect what we value. For
example, a person who says he values honesty uses office equipment for personal
purposes or brings home office supplies. Another is a person who says he values family
time but spends free days and weekends with the barkada instead. However, decisions
and behaviors should always be in line with one’s values. One must be consistent! This
is character.
9. How values are formed. Tell the group that our values are influenced by many factors: our
families, school, society, friends, TV, church—or other religious institution—culture, and
environment. At different ages, different people and factors have a different level of influence.
Peer pressure also affect a person’s decisions in different situations. However, each person is
responsible for the values he will choose for himself in the end.
10. Ask several JobStarters who they go to for advice and who they usually follow.
11. Since our values can be shaped by everything and everyone around us, we must seek persons
and opportunities that help us form good values. Introduce the role of good role models and
mentors. Models and mentors are people whose life are consistent with the values they preach.
They walk their talk. Their actions correspond to what they say. They are people with integrity
(kagitingan).
12. Introduce the value of integrity. It means being true in word and in deed. Amy Rees Anderson,
writer of Success Will Come and Go, but Integrity is Forever for Forbes Magazine defines it as:
“doing the right thing at all times and in all circumstances, whether or not anyone is watching. It
takes having the courage to do the right thing, no matter what the consequences will be.”
• Ask several JobStarters to mention individuals they know who have and practice this
value.
• Stress that we should practice the value of integrity in work and life situations.
13. Show the slide, “Practicing Good Values at Work” (JJ,p.9).

(JJ., p.8). Discuss and ask for other example.
+
(20 minutes)
1. Miracle Workers Activity. Now, tell the group that you have 8 friends who are known as “miracle
workers” and they have agreed to provide their services to the JobStarters. Their extraordinary
skills are guaranteed to be 100% effective. Explain to the JobStarters that they will decide who
among the miracle workers can provide what they want in life right now.
2. Show the slide of the miracle workers and briefly explain what each of them can do for the
JobStarters.
• Dr. Bodyshape: A famous plastic surgeon who can make you look exactly as you want
to look by means of a new painless technique.
• Baron Job Brien: An expert in education and job placement who can provide you with
a job or college of your choice.
• Dr. Lucy Love: Expert in love and harmony. Your life will be filled with love and
harmony.
• Dr. Goodhealth: He will provide you with perfect health and protection from physical
injuries throughout your life.
• Dr. Susie Smart: She will make you the smartest kid in your class.
• Pop Larity: He guarantees that you will have friends you want now and in the future.
• Rocky Fellah: Wealth will be yours, with guaranteed schemes for earning millions
within weeks.
• Prof. Val U. Clear: With her help, you will always know what you want.
3. Ask them to work individually and choose the three miracle workers they value the most. Tell them
to write their choices in their Journal (JJ,
(JJ,p.p.10).
9).
4. Ask for three volunteers to share their choices with the group. Help them to articulate why they
made this choice. Thank the volunteers.
5. Ask them which miracle workers they think will lead to the true enrichment of their lives.
10 minutes
1. Tell the JobStarters that they will now identify their personal values. Ask them to examine the
Checklist of Personal Values (TM, p. 16) in their Journal on p. (JJ,10.p.11).
2. Ask them to choose 5 from the list that are most important to them and write it in their Journal p.7.
p.8.
They may also add other values to the list.
3. Ask the JobStarters to reflect for a moment on the question: Are my behaviors and decisions in
line with my values?
4. Encourage them to demonstrate and practice these values during the JobStart program.
p. 15 PARTPART
1. Getting to Know
2. Work Yourself & Building
Readiness the Foundations
– Developing Personalfor Professional Success
& Work Competencies
Checklist of Personal and Work Values
Source: Fifth Discipline Fieldbook, C. Roberts
Achievement Fame Order (tranquility,

Friendship stability, conformity)
Growth Pleasure
Privacy
Affection (love & caring) Helping Other People Power & Authority
Arts
Public Service
Challenging Problems Honesty Purity
Change and Variety
Close Relationships
Community
Integrity
Involvement Reputation
Job Tranquility
Security
Country Knowledge
Self-Respect
Decisiveness Serenity
Sophistication
Democracy Loyalty
Stability
Ecological Awareness Market Position
Economic Security
Supervising Others
Effectiveness Meaningful Work
Merit Truth
Money
Ethical Practice being around people who
are open and honest
Excitement Nature Work under pressure
Module 3
• Planning and Organizing - capacity to develop short-and long-term goals in the workplace
JobStarters will:
1. Understand the benefits of planning and organizing in order to achieve their goals.
2. Understand the importance of defining one’s purpose and being aligned to it.
3. Identify the steps in goal setting and create a mission statement.
• Goal Setting - making a plan to achieve a desired outcome

• Personal goals - goals set by an individual to influence the direction of his efforts
• Purpose - One’s reason for existing in life.
D. Materials Needed
• Paper, board and markers

• Meditative music
E. Tasks to Complete In Advance
• Getting JobStarters' Attention:
• Identify a goal you have set for yourself. It could be a goal you have already reached, or one you are
still trying to achieve. You will share your goal in the first part of this session.
• Share your life purpose and how you align your activities, goals, and decisions to it.
p. 17 PARTPART
1. Getting to Know
& Work Competencies
F. Videos and References
• Video entitled The Death Crawl

Source: https://www.youtube.com/watch?v=-sUKoKQlEC4
• 7 Habits of a Highly Effective People, Stephen Covey
• Integrality in the World of Business, Dr. Cristine Margaret Atienza, President, Institute for Integrality, Inc.
1. Goal setting means making a plan to achieve what you want. Planning allows you to identify and organize
the steps in achieving your goal.
2. Knowing your purpose gives your life meaning and direction.
3. Perseverance and resilience are two positive values that help you overcome the difficulties and obstacles in
achieving goals.
90 minutes
’ (10 minutes)
1. Ask JobStarters to close their eyes and think about something they really want to accomplish for
themselves or their family, and be ready to share their ideas after you tell them a short story.
2. Share with them a goal you have or that you had in the past. Explain what you did to reach that
goal.
• For instance, when you were a student, you wanted to buy a motorcycle. You had savings
totaling 5,000 Pesos and nearly a year to save the rest of the money, and decided to save
1400 Pesos per month and do some extra work during the vacations, before entering college.
It was not easy, but you got it, because you had planned ahead of time.
Note: Use a goal your group could relate to and might have in common with you, such as
earning money, finishing school, buying a motorcycle, taking a trip or finding a job.
3. Ask JobStarters to name some of the things they want to accomplish or own. Record their ideas
on a flip chart paper or on the board.
4. Tell them they have identified possible goals. Explain that it is important to have goals, and
today they will learn how to take steps towards achieving their goals.
Note: This session on goal setting will help them further develop their ideas for the individual
Action Plan in Part 2 .
(20 minutes)
1. Explain to the JobStarters that ideally, one's life activities, goals, and action plans must be
aligned with their purpose.
2. Show the slide with famous personalities and discuss how they aligned their goals and plans to
their purpose.
• Gerardo "Jun" Cabochan, Managing Director of Pandayan Bookshop - Through his family’s
business, Pandayan Bookshop, he fulfills his life purpose which is to enable employees to
grow and achieve their dreams. “Part of the company’s core mission is that regular
employees are supposed to end up with a house and lot, send their children to good
school, eat nutritious food, wear decent clothing, and spend leisure time once in a while.”
• Tony Meloto, Founder of Gawad Kalinga - His purpose is to love and serve the poor by
alleviating poverty. “Loving the poor—and those who care for them—is my purpose, my
passion, my joy.”
3. Discuss with participants that the reason why they are successful and can achieve their goals is
that they know their purpose and live it.
4. Discuss the importance of purpose:
• Your purpose gives you the reasons for doing what you are doing.
• Purpose gives your goals a clear direction. You know where everything you do all leads to.
• Purpose gives your life meaning. You have a reason to wake up each day.
5. Share to the JobStarters your own life purpose. Cite how you aligned your life activities, goals
and plans to your purpose.
Note: Use the formula “My purpose in life is to (action word/verb).” e.g. My life purpose is to
serve my family and my friends.”
6. Tell JobStarters they will do an exercise to create their Personal Mission Statement which
contains their life purpose. Ask them to reflect on these questions: Why am I here? What is
my mission in this one and only life that I have?
7. Play a meditative tune. Ask them to accomplish the exercise “Personal Mission Statement” in
their Journal on p.12
p.11, by following the formula “My purpose in life is to (action word/verb).”
p. 19 PARTPART
1. Getting to Know
& Work Competencies
8. Ask several JobStarters to share and declare their life purpose.
9. Assure them not to worry if they are not completely sure of their purpose yet. They can refine it as the
days go by.
10. Explain that they should make the habit of daily reflection so their life goals and activities are
always aligned to their purpose.
(10 minutes)
1. State that some people seem to reach their goals quite often, while others seem to have trouble
reaching their goals. One factor that impacts whether or not a person reaches his or her goals is
how he or she plans and works towards achieving the goal. It is also a matter of breaking down
the bigger vision into smaller attainable goals.
2. Discuss with participants the consequences of not planning to reach a goal. Ask participants:
• What do you think might happen if a person doesn’t make a plan to reach his or her goals?
• Draw from their comments and add your ideas so that you identify the following
consequences of not planning:
• You may feel hopeless about ever reaching your goal.
• You waste time, money, and effort on things that don’t help you reach your goal.
• You can miss opportunities, because you aren’t looking for them.
• You lose your focus.
• You might make excuses for not making progress towards your goal.
3. Discuss with participants the benefits of planning. Ask them:
• What do you think are the benefits when a person makes a plan to reach his or her goals?
• Draw from their comments and add your ideas so that you identify the following benefits of
planning.
• You can keep your focus on your goal.
• You can use your time wisely.
• You can look for people who can help you reach your goal.
• You can save your time, money, and effort for your goal.
• You feel encouraged when you see progress toward your goal.
4. Ask them if they think you would have reached your goal if you simply waited and hoped for it.
5. Emphasize that planning allows people to “make it happen” instead of “waiting for it to
happen.” When people wait for it to happen, they may never reach their goals.
(10 minutes)
1. Explain that making a plan to achieve what you want is also called “goal setting.” It is setting
long-term, medium-term and short-term goals to pursue what they envisioned to accomplish or
own.
• Explain that short term is 6 months to 1 year; medium term is 2 to 5 years; long term is 5 to
10 years. Ask them to refer to table on the exercise “My Goals” on their Journal. They will
accomplish this exercise later.
2. Show the slide Steps in Goal Setting:
• Decide what you want to accomplish on your own.

• List the steps (what you need to do) to obtain what you want.
• Put the steps in proper sequence.
• Start working on the first step.
• Keep trying!
Note: Make that JobStarters identify at least one goal, no matter how small the goal might be.
They need to have confidence knowing they can plan to achieve goals.
3. Share the following helpful hints:
• Think about possible obstacles and what you could do to manage them well.
• If the unexpected happens, don’t be surprised and don’t give up.
• Think about who might help you reach your goal and talk to them about the steps you will
take
4. If possible, also discuss possible obstacles to reaching your goal and what you did/could do to
get around them. You might also mention individuals or organizations that did/could help you.
5. Ask them to recall the previous module on values. Deepen the discussion by introducing the
values of perseverance and resilience. Perseverance means carrying on even when there are
difficult obstacles it’s gets tough or difficult. Resilience means bouncing back even if there are
failures, mistakes or setbacks. These two values enhance a person’s character and ability to
achieve goals.
• Play the video The Death Crawl which highlights these two values.
6. Ask several JobStarters to mention persevering and resilient people they know.
p. 21 PARTPART
1. Getting to Know
& Work Competencies
(20 minutes)
1. Direct JobStarters to form small groups of three or four. Tell them that members of each group
are those wearing shirts of the same color.
2. Assign group roles within each small group.
• The person with the shortest first name can be the leader. The leader will keep the group
working on the task.
• The person with the longest first name can be the spokesperson for the small group and will
share the small group’s ideas with the large group.
• The person with the shortest second name can be the recorder and will write the plan of the
small group.
3. Assign each small group one goal from the list of things they said they wanted at the beginning
of the session. If you prefer, you could assign them one of the following goals instead:
• Helping a co-worker who is ill
• Raising money to buy uniforms for the barangay basketball league.
• Completing an attractive CV that you can use to find a job
• Earning money to support your family
• Getting a gift for your mother’s or father’s birthday
4. Instruct the small groups to create a plan to reach their assigned goal.
5. Display the visual listing the steps in goal setting and remind them to use the steps they have
learned. Also, encourage them to name possible obstacles and ways to address them as well
as who might help them achieve their goal.
6. When the groups are finished, call on the spokesperson from each small group, one at a time, to
describe his or her group’s plan. Encourage JobStarters to share the plan in English.
7. After each plan is shared, ask the whole group if they can identify additional obstacles, and have
any additional suggestions to help the small group reach its goal.
10 minutes
1. Ask JobStarters to reflect on the question: What are my goals in life? Tell them to write their
short, medium and long-term goals in their Journal on page 13.
14. This will be taken up in the one-
on-one career coaching.
2. Direct participants to form pairs with someone sitting nearby. Have each participant share his plan
with a partner.
3. As they share with a partner, encourage participants to suggest additional ideas that might help
one another reach their goals.
Module 4
• Self-motivation - capacity to motivate oneself and to develop smart goals
JobStarters will:
1. Identify past and current interests and achievements.

2. Develop action plans using the SMART Goal Framework.
3. Learn how to adjust plans when unanticipated events happen.
C. Materials Needed
• Visual means for recording ideas (paper, board and markers)

• Pencil or pen for each participant
• If there is a guest speaker, a simple token of appreciation (e.g. box chocolates, light food, etc.)
• Inspirational music
• Short Theory Input: Testimony of a successful JobStarter from the previous batches. One sample story
is already incorporated in the PowerPoint presentation of the module but you may opt to have one that is
a video recording or where the JobStarter is a guest speaker during the session.
• Ask the help of the local PESO or Project Coordinator of the area where the training is conducted on the
selection of the successful JobStarter. Inform the guest speaker to prepare a 15-minute talk on his
JobStart story—how he began, his goals and plans, how he achieved them and where he is now. Points
to stress: how he made things happen through goal-setting and adjusting plans when obstacles were
met. Open the floor for questions after.
E. Prerequisite
• Module 3: Goal Setting and Finding Your Purpose
p. 23 PARTPART
1. Getting to Know
& Work Competencies
• Video entitled Achieve More by Setting Smart Goals

Source: https://www.youtube.com/watch?v=yA53yhiOe04
• Failing Forward: Turning Mistakes Into Stepping Stones for Success, John Maxwell
• The Extraordinary Power of Visualizing Success

Source: https://www.entrepreneur.com/article/242373
• Video entitled TMB Panyee FC Short Film

Source: https://www.youtube.com/watch?v=jU4oA3kkAWU
1. Turning goals into SMART goals help you achieve it better. SMART stands for Specific, Measurable,
Attainable, Relevant/Realistic and Time-bound.
2. An action plan is a tool used to prepare a person for accomplishing a SMART goal.
3. When unanticipated events happen in your life, learn to accept them and adjust your plans accordingly.
90 minutes
’ (10 minutes)
1. Invite the JobStarters to relax and close their eyes. Play some inspirational music in the
background. Ask them to imagine being 35 years old and feeling relatively satisfied with life. Use
the following statements to help direct JobStarters’ think about their future life at age 35.
• You are now 35 years old.
• You have struggled at times, but now seem mostly satisfied with what you have
accomplished.
• At age 35, what is your relationship with your parents?
• At age 35, what kind of job do you have?
• At age 35, how much savings do you have?
• At age 35, are you single, married, have children?
• At age 35, what do you do for fun?
2. Invite them to share their future predictions with the rest of the group. Make sure they don’t all
conform to the same description... challenge them if necessary.
3. Share with participants that today’s lesson addresses the questions of “What do you want to
accomplish in the future?” and “What needs to be done to make some of your dreams
come true?”
4. Ask them to refer back to their goals and life purpose from the previous module. Ask them: In
the life you have envisioned, did you live your life purpose? Did you achieve your goals? Why or
why not?
(25 minutes)
1. Testimony of a Successful JobStarter. Relate the story from the PowerPoint or play the
video. If a guest speaker will come, tell the JobStarters to listen carefully to what he will share
and that they may ask questions after the short talk. Thank the guest speaker after and give him
or her a token of appreciation.
2. Ask them to recall the lessons from the previous module on Goal Setting and Finding Your
Purpose. Explain that one way the featured JobStarter achieved his or her goals is making use
of SMART goals.
3. Play the video entitled Achieve More by Setting Smart Goals.
(JJ, p.16).
4. Show the slide with the SMART Goal Framework (see below).
S Your goal should be Specific. Be clear on what you want to achieve and include dates, resources
needed and the amount required. Who is involved? What do I want to accomplish?
M Your goal should be Measurable. By the dates set for this goal you should be able to know whether
or not it has been achieved. To determine if your goal is measurable, ask questions such as, How
much? How many? How will I know when it is accomplished? Motivation is also important for staying
on task, so set goals that remind you of why you want to plan in the first place.
A Your goal should be Attainable. Be honest with yourself and your situation, realize what can be
done right now and what will happen in the future. When you identify goals that are most important to
you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities,
skills to reach them.
R Your goals should be Realistic and Relevant to your life. To be realistic, a goal must represent an
objective toward which you are both willing and able to work towards. At specific points in your
planning you should review and revise your goals depending on your progress.
T Your goals should be Time-bound. You will need to prioritize in order to give attention to your goals
as you see necessary.
PART 1. Getting
p. 25 to Know Yourself
PARTPART
1.&Getting
Building
tothe
2. WorkKnow
Foundations
Yourself &for
Readiness Building
–Professional
the Foundations
Developing Success
Personalfor Professional Success
& Work Competencies
(10 minutes)
1. Ask participants to refer to the “My SMART Goals” exercise in their Journal on p.17.
p.16. Explain the
following instructions:
• In your Journal, copy 2-3 short-term goals from the “My Goals” exercise of the previous
module Goal Setting and Finding Your Purpose.
• Copy these goals to the General Goals section of the “My SMART Goals” exercise of
the current module.
• Explain that they will turn these general goals into SMART goals using the framework.
• Explain each component of the SMART goal framework as you discuss the example
below.
GENERAL GOAL SMART GOALS
To stop smoking this year To stop smoking in 30 days, reducing the number of
daily cigarettes to 10 the first week, 8 the second
week, 4 the third week, and two the fourth week; and
saving the money to buy nicer clothes for the job
interview.
2. Ask them to work on their SMART goals. Then, share what they’ve written with a partner and ask
for any suggestions to improve their SMART goals.
3. Ask several JobStarters who are willing to share their SMART goals to the whole group.
4. Encourage JobStarters to continue to motivate each other to achieve their SMART goals.
(15 minutes)
pp.18-19).
1. Explain the Project of Life exercise in their Journal (JJ, pp. 17-18).
• School or Job Training
• Jobs
• Marriage
• Transportation
• Entertainment and Hobbies
• Spiritual Life
• Family and Friends
• (A blank column where participants can add their own topic)
2. Listed on the top of each page are topics addressed throughout life.
• 15-18 years old
• 18-24 years old
• 25-34 years old
• 35-49 years old
• 50-65 years old
• The rows for the age groups 15-18, 18-24, and 25-34 are larger than the other two since we will
be focusing on these time periods during today’s session.
• The row for the age group 15-18 will contain information about your recent past. Depending on
your actual age, you may change 18 to 1 year younger than your current age.
• The row for the age group 18-24 will contain information about the present. Depending on your
actual age, you may change 18 to your current age.
• The row for the age group 25-34 will contain information about the next phase of your life.
• Participants are welcome to fill in the rows for the age groups 35-49 and 50-65 after completing
this session, or at a later stage in their life.
3. Display the slide you have prepared for this exercise and demonstrate how to complete it. Use
your own life experiences to fill in some of the squares on the visual.
4. Invite JobStarters to fill in the squares using words, pictures, or symbols. Tell them to fill in the
squares of most interest or concern to them. If there is a topic of interest to them that is not listed
on the handout, encourage them to title the final, untitled column and complete the handout.
Note: Do not feel obligated to fill in all of the squares in the first three rows. JobStarters will pick
and choose the squares they want to complete and you should do the same.
Here are some possible suggestions:
Starting a Family:
• 1 boy/girlfriend in the box for 15-18 years of age
• 1 boy/girlfriend in the box for 18-24 years of age
• Married in the box for 25-34 years of age
Transportation:
• Bicycle in the box for 15-18 years of age
• Scooter in the box for 18-24/ 25-34 years of age
p. 27 PARTPART
1. Getting to Know
& Work Competencies
School or Job Training:
• Secondary school in the box for 15-18 years of age
• Vocational Training School in the box for 18-24 years of age
Entertainment and Hobbies:

• Basketball in the box for 15-18 years of age
• Football in the box for 18-24 years of age
• Football in the box for 25-34 years of age
5. Use some of the following questions, statements, and phrases to stimulate JobStarters’ thoughts
while completing this task:
School or Job Training
• Were you in school when you were 15-18 years old? If so, where? What grades did you
attend/complete?
• What grades have you attended and/or completed in the current time period, ages 18-
24? What other grades or types of schools will you still attend in this time period?
• What types of schooling or training do you think you will receive when you are 25-34
years old? Do you think you will attend night classes or get extra training for your job? Do
you see yourself attending vocational training? If so, indicate it in the square.
Jobs / Business
• What types of household jobs did you perform when you were 15-18 years old?
• What jobs have you had during the current time period, ages 18-24? Include part-time
jobs or seasonal jobs.
• What jobs or ways of making a living do you hope to have when you will turn 25-34 years
old? Do you think you will have just one job or many? If you intend starting an enterprise
then what type of business would it be?
• Indicate all the different jobs you might have by the time you are 29 years old.
Starting a Family
• Did you have any girl/boyfriend when you were 15-18 years old? If so, how many?
• Do you have someone special right now (18-24 years old)? If so, indicate it in the box.
• Do you think you will get married? How old do you think you will be when you get
married? Will you be engaged for a long or short period of time before getting married?
Transportation
• How did you get around when you were 15-18 years old? Did you walk long distances?
• What are the different ways you transport yourself now 18-24 years old)? Has the way
you transport yourself changed over the years?
• Do you see yourself owning a scooter, motorcycle, car, truck, or some other type of
vehicle when you turn 25-34 years old?
Entertainment and Hobbies
• How did you entertain yourself when you were 15-18 years old?
• What sports or hobbies do you do now (18-24 years old)? Are there other sports,
hobbies, or types of entertainment in which you might participate in few years from now?
• Do you see yourself participating in the same activities when you are 25-34 years old as
you participate in now?
Spiritual Life
• Did you practice any spiritual teachings when you were 15-18 years old? Did you find it
meaningful and/or fulfilling?
• What is your spiritual life like now (18-24 years old)?
• Do you see your spiritual life changing by the time you are in the next phase of your life?
If so, how will it be different?
Family and Friends
• What was your life in the family when you were 15-18 years old?
• Who were your friends and what did you do together when you were 15-18 years old?
• What is your relationship with your parents like?
• Who are your friends now and what do you do together (18-24 years old)?
• When you think of the next 5 years, what type of relationship do you want to have with
your parents?
• Do you think you will have the same friends when you are in the next phase of your life?
What type of friends do you think you will have when you are 25-34 years old?
Give the JobStarters 10-15 minutes to fill in the squares they select on their Journals.
handouts.
p. 29 PARTPART
1. Getting to Know
& Work Competencies
(15 minutes)
1. Tell JobStarters that creating an image of your life in five to ten years is the first step in making
your wishes come true. Remind them that the second step in the goal setting process is to make
a plan for accomplishing each goal.
2. Ask JobStarters to review the Project of Life activity and select three squares from the age group
25-34 that they would like to plan to accomplish.
3. Explain that an action plan is a tool used to prepare a person for accomplishing a SMART goal.
4. Tell them to refer to the Action Plan page on their Journal (JJ, p.20)
p.19). Display its prepared slide
and demonstrate the process for using it. In your demonstration, use examples from your life or
the examples below. As you describe each step in the process, provide an example.
Description of Process:
• They will select one of the three squares from the age group 25-34 that they chose in step # 2
above and notice the topic of its column. Write the name of that topic or draw a symbol
representing that topic on the “topic” line on the Action Plan activity.
• Then, copy the contents of that topic’s square for the age group 18-24 into the Current
Situation box.
• Next, copy the contents of that topic’s square for the age group 25-34 into the Desired
Situation box.
• Finally, with a partner, they will decide what they will do to increase their chances of having the
desired situation become a reality. Enter the appropriate words, pictures, or symbols into the
Actions to Be Taken box.
Examples:
Topic: Job
Current Situation: Living with parents, do not have steady job with reasonable income.
Desired Situation: Have a steady job with sufficient income
Actions to Be Taken: Assess marketable skills that are requested in job announcements; if
necessary – follow necessary training to acquire desired skills; actively seek jobs that could
bring sufficient income; be hired by a company.
Topic: Transportation
Current Situation: Walk or use bus or tricycles
Desired Situation: Buy second-hand motor bike
Actions to Be Taken: Save money when I get a job; Begin looking around for motor bikes to
know about good prices
5. Ask JobStarters if they need clarification on how to use the Action Plan.
6. Have JobStarters find a partner who has selected a similar topic to address in his or her action
plan. Ask the shortest partner to be the planner and the tallest partner to be his advisor. Explain
how the pairs will work together.
• The planner will select one topic.
• The planner will fill in the two outside boxes, Current Situation and Desired Situation, for
the specified topic on the Action Plan.
• The planner and advisor will work together to discuss what the planner could do to make
the desired situation attainable.
• The planner will fill in the Actions to Be Taken box with a word, phrase, symbol, or
picture indicating the actions he or she decides are best.
• The partners will switch roles and repeat the process.
• The partners will continue switching roles and repeating the process until each partner
has completed all three of his or her plans.
7. Ask if any clarification is needed before allowing the first planner to start filling out his or her
Action Plan.
Note: Monitor pairs as they complete their Action Plans. Note those pairs that are doing
an exceptional job. You will be asking one or two pairs to share one of their plans with
the large group.
8. End the planning process. Ask one or two of the pairs you observed doing an exceptional job to
share one of their plans with the large group.
(5 minutes)
1. Tell JobStarters while it is important to plan for the future, there are usually unanticipated events
that affect their plans. Learning to accept these events and adjust their plans accordingly is
an important skill to learn.
PART 1. Getting
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2. WorkKnow
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2. Explain that they are going to work with a couple of the plans presented to the large group
during the last step in the Paired Discussion activity. However, you are going to add an
unanticipated or unexpected event to the situation. The group will then decide what steps the
planner should take to adjust to this new event or conditions.
3. Ask one of the JobStartes who presented his or her plan of action earlier to the large group to
share it again. Select an appropriate unanticipated event from the following list or create one of
your own. Share it with the large group.
• The company you work for gets bankrupt and you loose your job.
• Your parent(s) need you to move back home for one year due to one parent’s illness.
• You are robbed of all of your savings which you had thought of using to purchase raw
materials for your business.
• All of your siblings lost their jobs.
• Whatever type of transportation you purchased broke down and cannot be fixed. The
mechanic says the vehicle is not even worth selling.
• You accidentally break your leg and cannot work or easily move around the city for three
months.
• Your home is destroyed in a flood or landslide.
4. Ask the large group to discuss how they would manage this unanticipated event and the
adjustments they would suggest to the planner.
5 minutes
1. Ask the JobStarters to reflect for a moment on the question: What makes it difficult for me to
adjust my plans when unanticipated events happen? Ask them to write their thoughts in their
Journal on page 17.
16.
2. Tell them that life can be full of unexpected positive and negative situations. Having goals and a
plan for achieving them will help them make the best of both the positive and negative
unexpected situations, without losing their way.
3. Reiterate the need to be realistic and patient in taking the first steps. The best way to achieving
your goals is through establishing small steps that can be reached more easily and sooner and
that encourage you to go further.
4. Note that they can do this life project exercise at various times during their lives because their
expectations and life situations will change.
Project of Life (1)
Age School/ Job Training Job/ Enterprise Starting a Family Transportation
15-18
18-24
25-34
35-49
50-65
p. 33 PARTPART
1. Getting to Know
& Work Competencies
Project of Life (2)
Age Entertainment/ Spiritual Life Family/ Friends
Hobbies
15-18
18-24
25-34
35-49
50-65
Action Plan The action is the bridge from the current situation to the desired situation.
Current Situation Action To Be Taken Desired Situation
p. 35 PARTPART
1. Getting to Know
& Work Competencies
Module 5
• Self-Motivation - capacity to motivate oneself and to develop SMART goals
• Decision-making - capacity to evaluate and execute appropriate action plans in a particular situation (work
and real life)
JobStarters will:
1. Understand what a responsible person does and says.
2. Identify the benefits of responsible behavior and the consequences of irresponsibility.
3. Understand three ways to demonstrate responsibility.
• Responsibility - acting in a reliable, conscientious, and trustworthy manner.
• Accountability - accepting consequences of your choices, activities and decisions. It also means
responsibility for materials, property or projects entrusted to your care.
D. Materials Needed
• One colored post-it for each JobStarter to serve as responsibility cards
• Getting JobStarters’ Attention: Prepare to tell participants about a time when someone’s lack of
responsibility had a negative impact on your life and when someone’s responsible behavior had a positive
impact on your life. For example: someone said they would do something but didn’t do it.
• Video entitled Oprah’s Lifeclass: Taking Responsibility for Your Life

Source: https://goo.gl/gjSH7r
• Developing the Leader Within You, John Maxwell
PART 1. Getting
PART 2. Workto Readiness
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– Developing the Foundations for Professional Success
& Work Competencies p. 36
1. To be responsible is to do your best, help others, and accept the consequences of your actions.
2. Accountability means you can answer for the effects or results of your decisions and actions.
90 minutes
’ (10 minutes)
1. Invite 6 pairs to go in front. Each pair should be of the same gender. Give the following
instructions:
• Tell the pairs that they are responsible for each other.
• Tell each pair to stand face-to-face and toe-to-toe.
• Ask them to hold hands firmly.
• Their task will be to lean backwards, balancing their weight until their arms are straight.
• Once they have achieved the above position, they must squat down together as a pair and
then back up.
2. Some of the pairs may think the assigned task is impossible and give up. Tell them that it is
possible and that they have to keep trying until they are successful.
3. After the activity, ask them: What did you see in this exercise that were examples of
responsibility?
4. Ask the class to share what else they think of when you say the word “responsibility.” List their
ideas on a flip chart or board.
5. Explain this situation: You work in a restaurant. While clearing the table, you noticed that
the customer left his mobile phone. No one else can see this but you.
6. Ask the following questions: How does an irresponsible person respond to the situation?
How does a responsible person respond to the same situation? Which is easier and why?
7. Tell JobStarters about a time when someone’s lack of responsibility had a negative impact on
your life. Ask them how they might have been affected by the situation. Share how you were
affected.
8. Tell them about a time when someone’s responsible behavior had a positive impact on your life.
Ask them how they might have been affected by the situation. Share how you were affected.
9. Explain that today’s topic is responsibility: what it is, what we do when we are responsible and
how JobStarters can become better persons when they are responsible.
p. 37 PARTPART
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& Work Competencies
(25 minutes)
1. Direct JobStarters to form three small groups by counting off.
2. Assign group roles within each small group:
• The person who has his/her birthday closest to today will be the leader. The leader will keep
the group working on the task.
• The person to the right of the leader will be the spokesperson for the small group and will
share the small group’s ideas with the large group.
• The person sitting on the left of the leader will be the recorder. The recorder will record the
ideas suggested by the small group.
3. Explain that each group will have five minutes to think about various work-related activities and
discuss the following two questions:
• What are some behaviors that we might see or hear from a responsible person at
work?
• What is the effect of a responsible person to his or her co-workers and to the overall
company?
4. After five minutes, call on each group’s spokesperson to share his or her group’s ideas.
5. Record participants’ ideas on flip chart paper or board.
6. Summarize participants’ ideas into three main categories to demonstrate responsibility:
Do your best.
For example:
• Participate in discussions.
• Finish what you start.
• Don’t give up.
Help others.
For example:
• Include others in discussions.
• Be willing to do your share or more.
• Show respect to others by respecting their views.
PART 1. Getting
Accept the consequences of your actions (accountability).
For example:
• Admit when you are wrong.
• Don’t blame others when things go wrong.
• Repair any damage that you do.
7. Discuss accountability further.
• Accountability connects with the value of integrity, discussed in Module 2, Personal Values.
People with integrity always make it a point to be honest, transparent and accountable for
their actions.
• Cite other examples of accountability in the workplace like finishing an assigned project or
reporting on time or ensuring money that goes in and out from the project fund assigned to
you are all accounted for.
8. Ask JobStarters:
• Who do you know demonstrates the three qualities of a responsible person?

• Why do you think people choose to be irresponsible?
• How can you avoid becoming an irresponsible person?
(20 minutes)
1. Tell the participants that they will continue to work in their small groups.
2. Read the following situation to the whole group:
A company has offered you and another young person a job. If you agree to promote and sell
few things in the supermarket, they will pay you PHP 800/day. You are expected to spend one
full day today and four hours tomorrow.
3. Then, explain that you will add a different part to the situation for each small group.
4. Go to each small group and tell each group an additional part of the situation. Select from
the following:
• You are halfway through the job when some friends come by and invite you to leave with
them to do something fun.
• You finish your half of the job early.
• You accidentally break something while trying to follow/pursue a prospective customer. You
don’t think the shopkeeper will notice if you don’t say anything.
p. 39 PART 1. Getting
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• The job is a lot more boring than you thought it would be, and it doesn’t seem worth
the pay.
• The other worker who is supposed to help you quits and leaves.
5. Ask the groups to consider one responsible and one irresponsible response to the situation they
were given. They must think of ways to roleplay their responses.
6. After three minutes of small group discussion, call on each group to roleplay (maximum of 2
minutes per group) their responsible and irresponsible answers to their situation.
7. After each small group report, ask the large group if they agree or if they have additional ideas. If
necessary, add comments and insights.
10 minutes
1. Ask the JobStarters to reflect for a moment on the question: How can I be a more responsible
person?
2. Ask the participants to think of 3 different ways that they can show responsibility in the context of
the JobStart Program. Tell them to note these down on “Responsibility Goals” exercise in their
Journal on page 23.
24.
3. Ask them to choose the most doable action in their list.
4. Have them share that action item with a partner.
5. Distribute the post-its. The post-it will serve as a “Responsibility Card.” Show the slide
containing the Responsibility Card Format and ask them to copy the text and accomplish it.
I, (name),
promise to be more responsible person by
_ (action item)__________________.
I will do this on ____(date)__________.
Contact number: Signature:
6. Tell the JobStarters to give their cards to their partners. Ask them to paste it on the indicated
space in their Journal on page 24.
23. By the indicated date, they will need to update their partner
whether they have done the responsible action. Partners may also contact each other for
updates on their progress.
7. To end the session, play the video: Oprah’s Lifeclass: Taking Responsibility for Your Life.
PART 1. Getting
Module 6
• Self-Motivation - capacity to motivate oneself and to develop SMART goals
JobStarters will:
1. Understand that a person’s self-confidence is based on his dignity.

2. Identify ways to build self-confidence.
3. Commit to doing one thing to strengthen their self-confidence.
• Self-Confidence - acknowledging personal strengths, such as skills, knowledge or talents
• Dignity - an inherent quality in every human person that makes him valuable and worthy of respect. Self-
confidence begins with understanding that all human beings have dignity, by virtue of being a person.
D. Materials Needed
• Enough small objects for each person to have one, such as stones, shells or nuts
• The Confidence Factor: The 7 Secrets of Successful People, Annie Ashdown
• Video entitled Dove Selfie: Redefining Beauty One Photo at a Time

Source: https://www.youtube.com/watch?v=_3agBWqGfRo
• Video entitled Believe In Yourself

Source: https://www.youtube.com/watch?v=6vseLo9QpAI
PARTto2.
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Work & Building
– Developing Personal for Professional
& Work Success
Competencies
1. Self-confidence begins with understanding that each person has dignity and unique strengths, talents and
skills.
2. Self-confidence should not depend on people’s approval of you but on your belief in your personal worth
and strengths. It can grow through interaction with people.
90 minutes
’ (10 minutes)
1. Give each JobStarter a small object. Each person should have the same type of object, such as
all shells, stones or all nuts.
2. Ask them to look at their object and identify the characteristics that are unique to their object and
make it special or different.
3. Gather all of the objects and place them in a pile at the front of the room.
4. Have JobStarters come forward and recover their own object, based on its unique characteristics.
Note: JobStarters may think it is impossible to distinguish between the object they originally
found and all of the other objects. Encourage them to continue their search.
They may also look at the objects already selected by other participants to make sure their
original object has not been misidentified by another person.
5. After JobStarters have found their object, ask a few of them to comment on what was special
about their object. Summarize the activity by indicating that, just as each object is unique, each
person is also unique and possesses unique talents and strengths. Recognizing their own
talents and strengths can build their self-confidence.
(25 minutes)
1. Discuss with the JobStarters that self-confidence begins with understanding the dignity of each
human person.
• Each person is worthy of respect. He or she has the capacity to think and freedom to
decide and determine his or her life.
• No two persons are alike. Each person is unique, with his or her own talents, strengths
and skills.
PART 1. Getting
• Each person has the capacity to achieve goals and determine his or her life.
2. Explain that a self-confident person recognizes his or her own dignity and acknowledges his or
her strengths, such as skills, knowledge or talents.
3. Explain that building self-confidence is a life-long process. As a person gets older, his or her self-
confidence can grow and get stronger as he or she seizes opportunities to enhance his or her
strengths (e.g. learn more skills, knowledge, etc.)
4. With JobStarters, brainstorm on a flip chart or on the board. List strengths or skills, knowledge,
and talents a person might have at home, school, or work.
5. Display the picture of a two-wheeled bicycle. on p.28.
• A person’s self-confidence can be likened to a two-wheeled bicycle.
• The two parts of self-confidence are a) your recognition of your dignity and
strengths and b) your growth in your strengths as you interact with others.
6. Emphasize that affirmation and compliments from other people helps in developing confidence
but ultimately, you are responsible for your own self-confidence! Self-confidence should not
depend on how people think about you or what they say about you but on your belief in your
personal worth and strengths.
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7. Suggest that one way to improve self-confidence is to learn new skills, improve the skills you
have, to do a task well or gain new knowledge. Ask JobStarters to suggest ways people can gain
new skills and knowledge. Suggest the following if not mentioned by the JobStarters:
• Take a class, join a new course, or read a book.
• Find someone who knows what you want to learn and ask for help.
• Find someone who is good at something and observe that person doing the task.
• Notice how he or she behaves. Then, try doing that same activity yourself.
• Build confidence in speaking, by practicing in front of a mirror.
• Build confidence in reading, by reading out loud.
• Practice something you want to get good at doing.
8. Refer again to the bicycle. It’s easier to ride the bicycle on a smooth road. When the road is
bumpy, it’s more difficult.
• This is also like life. Sometimes many positive things happen in peoples’ lives. Or, the
environment they live and work in is positive and life seems easier. During these times, it’s
easier for people to feel good about themselves and to build self-confidence. However, when
the road is bumpy, and life is bumpy at times, too, it’s harder to feel confident.
• The key to self-confidence even when the environment is negative is to continue believing
in your capacities and strengths.
9. Play the video entitled Dove Selfie: Redefining Beauty One Photo at a Time.
• One big factor that impacts self-confidence is how we perceive ourselves in terms of physical
appearance.
• Many Filipinos for example feel inferior or insecure because of their darker skin color, even
though other cultures find that beautiful.
10. Select two or three situations suggested by the JobStarters or those you have selected from the
list above, and ask them how the situation might impact a person’s self-confidence.
11. State that, while a person cannot control the environment where he or she lives, learns, plays or
works, a person can control how he or she responds.
• A person can accept the fact that others may not know how to make suggestions or give
feedback kindly.
PART
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1. Getting to Readiness – Developing
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the Foundations for Professional Success p. 44
• A person may also know that he or she did his or her best and can try to maintain a positive
attitude about himself or herself.
• Depending on the situation, he or she may be able to express his or her reactions to the
situation in order to encourage a more positive response in the future.
12. Ask the JobStarters: Aside from physical appearance, what problems or situations do
young people face in everyday life that might impact self-confidence negatively? If
needed, provide the examples below.
• Friends or family members frequently criticize abilities.
• People around you respond harshly to honest mistakes.
• Your ideas and suggestions are criticized by people around you.
• Being made fun of because you are unable to use gadgets like a computer or a laptop.
• Some feel insecure or inferior because of their accent.
• Some feel inferior because of a disadvantaged background: broken family, lack of money and
resources, lack of education, etc.
• Even if you think that you cannot do something well because you are a woman, you are too
young, you are not rich or did not finish school, you can still have self-confidence.
• Even if you think that you are less valued because of your skin color, remember that many
Europeans find darker skins individuals more attractive.
• With some practice, an accent can be adjusted. It is also your identity.
13. Tell them this helpful tip: When self-confidence drops, reflect again on your dignity as a
person. You were born with a mind of your own and the power and freedom to make
something out of your life. You are beautiful in your own unique way.
(25 minutes)
1. Explain to the JobStarters that they will accomplish the activity Self-Confidence Flag on page
27 of their Journal.
26
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My Skills, Knowledge and People What They Appreciate
Talents About Me
1 1 1
2 2 2
3 3 3
4 4 3
2. Tell them they will first accomplish Column 1 - My Skills, Knowledge and Talents
• Ask them to write or draw the skills, knowledge and talents they recognize in
themselves. Remind them to focus on positive words and be as specific as possible.
Note: Create a sample self-confidence flag as an example.
3. Tell them that they will now have the opportunity to discover what their co-JobStarters appreciate
in them. Play an upbeat tune and have them walk around the room and share their flags with
one another. Explain that they are to:
• Read one another’s lists.
• If you appreciate something about the person, write it in Column 3. Add your name in
Column 2.
• Encourage them to write a compliment or appreciation to everyone in their class.
15 minutes
1. Play the video entitled Believe In Yourself. Tell them that self-confidence will give them the
strength and the little extra push they need to achieve their goals. Self-confidence will also help
them position themselves better for getting a job.
2. Ask the JobStarters to reflect for a moment on the question: What is one concrete way that I
can build my self-confidence? Ask them to write their thoughts down in their Journal on page
25.
26.
3. Have participants share their ideas with a partner sitting close to them.
PART 1. Getting
Module 7
• Problem Sensitivity - one’s sensitivity in terms of workplace challenges, issues and concerns
• Social Perceptiveness - capacity to apply inter and intrapersonal competencies in dealing with issues,
concerns and challenges in the workplace
JobStarters will:
1. Identify and describe emotions people might experience in various situations.
2. Understand how recognizing emotions and managing strong emotions contributes to positive personal
and working relationships.
3. Identify ways to manage their strong emotions, including anger, in a positive way.
• Emotions - the mental and affective reactions people have to situations and people around them.
• Strong Emotions - intense feelings such as anger or fear, subjectively experienced as a strong feeling
usually directed towards a specific object and typically accompanied by physiological and behavioral
changes in the body.
D. Materials Needed
• Short Theory Input: Flip chart paper, markers and four different drawings depicting the emotions of
anger, happy, sad and surprised
PARTto2.
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& Work Success
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• Short Theory Input: Draw the emoticons anger, happy, sad and surprised separately on four large sheets
of paper. Post them around the room, so that small groups can stand around them and writes.
• Getting Participant’s Attention: Two JobStarters from the group who will do the pantomime and roleplay
activity of a supervisor observing an employee arriving late for work each day.
• Video entitled Anger Management Techniques

Source: https://www.youtube.com/watch?v=BsVq5R_F6RA
• Video entitled Get to Know Your "Inside Out" Emotions: Anger

Source: https://www.youtube.com/watch?v=-HQIg3ZwAs0
• Know the '90/10 Principle' that leads to a better life

Source: http://www.philstar.com/opinion/458694/know-9010-principle-leads-better-life
1. Emotions are mental and affective reactions to situations and people. The main categories are angry, happy,
sad and surprised.
2. Identifying and recognizing strong emotions is the first step to managing them in a positive way.
3. The 3 Steps to Managing Strong Emotions are:
Recognize strong emotions so you can manage them in a positive way.
• Analyze the thoughts that come with the strong emotion. Don’t deny or suppress your feelings but
express it in a non-confrontational way using I-messages (“I feel angry because…”).
• Decide on the appropriate response to the situation. Think before you act. Do not react emotionally.
90 minutes
’ (5 minutes)
1. Tell the JobStarters that two volunteer JobStarters are going to pantomime and roleplay the topic
for today’s session – emotions.
PART 1. Getting
2. Introduce Volunteer A as the supervisor and Volunteer B as the employee. In the pantomime and
roleplay, A will observe B coming in late every day.
3. Tell the group that the glass that you gradually add water to, represents the state of mind of the
supervisor. The more water there is in the glass, the more agitated the supervisor gets.
4. Tell the JobStarters that through behaviors, gestures, and facial expressions, they will observe the
emotion/reaction to the daily late arrival of the employee, as suggested by the water level rising in
the glass.
(25 minutes)
1. Explain what is meant by the word “Emotion.”
• Emotions are the mental and affective reactions people have to situations and people
around them.
2. As part of our culture, Filipinos are emotional people. In a study by the research institute Gallup,
the Philippines emerged as the most emotional country in the world in 2012. In 2014, it was in
the top four most emotional countries along with Bolivia and El Salvador. This has both positive
and negative implications:
• Positive:
• We are free to express our emotions from our full range of experiences.
• Even in the midst of sadness and hardships, we can feel joy. We always have
something to smile about.
• Negative:
• We tend to use our emotions over reason. We tend to respond and choose based
on our moods and feelings.
• Most of what we produce in media are emotionally-charged telenovelas and movies,

instead of products that encourage critical thinking.
• Because we are careful not to hurt people’s feelings, we tend not to correct a wrong
doing or point out a mistake even if it’s for the other person’s improvement.
3. Explain that emotions are normal reactions to situations and people. Everyone experiences these
emotions. People experience these emotions at work, at home, with friends, and even when they
are alone thinking about situations, events, or news.
4. Post the four prepared large sheets of paper with the drawings “angry,” “happy,” “sad,” and
“surprised,” in four locations in the room.
PART 1. Getting to Know Yourself & Building the Foundations for Professional Success
5. Divide the JobStarters into four groups by counting off. Assign one emotion per group and ask
the group to go to their respective locations in the room.
6. Within each small group, ask the person with the largest shoe to be the leader. The leader will
keep the group focused on the task. Ask the person to the right of the leader to be the recorder.
He or she will take notes for the small group. Ask the person with the shorter shoes to be the
reporter.
7. Ask each group to discuss the emotion assigned to them. Have them list as many words as
possible that mean close to the same thing as the emotion word on their chart. In other words,
on the “Happy” chart, they might write “joyful,” “excited,” etc.
8. Explain that, if they can use a word in this sentence, “I feel ,” it is probably a
word that describes an emotion.
9. After 3 minutes, reporters will then read the words written on their chart. For each word, ask the
other groups whether they agree with the words.
10. After the activity, ask JobsStarters how they might feel in each of the following situations.
Choose three situations that are appropriate for the group with which you are working. Try to
elicit more than one emotion for each situation.
• You have been assigned a difficult job at school or work.

• You just heard a friend is very ill.
• You have a family wedding to attend.
• Your parent or supervisor yells at you.
• Your supervisor or parent tells you having noticed what a good job you are doing.
• Someone says something that embarrasses you in front of others.
• Your co-worker has just asked you to help with an important job in his or her project.
Note: Emphasize that sometimes the same situation can elicit two very different feelings. For
example, you may feel happy to be involved in your co-worker’s project and nervous about
doing the job well.
11. Explain the following points:
• Not everyone responds to the same situation in the same way. Each person’s life
experiences, education, self-confidence, and family background, contribute to determining
how he or she responds.
• Sometimes it is easy to identify how you feel. Other times, feelings can be very confusing.
• A person may not always respond the same way emotionally each time he or she
experiences similar situations, because of other external factors and experience.
PART 1. Getting
• Recognizing how your body is responding can help a person identify what emotion he or she
is experiencing. For example, a person might smile, act friendly and energetic, and walk with
a bounce when feeling happy. A person might stomp around and yell when feeling angry.
• While emotions are normal, they can sometimes be hard to manage. Usually very strong
emotions – either positive or negative – are more difficult to manage.
• The first step to effectively managing emotions is to recognize and name them. Indicate that
their lists of emotion words will help.
12. Explain to the participants that each person experiences many different emotions during a
single day.
• For instance, a person who woke up rested and happy after a good night’s sleep may be
upset by lunch time because he or she has to redo a project presentation, then become
ecstatic again after receiving news of the company’s chosen venue for the annual outing.
• Ask them to recall yesterday’s events and activities. Ask them to compare what they felt
when they woke up and got ready for training, to what they felt during the training sessions
and then after. Ask several JobStarters to share the emotions they identified.
’ (10 minutes)
• Think of something that could happen to you, right then, that would elicit strong emotions, such as
accidentally spilling water on yourself, pinching your fingers in some hinges, could be your laptop.
Roleplay it happening without hurting yourself – just act it well. Respond to the situation with a
strong emotional outburst to astonish the participants.
1. Tell participants that most situations elicit emotional reactions, such as being upset, happy, or
sad. Some situations elicit very strong emotions that appear to be out of control and can be
very violent. For example, some things might elicit hatred, anger, depression, or being ecstatic.
2. One of the keys to being successful in your relationships with others at home or at work is to
recognize your feelings and know what to do to manage them.
(20 minutes)
1. Refer to the list of emotions each group produced earlier in the session.
2. Ask JobStarters which of these words refer to strong emotions (e.g. strong emotions for happy
are ecstatic and exhilarated; for sad are depressed and dejected). As JobStarters suggest words
from the list, underline them. If some typical words used to describe strong emotions are missing,
ask the group to suggest them and add them to the list.
3. Explain that it is important to identify strong emotions as they convey the intensity of what we
feel. If a person feels so angry at another person that it’s making him or her shout and throw
things, the person can be described as “furious,” not just irritated.
4. State that recognizing strong emotions is the first step to managing them in a positive way. The
second step is to analyze the thought process that comes with the strong emotion. You cannot
“undo” emotions, but you can do something about the thoughts that come with them.
5. For instance, talk about your feelings – don’t try to suppress them, or deny them –
acknowledge them and deal with them directly.
6. Express your own feelings in a non-confrontational way. This can be done, for example, by using
I-messages, where you say “I feel angry because...” rather than “You made me angry by...”
The first approach explains your feelings without accusing anyone else, while the second
focuses blame on the opponent who is likely to become hostile or defensive in response.
7. The third step is to decide on an appropriate response to the situation. Do not react emotionally
to emotional outbursts.
8. Explain that they will now consider ways to respond to strong emotions, especially anger.
• Play the video Get to Know Your Inside Out Emotions: Anger.
(20 minutes)
1. Ask JobStarters to list three or four helpful ways for managing strong emotions. Encourage them
to think of people who manage strong emotions in a positive way.
2. Record the suggestions on the board. If the following ideas are not mentioned, be sure to add
them:
• Think before you act.
• Calm down.
• Write or draw a picture.

• Play a sports game.
• Get involved in a hobby.
• Listen to music.
• Pause to take a drink of water.
• Do yoga exercises.
• Do deep breathing exercises.
PART 1. Getting
• Pray.
• Count from 1 to 10 slowly.
• Beware of overly strong emotions and don’t overreact.
• Detach yourself from the situation.
• Decide to respond to the situation later, giving yourself time to think and settle
down.
• Ask yourself how someone else you admire might react to the same situation.
• Go for a walk.
• Go out into nature or a garden.
• Talk with someone you trust or who has expertise to help.
3. Emphasize that anger is one emotion that we need to learn to manage well. In the workplace, for
instance, it is wrong and unprofessional to pick a fight with a co-worker you are angry with.
• Play the video entitled Anger Management Techniques.
4. Introduce Stephen Covey’s 90/10 Principle as another effective technique for handling emotions.
The 10% refers to the things that happen to you that you have no control over. The 90% is
something we can control—it is determined by how we choose to react to what happens to us.
• Share the scenario: You arrive at work in a very good mood because you are wearing a new
polo shirt which you bought with hard earned savings. But a rushing officemate accidentally
bumps into you and spills coffee on your shirt. What will you do?
• Take a few answers from the participants.
• Discuss that initially, you will feel upset and even angry. These are natural emotional
responses. But what action will follow the emotion?
• There are two choices: a) either let emotions dictate how you respond to the situation—you
are angry so you curse your officemate. But what is the effect of that? You harm your
relationship with him. b) You can decide to react and respond positively—simply accept his
apology, then smile and say, “No worries, I think I can find a spare shirt,” and just have a
laugh over it. Both of you continue having a good day while fostering a good relationship.
5. In similar situations, it is important to cultivate the habit of “thinking before you act” so you can
decide on the right response.
6. Ask JobStarters to discuss the possible consequences when strong emotions are not managed
well. Use these or similar questions:
• What might happen if someone is very angry and he or she yells at others
frequently?
• What might happen if someone is very sad and he or she withdraws from others?
• What other strong emotions might be harmful if they are not managed well?
7. Add that mood swings can also impact work attendance. There may be times when you wake up
sad, irritated or angry so you do not feel like going to work. Remember that moods are temporary
and can change in an instant. Choose to do something to get out of that bad mood. The goal is
to have a balanced mood.
8. Summarize that people who do not manage their emotions well may experience physical or
emotional problems. It may impair their ability to work accurately or rapidly in school or on a job.
They may also have trouble with their relationships with others.
9. Emphasize: Manage you emotions. Do not let emotions manage you.
10 minutes
1. Ask the JobStarters to think about one or two recent situations where they experienced strong
emotions. Ask them what they think could have happened if they managed their emotions more
effectively.
2. Ask them to reflect on the question: Am I prone to emotional outbursts? What is one thing
that I can practice regularly to change this? Invite them to write their thoughts in their Journal
30.
on page 29.
PART 1. Getting
PART 2. Workto Readiness – Developing
Know Yourself & BuildingPersonal & Work Competencies
the Foundations for Professional Success p. 54
Module 8
• Self-motivation - capacity to motivate oneself and to develop smart goals
JobStarters will:
1. Understand the benefits of adopting a positive attitude.
2. Identify the impact of a person’s attitude on their thoughts and behavior when managing negative
experiences and the resulting consequences.
3. Identify, demonstrate, and practice strategies to maintain a positive attitude.
• Positive Attitude - attempting to see the good side in any situation and managing that situation in a
constructive way. It is the half-full glass attitude!
• Negative Attitude - attempting to see the bad side in any situation and avoiding to manage the situation
by raising constant obstacles. It is the half-empty glass attitude!
D. Materials Needed
• Glass container half filled with water

• Two bags that are strong enough to hold the heavy objects
• Two pieces of paper to use as labels for the bags or buckets
• Ten heavy objects (weights or metal balls)
• Ten pieces of candies or ten colorful stress-balls
E. Tasks to Complete in Advance
• Getting JobStarters' Attention: Create two labels for the bags or buckets. Label one bag or bucket with
a “+” symbol and the other with a “–” symbol.
• Getting JobStarters' Attention: Have ten heavy balls and ten candies or stress-balls available at the
front of the room
• Getting JobStarters' Attention: Ask a volunteer to help by holding two bags as you tell the story.
• Video entitled No Arms, No Legs, No Worries

Source: https://www.youtube.com/watch?v=ciYk-UwqFKA
• Video entitled Life Without Limbs

Source: https://www.youtube.com/watch?v=gGx6QWZJkNA
• Positive Psychology in a Nutshell 3rd Edition, Illona Boniwell
1. Adopting a positive attitude means choosing to see the positive side in any situation.
2. Choosing a positive attitude helps us live happier, work more productively and maintain good relationships.
3. The 4 Strategies for Maintaining a Positive Attitude are:

• Focus on the positive aspects.
• Take a break from the situation.
• Surround yourself with positive people.
• Look for things you can do to change a negative situation into a positive one.
90 minutes
’ (10 minutes)
1. Tell JobStarters you will be describing a day in the life of a young JobStarter called Robert. As you
describe the day, their job is to decide if the experiences Robert has are positive or negative.
PART
PART 2.1.Work
GettingReadiness
to Know Yourself & Building Personal
– Developing the Foundations
& Workfor Professional
CompetenciesSuccess p. 56
2. Ask the volunteer to hold the bag or bucket labeled with a “+” in one hand and the other bag or
bucket labeled with a “–“ in his or her other hand. The volunteer should have his or her arms at
his or her side.
3. Explain that, as you tell the story, the JobStarters are to raise their hand if something positive
happens to the person in the story. When you call on them, they are to identify the positive
experience and place a candy or a stress-ball in the bag or bucket labeled with a “+”.
4. Then explain that, as you tell the story, the JobStarters are to raise their hand if something
negative happens to the person in the story. When you call on them, they are to identify the
negative experience and place a heavy object in the bag or bucket labeled with a “–“.
5. As you tell the story, keep a written record of the positive and negative experiences on the visual
you prepared with the “+” and “–“ symbols.
6. Tell the story of Robert:
• A friend promised to wake up Robert. When the friend failed to follow through, Robert
was late for his JobStart Life Skills Training.
• While buying a sandwich for breakfast in a convenience store, Robert casually mentions
to the cashier he is taking life skills training. The cashier informs him of a job opportunity
that pays well for young candidates with the right skills.
• Robert, rushing to training, forgets his sandwich in the jeep. He attends class hungry.
• Robert gets a text message from his cousin abroad who will be sending him a balikbayan
box with clothes and shoes.
• Unaware of a hole on the back of his pants, Robert is teased by a co-JobStarter. This
boy’s comments encourage the mocking laughter of other group members.
• Robert arrives at the MRT station where the lines are extremely long. Robert gets home
late.
• Robert decides to message his mother that he would arrive later than usual but receives
a text notification that he is out of load.
• He comes home and finds that his mother set aside a large serving of his favorite adobo
dish for dinner.
Note: Feel free to modify the story of Robert if you can think of other situations more
appropriate to your class.
7. After concluding the story, ask the volunteer holding the bags/buckets the following questions:
• Which bag/bucket was easier to hold?
• What thoughts ran through your mind as you held the negative, heavier side?
8. Thank the volunteer for helping you with the demonstration.
9. Explain:
• This is an illustration of the impact of positive and negative experiences in a person’s life.
• The positive experiences boost our spirits and help us feel good about our lives.
• However, the negative experiences seem to have a stronger impact. When a person faces
many negative experiences, it’s easy to feel as if life is very hard. A person may even feel
helpless or hopeless. Without some strategies to handle negative experiences, life can be
difficult to enjoy.
• While events may be beyond our personal control, our attitude towards what happens is
within our control.
10. State that today’s session will explore the impact of positive and negative experiences and how
our attitude can help us manage our lives even when several negative experiences occur.
B (25 minutes)
1. Ask participants to suggest three or four positive and negative experiences common to their
peers.
2. Explain that while we may have little or no control over some of our experiences, we can control
how we respond. Refer to the lesson on Understanding and Managing Emotions and the 90/10
principle. Choosing to respond with a positive attitude will help manage negative experiences.
3. Hold the glass of water. Ask the JobStarters: What can you say about the water in the glass?
Some will say half-full, some half-empty.
4. Explain to them that many of us tend to look and react at situations this way. Explain the
following:
• Positive Attitude: Attempting to see the good side in any situation and managing that
situation in a constructive way. It is the half-full glass attitude!
• Negative Attitude: Attempting to see the bad side in any situation and avoiding to manage
the situation by raising constant obstacles. It is the half-empty glass attitude!
5. State that very few experiences in life are all good or all bad. Often a person’s attitude about the
experience determines whether he sees the overall experience as positive or negative. As a result
of the selected attitude, the person can adopt a positive behavior about a bad situation or a
negative behavior about a relatively good situation.
6. Tell JobStarters you will describe a situation and what the person might think or do if he or she
adopts a negative behavior. JobStarters should be ready to share the possible consequences for
the person in the situation if he adopts a negative behavior.
A person’s mother is very ill and needs help. The person does not go to work. His or her
employer told him or her that he or she will be fired if it happens again.
• Negative attitude: My employer does not understand and is being unfair.
• Negative behavior: The person argues with his or her employer.
By responding with a negative behavior, what consequences may result?
Suggested ideas:
• The person could lose his or her job.
• If the situation is not explained and understood, there can be an argument that may
escalate.
• The person might get a negative reputation at work or difficulty finding a new job.
7. Sum up by saying that a situation, together with other external factors, will trigger an attitude
that will in turn generate a behavior, which will result to consequences.
8. Ask JobStarters:
• If the person had a positive attitude, what might he or she think? How might he or she
respond?
Suggested ideas:
• Positive attitude: I understand my employer’s concern. He or she needs to have

employees that he or she can rely on to be at work.
• Positive behavior: The person explains that he or she is sorry about not being able
to be at work, explains briefly what happened, and will try to avoid missing work.
• By responding with a positive behavior, what consequences may result?
Suggested ideas:
• The employer recognizes the person’s desire to be reliable.
• The employer appreciates the person’s willingness to talk reasonably about the
situation.
• The employer might come up with alternative solutions, which could help the
employee in solving the problem.
9. Play the video entitled No Arms, No Legs, No Worries.
• Explain that Nick Vujicic was born without legs and arms. He could have easily given up
on life because of his physical limitations. Instead, he chose to practice having a positive
attitude even in the most negative situations. This helped him do and achieve so many
things in life. Today, Nick is an international, motivational speaker.
10. Continue explaining the concept of a positive or negative attitude using the points below:
• A positive attitude means a person attempts to see a positive side in any situation or a
constructive way to manage it.
• A positive attitude means that we develop a “can do” attitude by focusing on our
strengths rather than weaknesses.
• A positive attitude doesn’t mean ignoring tough situations. It means thinking and
managing tough situations from a positive point of view.
• A negative attitude can block a person from seeing important information and being
able to change the situation.
• While it might seem easier to respond to bad situations by having negative thoughts, a
person with a positive attitude is more likely to solve the problem and create a more
positive outcome.
• Most people would rather have some ideas about what to do when they are in a tough
situation than to feel helpless or hopeless.
• A person with a positive attitude is more likely to persist in trying to make things better.
• A positive attitude helps you to stay happy, energized and more confident.
11. Explain that having a negative attitude can bring consequences that will not be pleasant nor help
improve the situation. Knowing how to maintain a positive attitude, even in negative situations,
can help a person solve problems and succeed at work, and in his or her relationships with
others.
12. Display the visual, Four Strategies for Maintaining a Positive Attitude, and explain each
strategy. Identify two or three specific examples for how each strategy could be implemented.
After your suggestions, ask JobStarters if they have additional ideas for ways to implement the
strategy.
Four Strategies for Maintaining a Positive Attitude
and Adopting a Positive Behavior
Strategy One: Focus on the positive aspects that exist in any negative situation.
• Look for the positive qualities of a person, event, situation or day.
• Stop complaining.
• Avoid criticizing or blaming yourself or others.
• Change negative thoughts to positive thoughts.
Strategy Two: As much as possible, surround yourself with positive people and events.
• Spend time with friends who have a positive attitude.
• Look for positive experiences and get involved.
• When making a friend, consider a person’s attitude and choose friends with positive
attitudes.
• Use humor and laughter to create a positive atmosphere.
Strategy Three: Look for things you can do, to change a negative situation into a positive one.
• Try to understand the problem or issue behind the situation.
• Talk with the people involved and try to understand their points of view.
• Calmly and respectfully, explain your point of view.
Strategy Four: Take a break from the situation, if you need to calm down or if you have trouble
thinking about the positive and negative aspects of a situation.
• Take a deep breath and try to stay calm.
• Take a cup of coffee or tea and relax.
• Walk away from the situation and come back later.
• Meditate, pray, and/or focus on any physical sensation that allows you to rest for a few
minutes, such as feel the warmth of the sun, the serenity of a quiet area, listen to the sound
of the rain or the sea, or notice a pleasurable odor or sight.
• Use humor to reduce the tension.
• Do something to help others and come back to the situation later.
If you are not at work or later in the day:

• Do something active for a few minutes, such as play some sport, walk, or run.
• Do something enjoyable, such as work with your hands, do a hobby, or visit a friend.
(25 minutes)
1. By counting off, divide JobStarters into 4 groups.
2. Assign group roles within each small group.
• The shortest person can be the leader. The leader will keep the group working on the task.
• The tallest person can be the recorder. The recorder will write the responses and help the
small group develop a roleplay by reminding the group of all the ideas.
3. Explain the task:
• You, the adult facilitator, will describe a situation.
• Each small group will discuss the situation and suggest ways to demonstrate the four
strategies for maintaining a positive attitude and adopting a positive behavior in the situation.
• The demonstrations will be presented in the form of skits.
Note: It is not imperative that the groups suggest ways to demonstrate all four strategies for each
situation. Some situations may not lend themselves to all four strategies.
• Each small group will be invited to roleplay one strategy in front of the large group. If not all
strategies have been retained, small groups can play a situation that was treated differently.
• After each situation, the large group will discuss the possible consequences when a person
responds with a positive attitude, and you will record their ideas on chart paper or the board.
• You may proceed by describing one situation at a time. Then, ask the small groups to discuss
it and prepare their skit to be presented to the large group.
4. Choose from the following situations those that are appropriate for the group with which you are
working. You can also create your own situations using some of the negative experiences
suggested by JobStarters earlier in this session.
• A shopkeeper has approached you to help sell merchandise. In return, the shopkeeper is
willing to pay a wage that you consider unfair.
• Your friend is harassing you in front of others because you chose to go to work rather than
joining them at the movie theatre.
• You have been interviewed for a job that you wanted, but have not been offered the job.
5. After you describe the situation and the small groups have discussed it, ask each group to
present its skit for using one of the strategies.
6. Ask the large group for the possible consequences if the person in the situation has a positive
attitude and responds in a positive way. Record the consequences on flip chart or board.
7. Review the recorded consequences of having a positive attitude. Add your own ideas to their list
if needed.
The following are possible consequences:
• By having a positive attitude, solutions may appear more frequently and more easily.
Life may feel less challenging.
• A person with a positive attitude could gain the reputation in a group, as a leader and
a problem solver.
• Becoming known as a person who “tries” may draw the attention of employers,
educators, and other people with the ability to help the individual succeed.
• The strategy of taking a break increases the likelihood that a person can see the
multiple opportunities in various situations.
• A person with a positive attitude could help a friend find solutions and adopt positive
behaviors more often.
• The individual’s attempt to resolve some aspect of a difficult situation can attract the
assistance of other people.
8. Summarize by saying that we always have the choice to look at situations in a positive light. The
result of positivity is happiness.
• Play the video Life Without Limbs.
25 minutes
1. Ask JobStarters to reflect on Nick Vujicic’s life. Ask several JobStarters who would like to share
life experiences wherein they overcame certain challenges through a positive approach or
attitude.
2. Ask them to reflect on the question: What is one negative tendency that you have? How can
you fight it and acquire a more positive attitude? Ask them to write this on page 33
32 of their
Journal.
3. Ask several JobStarters to share their reflection.
4. Emphasize the benefit of trying to maintain a positive attitude. Regular practice, over time, will
increase your command of the skill.
PART 2
Module 9
• English Functional Skill - capacity to execute Basic English grammar rules both oral and written
communication.
• English Comprehension - capacity to comprehend and synthesize information using the English
language, critical thinking, and creative thinking.
JobStarters will:
1. Learn to identify and formulate What, Where, When, Why, How and How Many questions in line with job
functions.
2. Learn to ask and answer the What, Where, When, Why, How and How Many questions.
C. Materials Needed
• Packs of little chocolates as prizes for the group activities
D. Videos and References
• Video entitled Mikey Bustos Pinoy Lessons “Pinoy English”

Source: https://goo.gl/CInP3t
p. 65 PART
PART 2. Work2. Work Readiness
Readiness – Developing–Personal
Developing Personal
& Work & Work Competencies
Competencies
1. Learning how to ask and answer questions in English using What, Where, When, Why, How and How Many
(refered to as WH questions) empowers JobStarters to convey thoughts clearly during important work
situations.
2. Asking WH-Questions will help JobStarters accomplish their job correctly and knowing which WH questions
to use will help them get the right answers faster.
90 minutes
’ (10 minutes)
1. Play the video of Mikey Bustos. This video pokes fun in the way we use English (we can also call
this “Pinoy English”) that many English native speakers will not understand.
2. Ask JobStarters to raise their hands if they have ever had difficult experiences when
communicating with others using English (e.g. using an incorrect word). Let them share their
experiences. End by sharing a short story of you having difficulty with using English or another
language.
3. Ask them if: a) they agree with the statement that English is important to learn for the workplace,
b) they think learning and practicing English will help them to get a job and keep a job, and c)
ask them if they want to learn English in this class, where it will be practical (they will really use
what they learn) and fun (the activities will be engaging and easy to relate with).
4. Explain that in this module, they will be practicing their English skills by simply asking and
answering questions.
5. Say that in this class, it doesn’t matter if they make mistakes because it is how everyone learns.
What is important is that they try their best to learn and have fun in learning. Tell everyone to be
ready for a fun and productive module!
(20 minutes)
1. State that we begin with knowing how to ask the right questions and answer them.
2. WH-Questions: Show the slide with the six questions corresponding to what information the
questions would like to get. Explain that we call these the WH questions because most of them
begin with WH. The WH-Questions ask for information. There are six types of questions:
Who/Whose, What, Where, When, How, How Many/Much, and Why.
PART 2. Work Readiness – Developing Personal & Work Competencies p. 66

Knowing the WH-Questions
WH Question Answer Example
WHAT Thing What is your name?
WHEN Time When do you wake up?
WHO Person Who is your best friend?
WHERE Place Where is your house?
WHY Reason Why are you happy?
HOW Directions/Feelings How are you?/How far is it?
HOW MANY Amount/Quantity How many chairs are there?
3. ANSWERING QUESTIONS. Since WH-Questions ask for information, they cannot be answered
with a YES or NO. The answer needs to give information, based on the WH-question used.
4. To answer these simple questions, tell them that you will show one technique they can do to
form their sentence. Show the slide with the first example.
How to Answer WH-Questions

WH-Question Answer Correct Statement
WHERE is your resume? Place - on the table “My resume is on the table.”
Step 1: The question is = “WHERE is your resume?”
Step 2: Begin your correct Statement with the words = “My resume…”
Step 3: Use the same verb or form of the verb = “is”
Step 4: Add your answer: “on the table”
Step 5: Thus, the correct statement to say is “My resume is on the table.”
WH-Question Answer Correct Statement

WHO is your character “My character reference is Virge
Person - Virge Villanueva
reference? Villanueva”
Step 1: The question is = “WHO is your character reference?”
Step 2: Begin your correct Statement with the words = “My character reference…”
Step 3: Use the same verb or form of the verb = “is”
Step 4: Add your answer: “Virge Villanueva”
Step 5: Thus, the correct statement to say is “My character reference is Virge Villanueva.”
5. Show the second example. Guide them in answering.
(15 minutes)
1. Tell the JobStarters to form a line. Do not give any additional instructions.
p. 67 PART 2. Work Readiness – Developing Personal & Work Competencies

2. After 3 - 5 minutes, stop the activity and ask JobStarters: “Are you sure that’s how I want your
line to look?” Wait for them to realize that they need more directions before going to the next
step. If before this, however, some JobStarters stop and say that they can’t make a line without
further instructions, affirm that what they said is true and ask the class to applaud this realization.
3. Ask them to form a line again. This time, however, tell them that you will answer their questions.
JobStarters will need to phrase their questions in English. Examples or clues can be given by
the facilitator.
Ex. 1: Who will start the line?

A: The person whose first name starts nearest to the letter A leads the line.
Ex. 2: Where should we form the line?

A: The line starts in front of you.
In addition, their line must follow these guidelines:

- All the JobStarters should be facing the door.
- The line doesn’t need to be straight but it should be unbroken.
Once finished, ask JobStarters to applaud themselves and return to their seats.
4. Say that asking questions are important. At work, they need to ask WH- questions so that they
accomplish the job in a correct manner. By knowing what WH questions to use, they can get the
right answers faster.
– (20 minutes)
39.
1. Tell them to answer the following in their JobStarter Journal on page 38.
HOW a. ________ is your resume?

WHEN b. ________ is your work experience?
WHERE c. ________ old are you?
HOW MANY d. ________ do you want to work here?
WHO e. ________ will you file for a leave?
WHY f. ________ is your character reference?

g. ________ can we contact you?
WHAT
2. Tell them to also write their answers to these questions in the space provided using what they
have learned.
3. Ask the class to take turns answering each of the question aloud.

: (20 minutes)
1. Tell the JobStarters that there are important situations at work where knowing how to ask and
answer questions are very useful. Say that you will ask them to roleplay some of these
situations.
2. Divide the JobStarters into three groups. The leader has the longest arm; the secretary is the
person on the left, and; the reporter is the one on the leader’s right.
3. Each group will be given a situation where they will create and answer WH questions and
roleplay it for the class. Brainstorming will be for 5 minutes. The roleplay should be for 5
minutes.
a. Group 1 = Job Interview
You are applying for a job as a _____________ and the employer just said that you are
accepted! The employer asks if you have questions.
b. Group 2 = Task at Hand
In the new job, your boss introduces himself/herself and tells you to help clean the
conference center.
c. Group 3 = Filing for a Leave
You go to the office very early. One rainy day, your co-worker calls early in the morning
looking for the supervisor. You are the only one in the office and so he tells you that he
cannot go to work that day due to being sick with flu. He does not want to pass the flu
to anyone in the office so he will go to the doctor for check-up after he calls you. You
need to ask him questions so that you can relay a detailed message to your supervisor.
4. Congratulate the groups. Emphasize that when asking WH questions, listening carefully to the
answers they receive is just as important. It is also possible that they will need to ask more
questions to get a complete understanding of how to respond or do the tasks well.
5 minutes
• Ask the JobStarters to reflect for a moment on the question: What are three WH questions I
want to ask employers during a job interview? Ask them to write their thoughts in their Journal
38.
on page 37.

EFFECTIVE
WRITTEN
Module 10 COMMUNICATI
ON IN THE
WORKPLACE
• English Functional Skill - capacity to execute Basic English grammar rules both oral and
written communication
• English Comprehension - capacity to comprehend and synthesize information using the

English language, critical thinking, and creative thinking
JobStarters will:
1. Learn to write basic business letters in line with job functions.
2. Learn basic grammar rules and be familiar with common letter-writing mistakes.
C. Materials Needed
• Video entitled Calling in Sick: Good and Lame Reasons

Source: https://goo.gl/dO51IV
1. The language of business is English. Learning how to write business letters such as the job
acceptance, sick leave and memo letters can help JobStarters in their future jobs.
2. There are common grammatical mistakes that JobStarters can learn to avoid in letter writing.

90 minutes
’ (10 minutes)
1. Tell the JobStarters to think about whom they want to thank most for becoming a JobStarter. On
a blank space provided, ask them to write a short Thank You note for this person.
2. Tell them to include the following:
• The name of the person they are grateful to
• How did they help you (be as specific as possible)?
• How will their help make you a better person?
• Look ahead: how do you want them to see you in the future?
3. Ask a few of them to share.
4. To debrief, state that words are important because this is how we express what is important to
us. This is applicable in both personal and professional life. To help them reach their potential at
work, they will need to learn how to write effective business letters that they will often encounter
at work. These are the sick leave letter, the memo and the email.
(20 minutes)
1. Show slide with the parts of a sample business letter (JJ, p.44)
p.45)and explain each part. Explain
that
this is the structure of the letter they will make.
6 Parts of a Letter
a. Date
b. Sendee’s Address - include the sendee’s name (can be in all caps or not), the
organization and the full address
c. Salutation - addresses the name of the letter recipient or sendee
d. Body or Content - letter’s message is given
e. Complimentary Closing - it signals the conclusion of the letter
f. Typed Signature - name, work designation in relation to the letter; may include
actual signature of the sender.

6 Parts of a Letter
Sample Letter
April 11, 2017 Date
MR. RENAN ROBLES Sendee’s Address

Human Resources Manager
Always Safe Gasoline Station
321 Laging Handa St.
Pandacan, Manila
Dear Mr. Robles: Salutation

I am grateful for the opportunity to be part of Always Safe Gasoline Content or Body
Station as an Administrative Staff. In this position, I will do my best to
be an effective and professional employee.
As stated in our phone conversation, I will report to work on April 17,

2016 at Always Safe Gasoline Station branch in Escolta, Manila. If
there is any additional information or paperwork you need before then,
please let me know.
I look forward to working with all of you. Thank you. Closing Complimentary
Respectfully yours,
Typed Signature
Anne Reyes
ANNE REYES
2. Show the slide on Top 9 Tips to Avoid Common Writing Mistakes (JJ, p. p.51).
50). Discuss each point
briefly. Tell them that it is also in their Journal as a reminder to avoid common mistakes.
Following them will make their letter look more professional and attractive.

What to Write What Not to Write Correct Use
Hello poh…I am Anne Reyes…I am
Good day! I am Anne Reyes. I am Don’t use smileys in formal
happy to apply to your
happy to apply at Green Mills. I hope letters.
company…haizt, hope you will
you will consider my application. Don’t abuse the ellipsis (…)
consider my application…Thank you
Thank you. Don’t use Jejemon
poh… :) :) :)
Both words are now
acceptable to use for English.
Equipment or Equipments —
To be safer though, use
“equipment.”
difficulty comes from common

It’s free! It’s for free!
Tagalog usage.
difficulty comes from Tagalog

Turn on the light. Open the light.
translation:
Turn off the light. Close the light.
Buksan/Isara ang ilaw.
Xerox is a popular brand for

Please photocopy the contract. Please xerox the contract. photocopying, but it’s not a
verb.
difficulty comes from Tagalog
Dear Ms. Susan, I’m sorry I will be Dear Ms. Susan, I’m sorry I will be
translation:
late for our meeting. late for our meeting.
Sorry late ako. Sobra yung
Traffic is heavy! It’s so traffic!
traffic!
“Fill up” refers to adding to
containers while “fill out” refers
Sir, please fill out this form. Sir, please fill up this form.
to answering or signing
documents.
Please help me. I brought a lot of Please help me. I brought a lot of -- stuff is already in plural form so
stuff. stuffs. no need to add “s” at the end.
-- difficulty comes from Tagalog

Hi Liz, I will drop by the office later. Hi Liz, I will pass by the office later. translation:
Dadaan ako sa office mamaya.

(30 minutes)
1. Play the video Email: Before You Hit Send. It talks about some things to keep in mind when writing
email to others in the workplace. Explain that email is now the most widely used medium of
communication in the world of work. Millions of emails get sent around the world on a daily basis.
Based on a US study in 2010, 83% of knowledge workers felt that using email is crucial to business
success.
Email Letter
- a letter sent electronically over the Internet using emailing programs.
Benefits: communicate powerfully with others using the most widely used
medium of communication in the workplace, creates a professional
impression and allows you to document with one to many people key
points on work programs, leaves, etc.
2. Ask them who has written emails. For whom and what were the emails for? Let some of them
share; answers may circle around family, friends, school mates or teachers, while applying for jobs,
etc. Tell them that at this point they will learn the best way to craft their emails. Crafting good
emails in the workplace not only clarifies their message, it also sends a positive professional
message about them to others, which in turn can lead to their career growth.
(JJ, p.
3. Show them the parts of an email (JJ, p.50).
49).
PARTS OF A EMAIL
4. Tell them that they will have an opportunity to send an email later.

(15 minutes)
1. Play the video Calling In Sick. It describes what is acceptable and not acceptable as reasons to
miss a day or two in the workplace. Clarify that the colds and flu referred to in the video are when
it is contagious. State that it is important to do their best in going to work especially as a new
hire. However, if there are instances as those cited in the video, then they will need to inform
their employer.
(JJ, p.p.52).
2. Show the slide on the next activity, the Sick Leave Letter (JJ, 51).
Sick Leave Letter
What do you do when you need to inform your boss or who is in charge that you are sick and will
be absent.
If it’s sudden, inform the boss first by call/text/short email first, then give a formal excuse letter
when you get back to the office. Attach supporting documents (e.g., doctor’s letter, ER certification,
etc.)
Benefits: Helps you follow company policy and stay professional. Allows you to keep a record of
your leaves.
3. Tell them to answer the Sick Leave Letter activity, referring also to the sample letter, in their
Journal. Give them 10 minutes. Walk around and see if the JobStarters have questions or
coach them if there are aspects that need clarification for them.
: (25 minutes)
1. Before starting the session, ask the JobStarters to stand and form a circle. Say that they will
play a fast game called Word Change. It is a game where they will create a word chain by
changing one letter of the given word.
2. Display a slide that says “job.” Say that you will point to the first JobStarter who will change one
letter of the word in 5 seconds or less, write it down and show it to the class (example: rob, mob,
jab). The class will then count 5 seconds.
3. The person to the left of the first JobStarter will then change one letter of the word written by the
first JobStarter, write it down and show it to the class within 5 seconds.
4. For variety, especially for a large class size, the facilitator can change the word on the board
after at least 10-12 JobStarters.
Other word options and their related word chains include:

• wow (bow, sow, mow…)
• work (fork, pork, pore…)
• love (dove, rove, move…)

5. Tell them to applaud each other’s fast work.
6. State that they are now ready to do the final activity. Show the slide on the Memo (JJ, p.
p.52).
51).
The Memo
- important letter sent within the company or organization to inform or update on policies,
programs or any relevant news.
- should be concise.
- used when: a) there is need to capture employees’ attention; b) message needs to be
read carefully, and ; c.) in need of a formal document.
Benefits: helps to keep you updated on what’s happening in the company and helps you
inform others about an important message.
7. Tell them to answer the Memo Letter activity, referring also to the sample letter, in their Journal.
Give them 10 minutes. Walk around and see if the JobStarters have questions or coach them if
there are aspects that need clarification for them.
8. Thank the JobStarters for doing their best in learning to write the letters. Acknowledge that at
first it may not be easy for some. But writing is an important workplace communication. Learning
this skill will help them transition faster into their jobs.
15 minutes
• Without looking at the pages prior, ask the JobStarters to refer to their Journal on page 44
43 and
accomplish the following: a) list down the parts of the email and b) write their Thank You Note as
an “email” below.

Module 11
• Work Standards/Ethics - Capacity to apply and to abide with ethical standards, work habits, and
protocols in the workplace.
JobStarters will:
1. Understand the notion of ground rules to follow at work.
2. Identify key elements of ground rules at work and subsequent behaviors.
3. Explore the benefits of establishing good work habits that demonstrate responsible behaviors at work.
• Workplace Ground Rules - rules of responsible behavior that all employees should endeavour to follow
when working in a particular job.
D. Materials Needed
• Paper, board, pen, and markers
• Thirteen index cards or slips of paper
• Short Theory Input and Practice of the Skill: Small Group Activity
• Write each ground rule on an index card or slip of paper.
• Practice of the Skill: Large Group Discussion and Activity

• Prepare a sheet of Manila paper or flip chart on which to write the tasks.
• Video entitled Daily Habits of Successful People: It’s all About Routine
Source: https://www.youtube.com/watch?v=nu5I85_YAak
• The 7 Habits of Highly Effective People, Stephen R. Covey

1. Know your workplace ground rules and make it a habit to follow them.
2. Following workplace ground rules habitually enables individuals to practice the value of integrity and
responsibility.
90 minutes
’ (10 minutes)
1. Ask the JobStarters to recall the very first session of the Life Skills Training where they
established the ground rules for the group. Display the Group’s Ground Rules more visibly.
2. Ask them how difficult or easy it has been for them to follow the ground rules established by the
group. Take a few answers.
3. Ask the JobStarters: If the group were to continue to function over a longer period of time and
new JobStarters were to join, would you revise the rules each time new comers would join, or
would you expect new comers to follow the ground rules that had been established on the first
day of the training?
4. Ask the JobStarters: Following the same logic, as new comers to an established company, would
you expect to follow the established rules or rather question them?
5. Explain that this session will focus on looking at those ground rules and how to follow them and
thereby establish good work habits.
(60 minutes)
1. Divide the class into 6 groups. Ask each group to pick two folded papers each (Each paper will
have a ground rule written on it. Refer to the list of Workplace Ground Rules). There is a total
of 13 ground rules. One group will get three ground rules.
Note: Depending on the class size, divide them into small groups such that all 13 ground rules
will be covered.

2. Ask each group to identify three things a worker can do to put into practice the workplace ground
rule assigned to them. Give them 15 minutes.
3. After the discussion, further discuss with the whole group each ground rule by asking the group
assigned to the ground rule to share their three suggested ways of practicing it.
Then, display the suggested ways of practicing the specific ground rule found in the list of
Workplace Ground Rules (JJ, pp. pp.55-58)
54-57) to reinforce the groups’ ideas. Repeat this process
until all the ground rules are covered.
Note: Help JobStarters connect their responses with the ideas listed under each ground rule. If
their examples are not relevant, help JobStarters understand why the actions presented in the
list of Workplace Ground Rules are more appropriate. If JobStarters come up with other good
examples, acknowledge them.
(15 minutes)
Ground Rules and Values. Tell the JobStarters that following workplace ground rules have a
purpose beyond telling you what to do and what not to do.
Rules, like these ground rules, are established to enable professionals to consistently practice
good habits e.g. following standard office procedures, being on time for appointments, asking
permission before using another person’s property.
Establishing good habits is key to living the personal values the JobStarters have identified in the
previous module on Defining Your Values (TM, pp. 10-16). When one’s actions and behavior are
aligned with one’s values, one is able to live the value of integrity. Aside from that, ground rules
are also a reminder for each person to be accountable for one’s actions—for being responsible.
As such, these ground rules should be seen as a means for individuals to become better persons
and successful professionals.
At this point, play the video entitled Daily Habits of Successful People: It's All About Routine.
5 minutes
1. Ask the JobStarters to reflect for a moment on the question: Which workplace ground rule
should I start with and how do I make it a work habit? Ask them to write their reflections in
54.
their Journal on page 53.

Workplace Ground Rules
1. Being properly dressed and presentable
・ Wear the uniform provided by the company or follow the dress code given. Be mindful of the
company’s policies on this matter since dress codes may vary depending on the industry that your
company belongs to.
・Keep your uniform or clothing and shoes clean.
・Be mindful of your use of cologne, perfume, or other strong fragrances.
・If the company requires you to do so, wear your ID at all times. This is primarily for security reasons.
2. Arriving and departing from work
・Know and follow your employer’s rules and procedures.
・If there are no written rules or procedures, ask for and follow your supervisor’s instructions.
・ Check in and out only for yourself. Do not let others check in or out for you or do not check in or out for
anyone else, even for a close friend.
・ Arrive on time for work. Avoid lack of punctuality by arriving a few minutes after the specified time. If
you foresee arriving late for work, call or text our supervisor or employer.
3. Taking breaks
・Know the rules regarding breaks and meals.
・Use breaks and meal times to socialize and relax without getting rowdy.
・Return to work on time after a break or meal.
4. Leaving work early
・ Explain to your employer/supervisor the reasons for your request to leave work early, if ever there is a
valid need to do so.
・ If your request is denied, do not leave your workplace.
・ Ask him or her if you can work at a different time to make up for lost hours.
5. Dealing with family emergencies
・Get in touch with your supervisor/employer as soon as possible to explain the situation.

・If you need to take time off, request leave from your supervisor.
・Let your supervisor know when you expect to be back for work.
6. Calling in sick
・ Call your employer when you are ill and unable to go to work. If you cannot call, discuss beforehand
with your supervisor/employer other ways to contact him or her when you are ill.
・Briefly explain your type of illness, without entering into very specific details.
・Specify when you are expecting to return to work.
・Do not call-in sick if you are not actually sick.
7. Requesting time off
・ Give your employer as much advance notice as possible. Follow your employer’s rules on how to
request for a leave.
・Provide the reason for requesting leave.
・ If the request is granted, thank your supervisor/employer. If your request is denied, you may politely
ask why.
8. Quitting a Job
・Give your employer/supervisor as much advance notice as possible (usually, one month in advance).
・Tell your supervisor in person.
・ Be courteous, even if you are unhappy or upset to be leaving. You may need a reference for your next
job.
・ If you intern for a company and decide to leave before the end of your work/internship, give your
employer and the PESO officer a resignation letter, preferably with an explanation of why you wish to
quit early.
9. Socializing at work
・Find ways to get along with fellow employees.
・Make sure socializing does not distract you or others from your work.
・ Avoid gossiping, even when meeting up with co-workers outside of the office. Do not gossip about
others who may be absent.

・ Be mindful of what you post on your social media sites. Do not gossip or post negative comments
about your employer, supervisor or co-workers.
・Ensure frugal and legal consumption of alcohol at work-related social gatherings outside of the office.
10. Using appropriate language
・Be polite in your interactions with customers, supervisors, and other employees.
・Refrain from using vulgar or bad language and from yelling at work.
・Show respect to each individual when you communicate with them, in oral or written form.
11. Respecting shared spaces and company property
・Keep bathrooms, staff kitchen, and other common areas neat and clean.
・Be considerate when playing music or using the company phone at your workspace.
・Adhere to company rules regarding internet and mobile phone usage.
・Do not steal or bring home company supplies/materials for personal use.
・ Return any borrowed equipment. Make sure you get the permission from concerned authorities before
borrowing an equipment.
・ Make sure any equipment you lend to co-workers, with the permission of your supervisor, is returned
to you.
12. Using drugs or alcohol
・Never use prohibited drugs inside or outside of the office.

・Never go to work under the influence of alcohol or other drugs.
・It is never acceptable to bring drugs or alcohol to work.
・If you smoke (although it is best to avoid this), only smoke in smoking-designated areas.
13. Reporting problems
・Report problems to your supervisor as soon as possible.
・If you break a piece of equipment, be honest: tell your supervisor.
・ If a piece of equipment brakes by accident or because it was already overused: tell your supervisor
ahead of time that it is showing signs of possibly breaking, and again tell your supervisor when it finally
brakes.
・ If the problem cannot be fixed immediately, ask your supervisor for other tasks you can perform while
the equipment is being repaired or the problem is being solved.

Module 12
• Work Standards/Ethics - capacity to apply and to abide with ethical standards, work habits, and
protocols in the workplace.
JobStarters will:
1. Identify activities and situations at the workplace that are questionable or illegal.
2. Identify what to do and how to react when witnessing situations that may be questionable or illegal.
• Ethical - following rules of behavior, specifically what is morally right and good
(Source: http://www.merriam-webster.com/dictionary/ethical)
• Dilemma - a difficult situation between two options that are equally unfavorable
D. Materials Needed
• Getting JobStarters’ Attention: Create three signs: Agree, Disagree, and Not Sure. Post them on
opposite sides of the room.
• Video entitled Dr. Maya Angelou - Just Do Right

Source: https://www.youtube.com/watch?v=bxrV2J_OjGo
• Briefer on Anti-Sexual Harassment Act of 1995 (RA 7877)

Source: https://goo.gl/Fd2zVh
• My First Book of Business Ethics, Alan Axelrod

1. It is important to always act ethically when faced with any dilemma at work.
2. Taking ethical courses of action in a dilemma is difficult especially if this will affect personal relationships
with friends and co-workers. However, what is most important is you do what is right in every dilemma you
encounter.
90 minutes
’ (20 minutes)
1. Ask JobStarters how they would define the word ethical.
2. Accept three or four ideas and write them on the board, a sheet of Manila paper, or a flip chart.
Depending on the answers received, suggest the definition of ethical: following rules of
behavior, specifically what is morally right and good.
3. Ask the JobStarters for a definition of the word dilemma and follow the same approach. After
hearing their answers, suggest the following definition: a difficult decision between two options
that are equally unfavorable.
4. Post the two signs, Agree and Disagree, on two opposite sides of the room, and post the third
one: Not Sure on the floor, between the two signs. Tell JobStarters that you will be describing a
series of situations that involve various people confronted with dilemmas or challenges.
5. Explain that for every situation, they will have to decide if they agree or disagree with the action
suggested in the situation. Then, move to the side of the room with the sign that represents their
choice.
6. If any of the JobStarters remain “unsure” in the middle of the room, the other groups will be
invited to make an argument for the ones in the middle to join them.
7. Describe the first situation. Give JobStarters a moment to think about their response; and then,
ask them to move to the appropriate sign.
Agree/Disagree Situation #1: You just started with a job in a restaurant and one of your goals is
to save for a new smart phone so you can communicate regularly with your mother who is an
OFW. You realize that it will take longer to save for it than you thought given that you have other
necessary expenses to spend for.
One day, you see that one of your customers left the restaurant and forgot his or her smart
phone on the table. You also see that this is the smart phone model that you are saving up for.

You are tempted to get it for yourself so that you do not have to wait long before you can have
this smart phone. However, you decide to get the phone and surrender it to your restaurant
manager, notifying him or her that one of your customers left it. Did you make the right decision?
Answer to Situation #1: Agree. Stealing another person’s property or belongings is wrong even
if you need the item. Instead of stealing anything, learn to save up for the things you need and
practice patience while you are at it.
In this case, reporting to your manager that one of your customers left his or her phone is
correct. The phone can be safeguarded by your restaurant manager or whoever is in charge of
lost and found items in the restaurant. When the customer comes back for his or her phone, it
can be easily retrieved from your restaurant.
Agree/Disagree Situation #2: You work in one of the leading hotels of the city. One day, you
see a famous singer check in at the hotel, but she is obviously concealing her real identity. You
are so excited to see the singer that you discreetly took some pictures on your smartphone
and posted them on Facebook, with the name of the artist, the name of the hotel and the time.
20 minutes later several TV crews and journalists showed up at the hotel. The singer is furious
and complained to the hotel management. Was posting those pictures acceptable?
Answer to Situation #2: Disagree. Since the singer wanted to keep her identity a secret, she
obviously wanted her time in the hotel to be private. Given that, posting her pictures is
unacceptable. A person’s privacy must be respected in this case even though she is a public
figure.
Agree/Disagree Situation #3: You work in an advertising agency which has a lot of paper and
supplies. You have observed that your officemate has the habit of bringing home office paper
and supplies for the homework of his children. Is it right for your officemate to do this?
Answer to Situation #3: Disagree. Office paper and supplies are only to be used at work.
Employees should not use these for personal purposes.
Agree/Disagree Situation #4: One of your officemates who is a few weeks into a job finds out
that this particular job he or she is in is not something he or she enjoys. You notice that he or she
has not been coming to the office lately and you find out from your manager that this officemate
of yours has gone AWOL (absence without leave). You wonder what will happen to him or her
since he or she signed a contract with your company that he or she has to stay for at least six
months should he or she decide to resign. Should your officemate have gone AWOL considering
the fact that he or she does not like the job he or she has?
Answer to Situation #4: Disagree. Your officemate should not have gone AWOL even though
he or she does not enjoy his or her job. The contract your officemate signed, just like any other
contract, is an agreement between your officemate and the company. The contract includes the
condition that he or she should stay for at least six months should he or she decide to resign.
That is an agreement that he or she should have honored even though he or she did not like the
job. People respect other people who honor contracts.

Also, going AWOL is harmful for the employee’s reputation and career advancement. It is very
likely that future employers may not hire an employee who committed AWOL after they know
about this. Even if you do not put this in your résumé, companies will be able to find out through
background research. This will ruin the reputation of the employee. Also, if an employee goes
AWOL, he or she cannot expect any positive recommendations from the company he or she left
abruptly. (Source: Why Going AWOL is a Big NO NO, http://www.jobstreet.com.ph/career-
resources/going-awol-big#.WA607zJh1E5)
Agree/Disagree Situation #5: In meetings with potential clients, you hear your boss repeatedly
tell lies about your product to impress these said clients. On the basis of what your boss says, he
closes the deals with the clients.
Answer to Situation #5: Disagree. Telling lies about your products to impress and sell to clients
or customers is wrong. Your customers will eventually find out if the information you have
provided them about the product is false. This will harm the reputation of your company in the
long run.
Agree/Disagree Situation #6: You have been in your company for almost a month. You have
observed that whenever you are with a certain group of officemates, you become the recipient of
offensive jokes e.g. green jokes. You have tried to change the topic several times because you
are offended by the jokes, but your officemates insist on telling you green jokes. Are your
officemates correct in acting this way?
Answer to Situation #6: Disagree. Insisting on telling offensive jokes such as green jokes
especially when someone finds it offensive constitutes sexual harassment. Jokes such as these
should be stopped to show respect to one’s officemates.
Note: Tell JobStarters to refer to the primer on the Anti-Sexual Harassment Act of 1995 (RA
7877) for more information on how to handle sexual harassment (JJ, pp.pp.63-65
62-64.; TM, pp. 90-92)
(20 minutes)
1. Explain that when workers join a company they sign a contract which contains a number of
provisions that have to do with ethical principles and codes of conduct. By signing your
employment contract, you commit yourself to following those principles, core values, and codes of
conduct.
2. Explain that if, based on what they see going on in the company, they feel they may no longer
hold to those principles and values because they go against personal values that they hold, they
should probably decide to resign from that company and look for work elsewhere.
3. Explain that the Employee Handbook will set the parameters of what is permitted or not in a
company.

Here are some possible examples:
• A restaurant may not allow the personnel to eat leftover prepared food at the end of the
day, nor take home doggy bags (or known as “mga pabalot”) with the same leftover food.
• A company may allow its personnel to do some private internet transactions during work
hours, but would be limited during lunch hour only.
• A construction company may not allow workers to borrow tools over the weekend, only
under certain conditions.
4. Conclude by explaining that each company has its own policies. Some companies are more
generous than others, but it is not for the employees to decide on certain entitlements.
(40 minutes)
1. Form five groups by counting off. The person with the shortest first name will be the leader and
will keep the groups focused on the task. The person with the longest first name will be the
spokesperson and will present the conclusions of the group.
The exercise will consist of considering a situation and deciding on the best ethical course of
action, based on the information that is provided.
3. Give each group 10 minutes to decide on a course of action and develop a short reasoning for it.
What to do? - Situation #1: You were already accepted in a professional development program.
A few days before the program, your father got hospitalized. You need to stay with your dad in the
hospital on the first two days of the professional development program. What can you do to
handle the situation well with the aim of taking care of your father and still being able to join the
program?
Answer guide to Situation #1: Unsure of how to handle the schedule conflict, you can call the
contact person of the program and talk with him or her about your situation. This is instead of
absenting yourself from the program without giving the contact person notice that is due to them.
It is possible that if you inform the contact person of your situation, you will still be allowed to join
the program even if you start a few days late. Your reason is valid and the contact person may be
understanding of your situation. In the end, you can possibly prioritize taking care of your father
and then still benefit from attending the professional development program.
What to do? – Situation #2: You work in a factory that uses various types of materials, including
copper screws, which are expensive. Each evening, all workers are checked as they leave the
factory, to make sure that they don’t steel anything. However, they never seem to check shoes.
You notice one of your co-workers collecting screws during the day, and placing them around his
ankle in his high shoes before leaving the factory. You have spoken with this co-worker many
times about it. On the other hand, the company has been very unfriendly and not accommodating
of workers needs and concerns.

Answer guide to Situation #2: Try to talk with your co-worker one more time and remind him
that stealing factory property is not correct. Although the company is not accommodating of
workers’ needs and concerns, this does not justify stealing from the company. Tell your co-worker
that if he steals again, you will already report this to your supervisor or the appropriate authorities.
What to do? – Situation #3: You work for a public administration agency and have access to
stationery supply, including scotch tape, pencils, pens, folders, etc. There has been no control
over the supply, since there had never been any problem with disappearing supply so far.
However, it appears that material has started to disappear in large quantities and a new
procedure has been put in place to obtain supply. Everyone is upset with the new procedure. One
of your supervisors approaches you to ask you to make a request for supply that you don’t need,
telling you that he will sign the approval and that you will give him the supply. As you try to
understand whether he is the one who is stealing, he tells you to keep your mouth shut if you
don’t want to be in trouble, and will sign excellent job assessments for you at the end of each year
if you cooperate.
Answer guide to Situation #3: Politely decline your supervisor’s request and tell him that you
are not comfortable doing this. It is important not to exchange the value of honesty and integrity
with getting automatic excellent job assessments at work. Report the situation following the
company’s prescribed process e.g. reporting this to a boss more superior than your supervisor or
reporting it to the appropriate person in the human resources department.
What to do? – Situation #4: In a meeting, your boss praises your new officemate for work done
by your former officemate who is no longer working in the company. Your new officemate accepts
the praise and does not say anything. Because of this, your new officemate was given a new
project to lead. Your boss gave this project to your new officemate thinking that your new
officemate is ready for the responsibility.
Answer guide to Situation #4: Talk with your boss privately about this matter and inform him
that you know your former officemate worked on what your new officemate claimed to be his
work. Tell your boss that you are concerned about the readiness of your new officemate to work
on the project and lead it to success. You can ask your boss the best way to resolve this situation.
You may also suggest to your boss to probe on the matter without mentioning you as the person
who told him.
What to do? - Situation #5: You and your boyfriend or girlfriend work in the same company. Your
relationship is two months old. One night you had a fight. The next day, your boyfriend or girlfriend
came unprepared for his or her meeting for which he or she was reprimanded by his or her boss.
He or she blamed this on your fight when asked why he or she was unprepared. Was it right for
your boyfriend or girlfriend to do this? How could have this been prevented in the first place?
Answer guide to Situation #5: It was not right for your boyfriend or the girlfriend to do this
because preparing for the meeting is his or her responsibility even though you had a fight. This
could have been prevented in the first place if a romantic relationship at work was not formed.
Some companies have policies that do not allow romantic relationships at work because it is

known for negatively affecting work productivity. Some companies have no written rules about
this but good judgment however will lead you to avoid romantic relationships at work. This is
because it can negatively affect an employee’s performance in a company. If you do find yourself
in a romantic relationship at work, make your work responsibilities a priority during work hours
and attend to your relationship after work hours. In this way, both you and your boyfriend or
girlfriend can focus on your work deliverables. (Source: Employee Dating Policy,
https://www.shrm.org/resourcesandtools/hr-topics/employee-relations/pages/forbidden-love-
workplace-romance-policies-stricter.aspx)
4. Ask each group to present their ethical course of action.
5. Conclude by saying that taking ethical courses of action in a dilemma is difficult especially if this
will affect personal relationships with friends and workers. However, what is most important is
you do what is right in dilemmas that you encounter at work. Since some of these situations are
complex and sensitive, you may want to consider bringing it up with concerned authorities and
even mentors outside of your company whom you trust.
10 minutes
1. Remind the JobStarters that when they act ethically, this also helps them live the values they
identified in the previous module on personal values. To encourage them to live ethically and
according their values, play the video entitled Dr. Maya Angelou - Just Do Right.
2. After watching the video, ask the JobStarters to reflect for a moment on a dilemma that they
experienced in the past. Let them recall what they did. Then ask them to write on their
JobStarter’s Journal on page 6059 the answer to this question: In the dilemma that I experienced
in the past, did I act ethically or not? If not, how could I have acted ethically? Give them 5
minutes.

What is Republic Act No. 7877?
RA 7877 is The Anti-Sexual Harassment Act of 1995. It addresses the issue of sexual harassment committed in
work and education or training environment.
It was signed into law on February 14, 1995 under former President Fidel Ramos’ administration.
What is sexual harassment?
Under the law, work, education or training related sexual harassment is “committed by an employer, employee,
manager, supervisor, agent of the employer, teacher, instructor, professor, coach, trainor, or any other person
who, having authority, influence or moral ascendancy over another in a work or training or education
environment, demands, requests or otherwise requires any sexual favor from the other, regardless of whether
the demand, request or requirement for submission is accepted by the object of said Act.”
How is work-related sexual harassment committed?
The sexual favor is made as a condition in the hiring or in the employment, re-employment or continued
employment of said individual, or in granting said Individual favorable compensation, terms, conditions,
promotions, or privileges; or the refusal to grant the sexual favor results in limiting, segregating or classifying the
employee which in any way would discriminate, deprive or diminish employment opportunities or otherwise
adversely affect said employee;
The above acts would impair the employee’s rights or privileges under existing labor laws; or
The above acts would result in an intimidating, hostile, or offensive environment for the employee.
What about education- or training-related sexual harassment?
This is committed:
Against one who is under the care, custody or supervision of the offender;
Against one whose education, training, apprenticeship or tutorship is entrusted to the offender;
When the sexual favor is made a condition to the giving of a passing grade, or the granting of honors and
scholarships, or the payment of a stipend, allowance or other, benefits, privileges, or considerations; or
When the sexual advances result in an intimidating, hostile or offensive environment for the student, trainee or
apprentice.
A person who directs or induces another person to commit any act of sexual harassment or who cooperates to
commit the act, without which the said act would not have been committed, will also be held liable under the law.

What is the duty of the employer or head of office in a work or education/training environment?
The employer or head of office is required by the law to prevent the occurrence of sexual harassment acts. If in
case acts of sexual harassment were committed, the employer or head of office should:
Disseminate appropriate rules and regulations which are consulted from and jointly approved by the employees
or students or trainees, through their duly designated representatives. The said rules prescribe the procedure for
the investigation of sexual harassment cases and the administrative sanctions applied for such.
Administrative sanctions shall not bar prosecution in the proper courts for unlawful acts of sexual harassment.
The said rules and regulations should include guidelines on proper decorum in the workplace and educational or
training institutions.
Create a committee on decorum and investigation of cases on sexual harassment. The committee shall conduct
meetings or as the case may be, with officers and employees, teachers, instructors, professors, coaches,
trainers and students or trainees to increase understanding and prevent incidents of sexual harassment. It shall
also conduct the investigation of alleged cases constituting sexual harassment.
In the case of a work-related environment, the committee shall be composed of at least one (1)
representative each from the management, the union, if any, the employees from the supervisory
rank, and from the rank and file employees.
In the case of the educational or training institution, the committee shall be composed of at least one
(1) representative from the administration, the trainors, teachers, instructors, professors or coaches
and students or trainees, as the case may be.
The employer or head of office, educational or training institution shall disseminate or post a copy of RA 7877 to
inform all concerned individuals.
What if the employer or head of office did not undertake any action despite his/her knowledge of sexual
harassment act/s?
The employer or head of an office, educational or training institution will be held liable for the damages arising
from acts of sexual harassment if they are informed by the offended party of the occurrence of such acts, yet no
action has been undertaken.
Can an offended party seek redress by taking independent action?
An offended party may take independent action for damages incurred in the act of sexual harassment. She/ He
may also avail of relief.

What are the penalties applied to offenders?
Any person who violates the provisions of the law shall be penalized by imprisonment of not less than one (1)
month nor more than six (6) months, or a fine of not less than Ten thousand pesos (PI0,000) nor more than
Twenty thousand pesos (P20.000), or both such fine and imprisonment at the discretion of the court.
Any action arising from the violation of the provisions of this Act shall prescribe in three (3) years.
Where do we go for help?
Philippine National Police (PNP)

Women and Children’s Concern Division (WCCD)
Tel No.: (02) 7230401 loc 3480
Call or text 117 (PATROL 117)
Civil Service Commission (CSC)

Public Assistance and Information Office
Tel Nos.: (02) 9316850, 9316851
Department of Labor and Employment (DOLE)

Bureau of Working Conditions
3F Muralla Wing DOLE Building, Intramuros, Manila
National Bureau of Investigation (NBI)

Violence Against Women and Children’s Division (VAWCD)
Tel Nos.: (02) 5238231 loc 3403, 5256028
Public Attorney’s Office

Tel Nos.: (02) 9299010, 9299436 to 37
Fax Nos.: (02) 9276810, 9262878
Philippine General Hospital (PGH)

Women’s Desk
Tel Nos.: (02) 5242990, 5218450 loc 3072, 3816
Women’s Crisis Center

Women and Children Crisis Care & Protection Unit – East Avenue Medical CEnter (WCCCPU-EAMC)
Tel Nos.: (02) 9267744, 9225235
KALAKASAN
Telefax: (02) 7355555
email: kalakasan@gmail.com
Source: https://goo.gl/LkwPTC

Module 13
• Self-Motivation – capacity to motivate oneself and to develop smart goals
JobStarters will:
1. Identify the three keys to being a good employee.

2. Learn why it is important to follow the three keys.
3. Understand the impact or consequences of not following the three keys.
C. Materials Needed

• Three decks of playing cards (make sure all suites are in sequential order)
• Three small tables on which groups can place the cards
• Candies for the winning team
• Paper and pens or pencils (optional)
• Short Theory Input: Create a visual showing the three keys to being a good employee and all of the sub-
points.
• Practice of the Skill – 2nd Group Activity: Identify 3 volunteers who are going to secretly violate their
assigned key as they play the card game. They should make sure that for the first Practice of the Skill –
Group Activity, they are next to one another, so that when the group counts off they are in three different
groups: “Show up every day,” “Be on time,” “Do the work.” Share with the volunteers the proposed
scenario for each of the three keys.
• Video entitled Professional Behavior At Work

Source: http://bit.ly/professionalbehaviour
• Great Employee, The John Maxwell Company
Source: http://www.johnmaxwell.com/blog/great-employee/

1. The three keys to being a good employee are “Show up everyday,” “Be on time,” and “Do the work.”
2. The three keys may seem very simple but these are very important because these will help the JobStarters
know how to contribute value to their company, keep their jobs, and get promoted.
90 minutes
’ (5 minutes)
1. Tell the JobStarters there are three stages to being employed: getting hired, keeping the job by
being a good employee, and obtaining promotions. This session will focus on the second stage
which is keeping a job by being a good employee.
2. Ask the JobStarters to describe some behaviors that can be associated with being a good
employee. Take some responses and write them on the board.
3. Tell the JobStarters that there are many behaviors associated with being a good employee, such
as being courteous to customers and fellow employees, being on time, and not stealing goods or
materials. However, studies show that there are “Three Keys to Being a Good Employee.”
(10 minutes)
1. Display the visual listing the three keys to being a good employee. Explain the
three keys by using the information listed below (see whether any of the points mentioned earlier
can fit in here):
Show up every day, ready to work.

• Come to work.
• Call your employer when you are sick.
• Be rested and sober.
Be on time.
• Leave home early enough.
• Have a plan for transportation.
• Have a back-up plan, if something goes wrong with your first transportation plan.

Do the work.
• Organize your work – your tools, work area, cash register, desk.
• Start your job right away.
• Create a work pace that is productive, steady, and acceptable to your supervisor.
• Produce the desired results and work goals set by your supervisor for the day.
2. Tell JobStarters that these three keys seem very simple, but many employees have difficulty doing
all these, all the time.
(15 minutes)
1. Divide the class into 3 groups by counting off. Name the groups as follows:
• Group 1 – Show Up Everyday

• Group 2 – Be on Time
• Group 3 – Do the Move
Note: Make sure that the 3 volunteers are next to one another so that they are assigned to a
different main group. Identify 3 volunteers, one from each group, who are going to secretly not
follow one of the three keys.
2. Distribute a full deck of cards to each group – making sure that all four suites are in sequential
order.
3. Ask one member in each group to distribute all the cards, one at a time to each member, so that
they all have approximately the same number of cards. It is better if they don’t shuffle the cards
before distributing them.
• Explain that the first group to complete the task will be the winner.
4. Explain the competitive task: Ask each group to stack their cards in a pile starting with the Ace
of Clubs on the bottom, working up to the King of Clubs on top. Then, continue with the Spades,
then the Hearts, and finally the Diamonds.
• Tell them that all players have to remain silent, as in a card game.
5. Ask if there are any questions about the directions. If there are no questions, start the competition.
6. As soon as one group finishes, check the stack to make sure the cards are in the correct order
and declare that group the winner, and awarding them small prizes.

7. You can have 2-3 rounds. You may also add a time limit (3 minutes) as an extra challenge.
: (25 minutes)
1. Tell the JobStarters they are going to do the same activity, only they should assume the stacking
of the cards is each group’s job and not just a card game. Tell them to imagine that this is no
longer a game but work.
Stress the following rules:
• Each member must have his or her own set of cards. Ask the group to know exactly how
many or who their members are so you can check later on.
• Each member must contribute to the card arrangement.
• They must finish the task within 3 minutes.
2. Announce that all groups will be playing one after the other, but that this time they will only be
given 3 minutes to complete their task. As one group plays, invite the two other groups to gather
around them and watch.
3. Unknown to the other members of the group, one of the members of each group (the ones you
pre-assigned) will be violating one of the three keys to being a good employee and the rest of the
members of each group will have to adjust accordingly.
• Group 1 (Show Up Everyday) will go first, and the other JobStarters will observe how the
group responds to the problem created by one of the group members. Once the cards are
distributed, start the activity.
The volunteer will violate their assigned keys by demonstrating “not showing up for work” by
leaving his or her cards face down on the floor or the table and removing himself or herself from
the group. Allow the group to find its own solution to the problem of including his or her cards in
the pile at the appropriate place as you remind them of the rule that each member must contribute
to the task. For instance, some group members may have to look for the group member who left.
When the group has completed the task, ask the members of the group to respond to the following
questions:
• How did you feel when XXX “never showed up”?
• How did you solve the problem?
• What would be your attitude towards a fellow worker who frequently does not show up for
work?

• Announce that Group 2 (Be On Time) will go next. Ask a member of the second group to
collect the group’s cards, and redistribute them to all group members. Invite JobStarters in
the other two groups to observe how this group responds to the problem created by one of
the group members. Once the cards are distributed, start the activity.
The volunteer will violate their assigned key by demonstrating “showing up late.” Just before the
cards are distributed, he or she will quietly go out of the room. In the middle of the group activity, he
or she will enter the room again and look for the cards.
If members of the group have already distributed the volunteer’s cards to other members of the
group, the volunteer should ask for some cards from a couple of group members and tell the group,
“I am sorry I was late, but I really want to work now that I am here.” Remind them of the rules
earlier. You may ask them to gather back the cards and redistribute them as they have a late
member. This group will have a difficult time finishing given the time limit.
You want the volunteer to clearly demonstrate how disruptive it can be to include a fellow employee
who arrives and expects everyone to adjust.
questions:
• How did you feel when YYY “showed up late”?
• How did you handle the problem of the employee who showed up late and insisted to be
included in the task?
• What would be your attitude towards a worker who frequently shows up late for work?
Ask a member of Group 3 (Do the Work) to collect the group’s cards, shuffle them, and
redistribute them to all group members. Invite the JobStarters in the other groups to observe how
this group responds to the problem created by one of the members. Once the cards are distributed,
start the activity.
The volunteer will violate their assigned key by demonstrating “not doing the work” by distracting
himself or herself and other members of the group while they try to accomplish the task. For
example, the volunteer should attempt to talk to the other members of the group, play with his or
her cards but not participate in the group activity or play with his or her mobile phone.
The purpose is not to completely sabotage the group’s work. The volunteer should be distracting
and not engaged in accomplishing the task, but willing to participate. The behavior should
essentially attempt to slow the group down.
questions:
• How did you feel when ZZZ “didn’t do the work”?

• How did you handle the problem of a fellow employee not doing his/her job?
• What would be your attitude towards a co-worker who frequently does not do his or her
assigned task?
: (20 minutes)
• Referring to the same three groups, explain that each group will develop a list of possible excuses
not to show up everyday, ready to work; not to be on time; and not to do the work.
• After 4 minutes, ask the groups to share their findings. Record their ideas on a flip chart or the
board and, at the end, augment the groups’ ideas with the following:
Show up every day, ready to work.
• Something more fun is happening that day: a sporting event or the release of a new movie.
• You are sick.
• A family member or friend is sick.
• The job has become boring.
• You were hurt in a non-job related accident.
• You forgot to go to work.
• You drank too much last night and were unable to get to work or forgot to go to work.
Be on time.
• You woke up late.
• You were doing something else prior to work and didn’t leave early enough to get to work on
time.
• Your plan for transportation to work failed.
• You forgot to wear proper attire, such as your uniform or a shirt, and had to go back home to
pick it up.
• You stayed out too late the night before and overslept.
Do the work.
• The job is boring.
• You are distracted by other tasks. For example, if your job is washing pots and pans, you get
distracted by offering to help a fellow worker unload a delivery truck, which is more fun.

• You talk to other employees too much and too often.
• You do too many other things between the time you show up for work and when you start
doing your assigned task. For example, it would be unacceptable to most employers if,
between the time you showed up for work and the time you started your job of waiting on
customers, you ate a small snack, talked to another waitress about her date last night,
checked the schedule when you are off next, and made a phone call to a friend.
(10 Mins.)
1. Review the list of reasons by reading the explanations recorded on the board for not doing their
assigned key. After each reason is stated, proceed as follows:
• Ask the JobStarters to raise one finger if they feel that the reason would be acceptable to an
employer.
• Have them raise three fingers if they feel that the stated reason would probably be
unacceptable to an employer.
• In case of disagreement among the JobStarters on whether the reason would be acceptable
or not, briefly discuss and weigh in the reasons.
2. Remind the JobStarters of the three situations that they have observed while playing the game
cards. If this was actually happening at work, do you think that the supervisor/employer would not
be aware of the situation? How do you think the supervisor/employer would judge the
performance of these employees?
3. Once a year or every six months, your employer may run a performance evaluation. Such
evaluation will be used to give you a salary increase based on your performance, or even a
promotion. Do you think that employees not showing up for work, showing up late or not doing
their work would receive a positive evaluation and receive a salary increase or a promotion?
4. Give concrete examples of employees who violated one of the three keys and suffered the
consequences.
5. Play the video entitled Professional Behavior at Work.
5 minutes
• Ask the JobStarters to reflect for a moment on these questions: What are the top three reasons
why I should observe and follow the three keys to being a good employee?” Ask them to
write their reflections in their Journal on page 66.
65.

Module 14
• Self-Motivation – capacity to motivate oneself and to develop smart goals
JobStarters will:
1. Understand their company’s vision and their department goals.

2. Learn how to contribute to the goals of their department.
3. Learn how to be a more productive worker.
C. Materials Needed
• Old newspapers or scratch papers
• Prepare newspapers that will be used for creating boats
• Tony Robbins has taught this productivity trick to clients ranging from Bill Clinton to Serena
Williams, Richard Feloni
Source: http://bit.ly/productivitytonyrobbins
• 4 Ways to Work Much Faster – Without Sacrificing Quality by Siimon Reynolds, Forbes.com
Source : http://goo.gl/1ukDia
• Video entitled The Science of Productivity

Source: http://bit.ly/scienceofproductivity2

1. One of the most important characteristics of a productive employee is malasakit (care) for the company. It
means that the employee cares about the welfare and success of the company. If the employee is
productive, he can contribute to the success of the company. This could possibly translate to the company’s
capacity to employ them sustainably.
2. 5 tips on how to be more productive at work.
5 Tips to Be Work Productive

• Plan your day well.
• Focus on your work at hand.
• Always be part of the solution.
• Do your work well to avoid rework.
• Be cheerful and positive.
90 minutes
’ (5 minutes)
1. Ask the JobStarters to count off until they reach the highest number possible. However, it should
be done randomly so it becomes a bit tricky. For instance, Person A would stand up and say 1.
Then someone else, a JobStarter not seated beside him, would stand up and say 2. And so on.
2. Every time two or more people stand up at the same time, the number will be reset to zero and
they need to go back to number 1.
3. Expect the JobStarters to have fun doing this.
4. Explain to them that the goal is simple — to count off. But the task becomes a bit complicated
because the counting off is done randomly.
5. Tell them that in order to reach a common goal, everyone’s cooperation and focus are needed.

(10 minutes)
1. Tell the JobStarters that it is important to understand the vision and mission of their company as
well as the goals of their department so they can see how their roles fit into the big picture.
2. Tell the JobStarters that one of the most important characteristics of a productive employee is
malasakit to the company. It means that the employee cares about the profitability and success of
the company. If the employee is productive, he/she can contribute to the success of the company.
This could possibly translate to the company’s capacity to employ them sustainably.
3. Give 5 tips on how to be more productive at work:
• Plan your day well.
• Focus on your work at hand.
• Always be part of the solution
• Do your work well to avoid rework.
• Be cheerful and positive.
4. Explain each of the 5 tips and give specific examples.
• Tell the JobStarters that being productive starts with planning your day well. It means you
plan how to get to work on time, and once you arrive at work, check out what needs to be
done for the day, and resolve to finish the tasks for that day. Make a list of the jobs that need
to be done that day, then prioritize what needs to be finished first.
• Tell the JobStarters that they need to focus on their work. Refrain from chitchatting with their
officemates, browsing Facebook, making a lot of personal calls and texts, among others.
Keep going back to the objectives of the work day while finishing tasks.
• Tell the JobStarters that to be a productive employee means acquiring the right mindset to
always be part of the solution. When things don’t turn out well, try to find a solution, rather
than finding someone to blame. Strengthen your can-do mentality by always focusing on
solutions.
• Tell the JobStarters to do their work well the first time so they don’t need to redo the work. Do
not hesitate to ask questions to understand tasks or when the need arises. Thus, they save
time.
• Tell the JobStarters to maintain a cheerful and positive attitude. Focus on what you enjoy in
your tasks and work in general. Studies show that when you are cheerful and positive, you
become more productive.
5. Say that producing the correct results leads to positive outcomes. Some of these include:

POSSIBLE OUTCOMES OF BEING A PRODUCTIVE WORKER
1. Respect
2. Recognition
3. Self-fulfillment
4. Self-growth
5. Being an example
(70 minutes)
(40 minutes)
1. Divide the class into five groups.
• Person with the longest hair = leader

• Person with the shortest nickname = Quality Manager
• Person whose birthday is closest to today = timer
2. Tell them that they are part of an international company that manufactures and sells boats. As a
start-up company, their goal is to establish themselves as a company that produces quality boats
in a short span of time.
3. Give each group equal number of old newspapers or scratch papers. They will use these to
create their boats. They will manufacture as many quality boats as they can in a span of 10
minutes.
4. The quality manager will then check whether the boats passed the quality check or not.
5. After 10 minutes, count the number of boats that passed the quality check. The group with the
most number of boats wins this round. They can do 2-3 rounds until the group with the highest
score wins.
6. Ask the winning group what their strategies were. Ask them what worked well.
7. Ask the other teams about their experience. Ask them about the challenges they encountered
and how they handled the challenges.
8. Emphasize that in order to reach a common goal, each member of the group should aim to be
productive.

– (30 minutes)
1. From five groups in the previous activity, divide the entire class into just three teams.
2. One Team will represent the Marketing Department. The second team will represent the Sales
Department, and the third team will represent the Operations Department.
3. The ultimate goal of the company is to sell all the boats they created.
4. Ask the three teams to roleplay what their Department can do to reach the company’s common
goal.
5. Remind them that each of the members of the team should be productive. Remind them of the 5
tips to become a productive employee.
6. Give them 10 minutes to prepare. They can talk to the other teams to align their strategies with
those of the other team’s.
7. Let each of the teams present their strategies through a 5-minute roleplay.
8. Debrief: Ask them how they felt about the exercise. Ask them how their experience was talking to
other departments. Ask how in there view, they were able to reach the company’s goal. Ask
them if all of the members of their department contributed.
9. Explain to them that it is important to understand their company’s vision and their department
goals and learn how to contribute to the goals of their department.
5 minutes
Ask the JobStarters to draw what they can start doing today to be productive workers in their Journal
on page 69.
68.

Module 15
• Multi-tasking – capacity to delegate, supervise, and manage several tasks given at a time.
JobStarters will:
1. Understand the importance of time management and teach them how to manage their time more
effectively.
2. Learn how to prioritise tasks and eliminate typical time-wasters.
3. How to use a planner as a tool to help them manage their time effectively.
• Time Management - planning the use of time to make sure important and desirable tasks are
accomplished
D. Materials Needed

• Paper and pens or pencils for each participant
• Block of post-It or sticky notes
• A jar or small fish tank and pebbles, rocks and sand, and a newspaper
• Getting JobStarters’ Attention: Place a table in front of the room, and place on top of it the newspaper,
jar, sand, rocks, and pebbles. (Make sure that once the sand has been placed at the bottom, the
rocks and pebbles do not fit into the tank.)
• Video entitled What Stephen R. Covey Taught Me about Time Management

Source: http://goo.gl/shxfRn
• 4 Time Management Steps To Double Your Productivity At Work by Brian Tracy

Source: http://bit.ly/timemanagementbriantracy

1. The key to effective time management is to set your priorities right so you’ll be guided which tasks to do
first. An effective guide to prioritizing is Stephen Covey’s Time Management Quadrant.
2. A Planner is an effective tool to help you manage your time well.
90 minutes
’ (10 minutes)
1. Direct the attention of the JobStarters to the table in front of the room. Explain that the purpose of
the activity will be to fit the all the sand, larger rocks, and pebbles into the container at the same
time.
2. Ask for a volunteer to come to the front of the room and attempt to complete the task in a
maximum of two minutes.
3. After two minutes, if the volunteer has not completed the task, interrupt and put things on the
table as they were before starting the exercise.
4. Ask for another volunteer who has another idea on how to make all of the materials fit in the
container. Give that person two minutes. Repeat the process as long as you have volunteers with
a different idea on how to proceed.
5. If no volunteer can complete the task, the trainer will need to demonstrate the way it can be
completed by following the instructions below:
Instructions: To complete the task, the volunteer must place the large rocks in first, pebbles
second, and then pour the sand (using the newspaper as funnel) over the top so it is able
to fill the crevices. In this way, there is room for the important first and the less important
things are able to fit in later on.
6. Explain that the point of the activity is to show that sometimes, we get so hung up on the little
things (the sand) that we cannot determine how to fit in the more important and “larger” things.
7. Once the demonstration is completed, ask the JobStarters to turn to someone next to them and
discuss what the big rocks, small rocks, and the sand are in their lives.
8. Invite a few volunteers to name what the rocks, pebbles and sand represent in their lives.
9. State that the purpose of this session is to help them manage their time more effectively. It will
help them plan their activities so they have enough time to do the things they have to do as well
as the things they want to do or like to do.

(5 minutes)
1. State that whichever way we look at it, a day has only 24 hours. In order to make the best use of
our time, while maintaining a good life balance, we should aim at devoting 8 hours to work or
studies, 8 hours to sleeping, and 8 hours to social and personal things.
2. Explain that their day is like a large pie with 24 slices. If they eat any of the slices for another
purpose, they will not get extra slices for doing other things.
3. Explain that consciously or unconsciously we loose slices of the pie every day, without realizing
that we cannot get it back.
4. State that in order to avoid eating slices from another part of the pie, we need to prioritize that is,
to place tasks or activities in order of their importance. It is a way to make sure we complete the
most important things first.
:
(30 minutes)
1. Mention to the JobStarters that at work, their supervisor can give them multiple things to do in a
day. Tell the JobStarters that not all tasks have the same sense of importance or sense of
urgency. In order to be efficient in dealing with all these tasks and be able to complete them, it
would be important to prioritize and categorize them. They should make prioritizing a habit at
work.
2. One way to prioritize and categorize their tasks is through the Time Management Quadrants
discussed in Stephen Covey’s book The 7 Habits of Highly Effective People.
At this point, play the video entitled “What Stephen R. Covey Taught Me About Time
Management” which explains Stephen Covey’s Time Management Quadrants.
To further elaborate on the points in the video, discuss the items below:
Stephen Covey discusses that there are “two factors that define an activity: urgent and
important.” Urgent activities are those that need “immediate attention.” Important activities are
those that deal with results and help one live by one’s mission, values, and high-priority goals.
Quadrant 1: Important and Urgent (I-U).
This quadrant deals with crisis or emergencies. These are activities that produce significant
results which need to be accomplished immediately. Examples are pressing problems, deadline-
driven projects, medical emergencies, and other true emergencies.
Quadrant 2: Important and Not Urgent (I-NU)
This quadrant involves prevention, planning, and improvement. These activities involve

significant results which require a person’s initiative and proactivity to accomplish them since
time pressure is absent. Examples of these activities are preparation, value clarification,
relationship-building, and personal growth and health, including regular exercise.
For effective personal management, this is the most important quadrant.
Quadrant 3: Not Important and Urgent
This deals with interruptions. These are activities that people usually react to and are usually
“based on the priorities and expectations others.” Examples of these are important phone calls,
emails, some meetings, and many pressing issues.
Quadrant 4: Not Important and Not Urgent
This quadrant looks into activities done when there is idle time. These are activities that need to
be minimized or done away with. Examples are some phone calls and emails, time wasters,
escape activities, and excessive TV and use of social media.
Quadrant 1 items should be done first, quadrant 2 items next, then quadrant 3 activities, and
lastly, quadrant 4.
URGENT NOT URGENT
IMPORTANT “Crisis or Emergencies” “Prevention, Planning, and Improvement”

• Pressing problems • Preparation
• Deadline-driven projects • Value clarification e.g. knowing one’s personal

values
• Medical emergencies
• Relationship building
• Other true emergencies
• Personal growth and health e.g. regular exercise
Q1 (I-U) Q2 (I-NU)
NOT Q3 (NI-U) Q4 (NI-NU)
IMPORTANT “Interruptions” “Idle Time”
• Phone calls • Some phone calls & emails
• Most emails • Time wasters
• Some meetings • Escape activities
• Many pressing issues • Excessive TV and use of social media

: (20 minutes)
1. Tell the JobStarters that they now have an opportunity to identify time wasters through this activity
called How to Identify and Eliminate Time Wasters. Ask them to form 4 groups by grouping all
the boys together and a second group, all the girls together. Then, depending on the number in
each group, split groups into 2 or 3 sub-groups so that you end up with 4 groups.
2. Once in their groups, they should brainstorm first to identify possible time wasters. Once the
group has developed a good list, each group member will need to decide for himself whether it is
applicable and what to do with them. They should write those in their Journal and remember to
avoid agreeing on doing any of those time wasters.
3. Now that most time wasters have been eliminated, group members will concentrate on their
typical weekly schedule as JobStarters. In this exercise, they should make the distinction between
“Social: Family & Others” and “Self.” Therefore, they should use color coding or Post-it to
distinguish between “work/training”, “social”, “personal”, and “sleep.” Sleep will be displayed using
collapsed time (showing a longer period of time within a limited space).
4. Weekday schedule will visually show differently from the weekends.
5. Remind them that they are more likely to manage their time well if they establish their priorities
correctly well. Recognize that sometimes, even if they prioritize well, they get interrupted or
distracted from doing what is important. They need to recognize the problem and try to get back
to their important tasks as quickly as possible.
(10 minutes)
1. Tell the JobStarters that one of the best ways to manage time is to manage your schedule using a
tool called a Planner. While there are Planners that can be easily bought in book stores, they can
create their personalised planners.
2. Ask them to check the sample weekly planner in their journal (JJ, pp. pp.74-75)
73-74), and depending on
their priorities, they can write down their activities in the blank portions. For example, on Sundays,
they could write down “going to Church.”
3. Inform the JobStarters that they can also write down their daily activities in their planner so they
will be properly guided.
5 minutes
1. Ask the JobStarters to reflect for a moment on the question: How can I best use my time?
2. Tell them to write their answers in their JobStarters’ Journal on page 72.
71. An example is “I
will read books instead of spending too much time on Facebook.”

Module 16
• Stress Tolerance - capacity to tolerate and manage one’s stressors at work and real life
JobStarters will:
1. Learn how to live a healthy lifestyle.

2. Identify both proper and improper hygiene.
• Health - sound state of body and mind so that a person can live well and work effectively
• Personal Hygiene - the practice of being clean and presentable
D. Materials Needed
• Paper, board, colored pens, crayons, and markers
• Video entitled Occupational Safety and Health

Source: https://goo.gl/TVUxlO
• Occupational Safety and Health Standards by DOLE

Source: http://goo.gl/2GlDsU
• Department of Health (DOH) Article on the Top 10 Healthiest Pinoy Dishes

Source: https://goo.gl/Rk2Wly

1. A healthy lifestyle is important at work because it helps the JobStarters live happily and work effectively.
Personal hygiene is an important aspect of health.
2. It affects the JobStarters, their co-workers and the organization they work for.
90 minutes
’ (10 minutes)
1. Ask the JobStarters to play a game. For each question you will ask, those who answer NO will
stand up, while those who answer YES will remain seated. Post each question on the screen.
• Do you often skip breakfast?
• Do you often skip showering in the morning?
• Was your last visit to the doctor more than one year ago?
• Do you sometimes skip brushing your teeth?
• Do you feel tired in the morning due to lack of sleep?
• Do you ignore safety rules concerning seat belts, bikes and motorcycle helmets?
• Do you eat more rice or meat than vegetables in a meal?
• Do you exercise less than three times a week?
• Do you smoke?
• Do you drink more than any of these in a week?
- 3 bottles of beer,
- 3 glasses of wine or brandy, or
- 3 shots of hard drinks
• Do you eat junk food, snacks such as potato or corn chips, cheese curls/balls, cookies, candy
or ice cream more than four times a week?
• Do you drink soda and sweet processed drinks more than 4 times weekly?
• Do you regularly or even often feel very sad or lonely?

2. State that when they answered YES to any of these questions, they were engaging in behaviors
that could negatively affect their health. Do they want to make their bodies unhealthy? If they say
“no,” ask what do they want? Let them state verbally that they want to be healthy.
3. Say that like them, you too asked this question to yourself. Relate a personal story of a time that
you found out that you were engaging in a potentially unhealthy behavior and how you felt about
the realization. End by saying that you want them to be healthy, too. This means facing our
unhealthy behaviors head on and at the same time choosing actions that make us healthier.
(45 minutes)
Ask the JobStarters what the saying “Health is Wealth” can mean. Conclude by saying that health is
important because it helps them live and work effectively. Show slide with Definition of Terms.
1. However, once they start working, it becomes challenging to be healthy because there are more
factors that will affect their lifestyle. Ask them what possible factors can affect their health. Make
sure to include the following in the discussion:
FACTORS THAT CAN AFFECT YOU AS A WORKER

High Stress Fastfood Drinking Smoking Sexual Lack of Lack of
Health Sleep/ Rest Exercise
2. Tell them that they will now take a survey to assess how healthy they are. Show the Healthy
pp.78-80).
Living Survey (TM, pp. 114-116; JJ, pp. 77-79). Give them 7 minutes.
3. After answering, discuss the best health answer for each point.
• STRESS - When not managed well, stress can lead to burn out and an unhappy lifestyle.
Managing stress helps you live happier and work better. A positive attitude can help you fight
off the negative effects of stress. Being around caring people such as friends and family,
listening to music, enjoying nature trips, eating well, laughing often, and regular exercising
can lessen stress.
• DIET - An unhealthy diet can lead to illness and chronic diseases such as high blood
pressure and diabetes. Avoid fatty meat and sweets which are common to the Filipino diet.
Instead choose healthful and delicious meals such as laing, pakbet, tinolang manok, sinigang
na isda, malunggay dishes, lumpiang ubod and ginisang munggo that are full of nutrients that
are good for you!
• ALCOHOL - Binge drinking is consuming excess alcohol in a short period of time. Drinking
too much alcohol can affect your brain and kidneys, cause brain damage and heart disease,
and increases risk of cancer. It increases risk of injury and dulls your control over your
senses. Drink from moderate to no alcohol per week to keep your professional behavior with
co-workers within and outside the workplace. Those who struggle with alcohol can consult
Alcoholics Anonymous Philippines or AA Philippines by calling/ WhatsApp: +639178429280
or visiting their website at http://www.aaphilippines.com/

• EXERCISE - Doing physical activities regularly keeps the body fit, healthy and strong. It also
contributes to mental health and lowers the risk of diabetes, and infections. It stimulates
growth cells in the brain and body. Do several exercises and activities that you love, so that it
motivates you to keep the habit.
• SLEEP - Having the right amount of sleep helps you live longer. It helps you be more
creative, sharpens attention span, and increases memory. Those who sleep correctly have
less stress at work. It helps in the healing and repair of blood and heart vessels.
• SEXUAL BEHAVIOR - At its fullest, sexuality allows men and women to express themselves
and give themselves to the other. Sexuality, when it is respectful and life-giving, allows
intimate personal relationships to grow rather than be objectified. We objectify others when
we only think of using them for our own sexual gratification. Watching porn of women or men,
engaging in multiple sexual relationships or one-night stands, and using sex-enhancing drugs
are examples of treating other people as mere objects of pleasure. These are also behaviors
that can lead to sexually-transmitted diseases or STDs for both men and women. The best
way to avoid STDs is through abstinence from sex until marriage. Untreated, STDs have
more serious effects on a woman’s body and can cause cancer, infertility, or pregnancy
problems.
• PREGNANCY – The gift of life is a blessing and needs to be prepared for. Planning your
pregnancy helps you give the best possible options and opportunities for your baby to grow
and thrive into a responsible and mature adult. One of the best ways to avoid pregnancy
problems and complications is to get regular medical exams with a good doctor or midwife.
During pregnancy, avoid toxic food, alcohol, cigarette smoke pollution and too much stress.
Have a nurturing and helpful support group of family, friends and other soon-to-be-parents.
Ask advice from people you perceive to be good parents. Save money for the pregnancy.
• ILLEGAL DRUG USE - The initial decision to take drugs is voluntary. Repeated drug use
results in brain changes that erodes a person’s will to resist it. To make it more difficult,
deciding to stop after one is addicted to drugs results in withdrawal symptoms where the body
shows symptoms of great stress such as nausea, hypertension, insomnia, palpitations, and
painful cravings. The effects on a person’s well-being is dramatically affected over time,
leading to complications in body illnesses and dramatically lessens the ability to learn, decide
and think for oneself. Drug addiction breaks a person’s spirit, hurts families and cuts
relationships. Those who struggle with drug addiction or simply wish to understand more
about this sickness can consult Narcotics Anonymous Philippines by sending an email to
pr.napilipinas@gmail.com or visiting their website http://www.napilipinas.org/
5. Let them tally their scores. Show slide on the Survey Key.
6. To debrief, explain that a healthy lifestyle allows us to live a full and energetic life. Good nutrition,
staying active, learning how to manage stress, and reducing unsafe behaviors are some ways to
ensure a healthy lifestyle. A healthy lifestyle depends on the daily choices we make.

1. STRESS
To handle stress, I always use positive stress management techniques (surround myself with
a positive network of friends and family, listen to music, nature trips, eat well, laugh often, do GREEN
exercise, etc.)
To handle stress, I sometimes use positive stress management techniques (surround myself
with a positive network of friends and family, listen to music, nature trips, eat well, laugh often, YELLOW
do exercise, etc.)
To handle stress, I rarely use positive stress management techniques (surround myself with a
positive network of friends and family, listen to music, nature trips, eat well, laugh often, do ORANGE
exercise, etc.)
2. DIET
I always eat more vegetables in a meal and grilled or steamed food than fried.
GREEN
I sometimes eat more vegetables in a meal and grilled or steamed food than fried.
YELLOW
I rarely eat more vegetables in a meal and grilled or steamed food than fried.
ORANGE
3. ALCOHOL
I drink from moderate to no alcohol per week. I rarely binge drink.

GREEN
(Weekly average of 1 to 2 drinks for women and 1 to 4 drinks for men)
I drink from moderate to high levels of alcohol per week. I sometimes binge drink.
YELLOW
(Weekly average of 3 to 7 drinks for women and 6 to 14 drinks for men)
I drink from high to very high levels of alcohol per week. I often binge drink.
ORANGE
(Weekly average of 1>to72 drinks for women and 1>to144 drinks for men)
4. EXERCISE
I exercise 4 times a week. GREEN
I exercise 1-3 times a week. YELLOW
I do not exercise. ORANGE

5. SLEEP
I get 7 to 8 hours of sleep most nights of the week. GREEN
I get 6 to 5 hours of sleep most nights of the week. YELLOW
I get 4 hours of sleep or less most nights of the week. ORANGE
6. SEXUAL BEHAVIOR
I am aware and employ ways to avoid sexually transmitted diseases (most especially,
GREEN
abstinence).
I am slightly aware and hardly employ ways to avoid sexually transmitted diseases (most
YELLOW
especially, abstinence).
I am not aware and do not employ ways to avoid sexually transmitted diseases (most
ORANGE
especially, abstinence).
7. PREGNANCY
I always go to monthly checkups for both me and my baby at the hospital or clinic. GREEN
I sometimes go to monthly checkups for both me and my baby at the hospital or clinic.
YELLOW
I rarely go to monthly checkups for both me and my baby at the hospital or clinic.
ORANGE
8. DRUG USE
I know the side effects of using illegal drugs and always avoid using them. GREEN
I know the side effects of using illegal drugs and sometimes avoid using them.
YELLOW
I know the side effects of using illegal drugs and rarely avoid using them.
ORANGE

COMPUTE & FILL OUT YOUR SCORES!
GREEN
YELLOW
ORANGE
THE HEALTHY LIVING SURVEY ANSWER KEY
More than 4 red responses
You may feel that your unhealthy behaviors outweigh your healthy behaviors right now, but do not despair! The
first step is recognizing your unhealthy behaviors and creating an action plan to reduce them. Know your
health, consult a doctor or other health professional and undergo regular follow-up visits.
More than 4 yellow responses
Good job! Your are incorporating many healthy behaviors into your life, but may find there are certain unhealthy
behaviors that you would like to reduce or eliminate. People in this group usually look and feel reasonably well.
However, making a few small changes can significantly improve health. Keep taking steps to be healthy. Don’t
forget to celebrate the healthy behaviors that you have already embraced! Know more about your health,
consult a doctor or other health professional and undergo regular follow-up visits.
More than 4 green responses
Great job! You are choosing to incorporate a lot of healthy behaviors in your life on a daily basis. People in
this category look and feel good most of the time and are far less likely to suffer from serious lifestyle
illnesses. Keep taking steps to be healthy. Don’t forget to celebrate the healthy behaviors that you have
already embraced! Know more about your health, consult a doctor or other health professional and
undergo regular follow-up visits. Encourage your friends and family to do the same.

7. Play the video entitled Occupational Safety and Health. It is a video produced by DOLE
describing the effects of personal hygiene at work.
8. Based on the video, ask them if they understand the signs that they saw. Show the slide on
Safety Signs. Say that some are already familiar to us because we see them.
9. Show the slide on Personal Hygiene. Explain that it is important for overall health, safety, and
for developing and cultivating relationships. Ask the JobStarters to give examples of personal
hygienic practices. If it is not brought up, mention the following:
• using deodorant
• washing hands/feet
• brushing teeth at least twice a day
• keeping nails cut
• wearing clean or freshly-laundered clothes
10. Personal hygiene is necessary at work because it helps an employee work their best, have good
working relationships, and add value to the company or organization. Ask the JobStarters: who
they think are ultimately affected by personal hygiene at work? Show the slide.
a) YOU, as not practicing it can lead to personal illness and accidents;
b) CO-WORKERS as it can lead to stress in relationships, sickness and accidents, and;

c.) COMPANY/ORGANIZATION as several days of sickness mean less people performing
their best and more likelihood of mistakes which can mean loss for the company.
People Affected by Personal Hygiene
1. YOU 2. Co-workers 3. Companies
11. Show the slide with additional tips to be Healthy at Work. Encourage them to provide other
activities that they can they relate to each number: (e.g. For #1, getting up and doing stretching
exercises, walking up or down 1-2 flights of stairs or proper seating. For #2, stay within budget,
create a list of the most healthy meals where you often eat, prepare your own meals, etc.).

: (25 minutes)
1. Divide the JobStarters into 5-6 groups. Assign group roles: Leader has longest hair; recorder is
the person to the leader’s right and reporter is the tallest person in the group.
2. Tell each group to imagine and discuss what a Healthy Lifestyle can be like. Tell them that they
will create a Healthy Lifestyle poster. Encourage them to be as creative as they can. They have
12 minutes to finish.
3. Ask the spokesperson from each group to come to the front of the classroom to share their
recommendations with the entire group, this should take only 2-3 minutes. After each group has
presented their recommendations, hang the posters on the wall or position them such that they
are visible for the remainder of the lesson.
5 minutes
74
• Ask JobStarters to write down the person who can most inspire them to be healthy. On page 76
of their Journal, ask them to create two SMART goals as the Health Action they will take.
Person who inspires me to be healthy Health Action I will take
For those who need advice on pregnancy, call the Pregnancy Hotline (02)
586-3069, (02) 403-7179, (0905) 741-8146.

Module 17
• Stress Tolerance - capacity to tolerate and manage one’s stressors at work and real life
JobStarters will:
1. Understand the nature of stress and its effects on one’s well-being.

2. Identify sources of stress especially for young people.
3. Learn positive and healthy ways to manage stress.
• Anxiety - feeling of worry, nervousness, or unease, typically about an imminent event or uncertain
outcome.
• Stress - what happens when body, mind, and emotions react to threat or change of any kind
• Stressors - causes of stress. It can be a positive or negative.
• Wellness - “a state of optimal well-being that is oriented toward maximizing an individual's potential. This
is a life-long process of moving towards enhancing your physical, intellectual, emotional, social, spiritual,
and environmental well-being.” (Mickinley Health Center, University of Illinois)
D. Materials Needed

• 2 rubber bands
• 1 pair of gloves
• Flipchart
• Small Group Activity: Prepare Low, Medium, and High signs to be posted around the room.

• Video entitled Effects of Stress

Source: https://goo.gl/VSCaIF
• The American Institute of Stress

Source: https://goo.gl/Vp0z0Z
1. Stress is what happens when body, mind, and emotions react to threat or change of any kind. Stress usually
results from bad causes such as losing money or being sick, and doing a stressful activity or having an
uncertain outcome which can lead to feelings of nervousness or unease. But it can also have good causes
such as going to your first day of work and meeting new people.
2. Stress affects a person both physically and emotionally. If not addressed positively, it can trigger numerous
health problems including anxiety, depression, sleep problems, weight gain or loss, and memory and
concentration impairment.
3. Positive and healthy ways of managing stress includes exercising, sharing problems with a trusted person,
setting aside time for relaxation, and eating a healthy diet.
90 minutes
’ (15 minutes)
1. Ask the JobStarters to form a big circle. Make sure that everyone can see each other’s faces.
2. State that you have two instructions only. When you say, “heads down,” everyone should look
down. When you say “heads up!” everyone looks up straight into the eyes of anyone else in the
room.
3. Say that if they are looking at someone who is looking at someone else, then they stay silent.
However, if they are looking at someone who is looking right back at them, they are both to point
in a very exaggerated manner at the other person and let out a YELL. They are then "out" and
take their places together outside of the circle to observe.
4. Repeat the commands until the circle closes in and there is no one left in the circle or time is up
(7 minutes). Ask everyone to applaud each other for giving such nice yells.
5. Ask the JobStarters: Did you feel nervous or tense? Or was it exciting because it was
something new, fun, play etc. Was it difficult to follow the instructions to yell? What made
it difficult? (ex. being shy to scream, afraid to look and sound silly while people are looking at
you, etc.)

6. Help them realize that these are actually moments when they experienced stress.
7. Ask the JobStarters whether they have experienced stress in their life. What can happen if you
experience stress for too long or experience too much stress?
8. After they sit, call on a volunteer to join you to the front of the room. Give the person one glove
for protection and one end of a rubber band. Wear the other glove for protection and hold firmly
the other end of the rubber band, and move away from the volunteer. Eventually, the rubber
band breaks.
9. Explain that we all experience different kinds of stress and pressures in our lives. For instance,
when we try to handle too much work over a period of time, we find ourselves drained or
stretched to the limit. In the long run, stress can cause us to break down, whether physically or
emotionally, in the same way as we have seen the rubber band break.
(25 minutes)
1. Ask what stress means for them. Take a few answers. They may find that stress is easier to
describe than to define.
2. Explain the definition of stress: Stress is what happens when body, mind, and emotions react
to threat or change of any kind.
3. Explain that stress can also result from either good or bad causes. Cite the following common
stressors and discuss each.
CAUSES OF STRESS
Bad Causes:
• Health emergency
• Losing money
• Unplanned pregnancy/single parenthood
Good Causes:
• First day of work
• Going to a job interview
• Birth of a new sibling in the family
4. Explain that the level, or intensity, of a person’s reaction to stress can vary significantly and
range from low to high.
5. Small Group Activity. Tell the JobStarters to form small groups of three by joining the
JobStarters sitting close to them. The one with the shortest hair is the secretary.

6. Ask the JobStarters to list the main causes of stress they could think of. After a few minutes,
collect them from the secretaries.
7. Point out the three signs around the room: “low,” “medium,” and “high.”
8. Tell the JobStarters that you will read out some of the stressors that they have listed in their
groups, and as they hear it, they should rush to the sign that would correspond to their level of
stress when faced with such a situation.
9. As the JobStarters gather under different signs, ask them to explain what makes it low, medium,
or high for them.
10. Invite the JobStarters who classify stressors as high to explain what it is that makes it particularly
high for them.
11. Based on their reactions, select 3 to 5 common stressors and write them on a flip chart.
Examples of common stressors:

• Financial: Lack of money to study/to help the family
• Being jobless or having difficulty in finding a job
• Being a newcomer in a group, organization, or company
• Learning new skills
• Attending a huge event with different kinds of people
• Arriving late in a meeting
• Love life
• Studies
12. Explain that the ways people respond to stressors can vary a lot:
• One person may cope with stress by eating more, while another may stop eating.
• Another person might sleep more to avoid stress, while someone else cannot sleep.
• Worse reactions can be for people to be drinking a lot or smoking cigarette after
cigarette.
13. Ask the JobStarters to cite other negative ways young people like themselves cope with stress.
14. Highlight that such responses don’t make the source of stress go away and are not helpful.
Learning how we respond to stress as individuals can lead us to understand how stress impacts
our lives. These responses are reactions that help us to momentarily evaluate the stress.

IDENTIFYING SIGNS/SYMPTOMS OF STRESS
Physical / Physiological Symptoms:
Heart pounding • Muscle tension • Shortness of breath
Dry mouth • High blood pressure • Fatigue
Insomnia • Weakness • Dizziness
Headaches • Stomach distress
Emotional / Psychological Symptoms:
Depressed • Helplessness • Anxious
Nervous • Confused • Worried
Bored • Negative attitude • Negative thoughts
Unable to concentrate • Suspicious/Paranoiac • Lethargic
Source: Recreation and work-life balance: the benefits of leisure and pleasure for busy people, presented by Sue
Read Psychologist, Life Unlimited 2008 Recreation Summit
15. Explain that stress affects you physically and emotionally. In fact, it impacts on our whole well-
being if not addressed the right way.
16. Show the slide Signs/Symptoms of Stress.
Stress Symptoms for Women and Men
MOUTH: Mouth ulcers SKIN: Eczema,

and excessive dryness BRAIN: emotional and mental
problems, insomnia, allergies, pimples and
headache, personality psoriassis
changes, irritability, anxiety
HEART: Cardiovascular and depression
LUNGS: Asthma,
disease, palpitation and
breathing pains,
hypertension HAIR: Hair loss or baldness
palpitations
DIGESTION: Gastritis, REPRODUCTIVE SYSTEM: MUSCLES: Neck and

ulcers, loss of appetite, Menstrual disorders and recurrent shoulder spasms, stiffness,
irritable bowel movement infections in women; impotence muscle pains
and erectile dysfunction in men
17. Ask the JobStarters to raise their hands if they have ever experienced any of these signs. Have
they experienced more than one of them? Have they experienced symptoms from both
categories?

: (25 minutes)
1. Play the video entitled Effects of Stress.
2. Explain that the effects of prolonged or chronic stress can trigger numerous health problems that
include anxiety, depression, digestive problems, heart disease, sleep problems, weight gain or
loss, and memory and concentration impairment.
Note: State that in extreme cases: Stress can lead to suicide.
3. Explain that there are many ways to manage stress in a positive way.
4. Show the slide with the 4 Positive Stress Management Strategies. Tell the JobStarters to refer to
their JobStart Journals (JJ, p. 84). Discuss each item.
• Get Moving – Do physical activities that would require body movement such as
running, swimming, dancing, aerobic classes, etc.
• Engage socially - Seek a person or a friend whom you can talk to and discuss your
situation with.
• Set Aside Relaxation Time – Do some yoga, meditation, and deep breathing to
activate your body’s relaxation response.
• Eat a Healthy Diet – Eating right nourishes the body and prepares it well to respond
to stress.
5. Divide the JobStarters into 4 groups by counting off. The person with the nearest birthday is the
leader, and the person with the longest hair is the spokesperson/recorder. Assign the following
topics per group:
• Group 1: Get Moving
• Group 2: Engage Socially
• Group 3: Set Aside Relaxation Time
• Group 4: Eat a Healthy Diet
6. Ask each group to discuss the positive stress management strategy assigned them. Tell them to
brainstorm and develop practical and specific ways in which they can practice this tip especially
during JobStart period. For example, to get moving, they choose to walk instead of ride a
vehicle, or exercise 30 minutes each day.
7. Have the groups list their ideas first on a flip chart. Then, the group will present them in a form of
a creative skit. Tell them they can show first possible stressors/stressful experiences and then
present the benefit of doing the positive management strategy assigned to them.

(15 minutes)
1. Explain to the JobStarters that there are numerous benefits in managing stress in positive ways.
Some examples are: better relationships, better performance in exams, increased confidence,
increased energy, and improved health, among many others.
2. Tell them you will share 5 additional tips to help them manage stress more effectively. Discuss
each item.
• Get organized:
• Organize your work space – physical order can bring mental calm and it is conducive to
working efficiently
• Organize your budget and manage your finances – analyzing where you need to spend
your money and where you are spending your money can help prevent financial stress.
Make a budget to see where your money is going.
• Plan ahead:
• Make a work plan to ensure that you have tasks assigned completed on time or ahead of
time.
• Make an effort to start tasks early. Keep a weekly or monthly calendar of deadlines,
company activities, and appointments to make sure you do not get behind.
• Divide and conquer:
• If you are busy and have a lot of competing deadlines, break up the work in what you can
accomplish per day or half day, e.g. dividing your tasks for a.m. and p.m.
• Give yourself a small reward or break after completing each one (have a snack, listen to
music, stretch or relax).
• Ask for help with your tasks, or divide the work between you and your teammates when
appropriate, instead of doing everything by yourself.
• Seek assistance:
• The job searching process may be stressful, talk to fellow job seekers or other
professionals in your field.
• Sharing what is causing you stress with friends, family members, teachers, mentors, and
trusted colleagues can often help you solve your problem or decrease your stress.

• Choose a positive attitude.
• Sometimes we must accept that the cause of our stress cannot be changed or
eliminated. Decide to accept that, in time, the level of stress you are experiencing will not
be as high as it was when you were first exposed to it.
• Try to manage your reaction and be being objective in assessing your situation.
• Try to find positive aspects to the situation and choose a positive attitude when
responding to it.
3. These do not all work the same way for everyone, so they should therefore identify which
strategies work best for them.
10 minutes
• Ask the JobStarters to reflect on the most stressful moments of their life. Ask them to refer to the
exercise My Personal Stress Management Plan in their Journal (JJ, p. 86). 87). Tell them to write
the top 3 stressors in the circles. Then in the rectangles, write the specific ways they can manage
these stressors positively.
My Personal Stress Management Plan

Module 18
• Planning and Organizing - capacity to develop short and long-term goals in the workplace.
JobStarters will:
1. Identify the different aspects of life.
2. Understand the meaning of a well-balanced life.
3. Learn different tips on how to achieve work-life balance and enhanced well-being.
• Work-life balance - the ability to combine work, family commitments, and personal life and how they
affect on another
• Well-being - state of happiness achieved in the different aspects of life
D. Materials Needed
• Paper, board, pen, markers, and crayons or pencils
• Four sheets of white cartolina/flip chart.
• Four sets of coloring materials.
• Video entitled Student Jobs: Balancing School, Life and Work

Source: https://goo.gl/idHoNR
• On the Fly Guide to…Balancing Work and Life, Bill Butterworth
• 5 Tips for Living a Well Balanced Life

Source: https://goo.gl/yahdAa

1. A healthy balance of the activities in the various aspects of our life (physical, social, spiritual, professional,
emotional, mental, recreational and financial) makes us happier, more productive and fulfilled.
2. Balance doesn’t mean giving equal hours to each aspect. Instead, it’s knowing what matters most and
prioritizing those activities that contribute to your growth and well-being.
3. The skill of planning, organizing and adjusting our work and personal activities can bring more balance in
our life.
90 minutes
’ (20 minutes)
90). Explain to them that the

1. Ask the JobStarters to study the Personal Life Wheel (JJ, p.88).
wheel represents their life. The sections meanwhile are the different aspects of life.
2. Explain each aspect:
• Physical - one’s physical health and fitness
• Spiritual - one’s prayer life, time for reflection, meditation, and religious activities
• Social - one’s relationships with family, friends, and co-workers

• Recreational - one’s hobbies, interests, and passions
• Mental - one’s learning activities, studies, and training
• Emotional - one’s feelings and emotions
• Professional - one’s work, career goals, and development
• Financial - one’s earnings, savings, and investments
3. Tell them that it is important to reflect once in a while and to look at our current life situation.
Instruct them to shade in the sections of the wheel corresponding to areas of their life in which
they feel happy. Encourage them to use crayons or colored pens.
4. Indicate that 1 indicates the lowest level of happiness in that area, and 10 the highest. Give
them 10 minutes to accomplish this.
5. Ask several JobStarters to share their highest and lowest areas of happiness.
6. Explain that a healthy balance of the activities in the various aspects of life makes us happier,
more productive, and fulfilled.
(30 minutes)
1. Ask the JobStarters to accomplish the exercise My Life Activities in their Journal (JJ, p. 89). Tell
them that here they will list down the tasks and activities they currently do in each area cited on
the Personal Life Wheel.
2. Explain that this activity will help them get a sense of the time and energy they spend and their
activities, duties, and responsibilities for each aspect.
3. Ask the JobStarters how many of them find it difficult to balance their life activities in the different
aspects.
4. Explain that balance doesn’t mean giving equal hours to each aspect of life. Instead, it’s knowing
what matters most and prioritizing those activities that contribute to your growth and well-being.

5. Explain to them that it’s not always easy to achieve a balanced life. Tell the JobStarters that once
they start a regular job, they will most likely meet the challenge of achieve work-life balance.
6. Ask the JobStarters: What happens if our life is out of balance? What happens if we focus too
much on certain aspects like work and neglect the others?
7. Take a few answers. Make sure to include the following:
• Frequent overtime impacts on your physical health— you are left with little time for rest—
eventually this can lead to chronic stress, burnout, and other health problems.
• Family life and social relationships can suffer if you focus too much on work and pursuing
hobbies.
• Uncontrolled recreational activities—traveling, eating out—can make your financial life

unstable.
• Lack of time and activities in the spiritual and recreational aspect can leave one feeling
uninspired and drained.
8. Explain to the JobStarters that living a well-balanced life is important since it results to good
health and increased productivity, happiness, and fulfillment.
9. However challenging a well-balanced life is, there are many ways in which they can manage
their activities and make sure they are effective, happy, and fulfilled in life’s different aspects.
10. Show the slide on Tips for Bringing More Balance in Your Life and discuss each item.
• Assess what’s important to you. List what your priorities are right now as a JobStarter
according to your goals and values. Compare them to the activities you spend so much time
doing. Are they the same? If not, you need to make adjustments. Knowing what matters
most to you helps you know where to invest your time and energy.
• Plan and organize your activities. List down your most important activities for the week.
(Tell the JobStarters they will know more about prioritizing in the Time Management module.)
Make a to-do list. A daily planner or calendar can aid in organizing your appointments and
commitments.
• Track your time online. So much time is spent on social media sites, particularly Facebook
and YouTube. Even crucial time for sleep and rest is affected. Manage the amount of time
spent online.
• Nurture your relationships. The quality of your relationships affect your happiness and
overall well-being. Nurture your relationships with family, friends, colleagues, and neighbors.
Invest time in building and strengthening your connection with them.

• Be Active. Set specific times for a physical activity or sports. Regular physical activity is
associated with a greater sense of well-being, lower rates of anxiety, and depression.
• Take a Breather. Set aside time for relaxing and rejuvenating activities. Take a nature trip.
Meditate. This will rejuvenate your whole being and restore your energy.
• Keep Learning. Continuous learning enhances self-esteem, encourages social interaction,

and promotes a more active life. Attend a seminar. Take on new projects.
• Give and Serve. Volunteer your time. Join a community group or a hobby group. When you
give, you also receive the following: an increased sense of self-worth, positive feelings, higher
levels of happiness, and an improved immune system.
: (30 minutes)
1. Divide the class into 4 groups. Refer to the Tips for Bringing More Balance in Your Life (JJ,
pp.89)
pp. 88) and explain that they are general ideas. Now, as a group, they will discuss specific ideas
on the actions they can do to live a more balanced life.
2. Ask the groups to first discuss the common factors that prevent them from achieving a more
balanced life.
3. Then, tell them to list 3-5 specific, doable, and practical ways to bring more balance in their life.
Ask them to complete this sentence: “We can live a more balanced life by______________.”
4. The group will then select one idea to feature in their poster. Ask the group to make a creative
presentation.
5. Invite each group to present and discuss their poster to the class.
6. Conclude that it takes a disciplined and conscious effort to achieve work-life balance. Play the
video Student Jobs: Balancing School, Life and Work.
10 minutes
1. Tell the JobStarters to revisit their Personal Life Wheel and the areas with the lowest areas of
happiness. Ask them to reflect on the question: What is my plan to keep my life balanced?
2. Ask them to select one low area of happiness and ask them to identify the adjustments they
need to do to make that area happier. Tell them to write down one specific way. Ask them to
89: “I can make the (write the life aspect
complete this sentence in their Journal on page 88:
selected) aspect of my life happier and live more balanced by (specific action).”

Module 19
• Math Functional - capacity to apply basic mathematical operations using critical thinking
JobStarters will:
1. Learn how to develop the proper money mindset and learn how to set financial goals.
2. Understand the concepts of good debt, bad debt, and make a distinction between needs and wants.
3. Learn the basics of budgeting, saving, and investing
• Budget - a planning tool that helps you track the money you earn and the money you spend
• Budgeting - the process of planning what you spend so that it is less than what you earn
• Investing - growing and multiplying your money through the power of compounding
D. Materials Needed
• Paper and pens or pencils for each participant
• Clean sheets of bond papers
• Information on the banks/financial situation in the area (PESO could provide this)
• Video entitled Saving by Pesos and Sense

Source: https://goo.gl/zixhg6

1. It is very important to define your financial goals and develop healthy money habits if you want to succeed
in managing your finances.
2. When you properly manage your money, you can make your dreams a reality.
3. One concrete way to manage your money is to open a savings account.
90 minutes
(10 minutes)
1. Lead the JobStarters to a technique called Visualization. Set the mood: Ask the JobStarters to
stand up and close their eyes to visualize the following scenarios:
• Imagine the kind of life you’ve always dreamed of.
• Imagine your dream job and the kind of work you’d like to do everyday.
• Imagine the house you’d like to live in.
• Imagine the places you’d like to go to.
• Imagine the lifestyle that your family would enjoy.
2. End the visualization and ask a couple of volunteers to share what they visualized.
3. Let the JobStarters understand that if they properly manage their money, they can make their
dreams a reality.
(30 minutes)
1. Let’s talk about money. Explain that during this session, they are going to learn the proper
mindset about money, develop a better attitude towards money, learn how to set financial goals,
and learn the basics of budgeting, saving, and investing.
2. Explain that money is neither good nor bad, and that it is just an instrument. Continue by
saying that money is a way to achieve part of one’s potential and help others achieve theirs.
3. Tell them that if they work hard and properly manage their money, they will be rewarded with
better financial stability.

4. The golden rule is to spend less than you earn and to live well within your means. If, on the
contrary, you keep spending more than what your earn, you will soon be accumulating debts and
may end up paying more money in interest than money you earn.
5. Tell the JobStarters to form pairs with their neighbor for 2 minutes to determine the difference
between “needs” and “wants” and to give a few examples for both.
6. Gather a few ideas and ask the JobStarters what is more urgent and important between needs
and wants.
• Remind the JobStarters of the time management session during which they prioritized what was
urgent and important over what was neither urgent nor important.
• You may consider some of your wants as important, but how urgent are they? Maybe you could
save some money first and then see whether you can afford those things you wanted to buy.
7. Refer back to the notion of managing well their money. To achieve that, tell the JobStarters that
they need to budget accurately and handle their money as well as they can.
8. Explain that a budget is a planning tool that helps you track the money you earn and the money
you spend. Budgeting is the process of planning what you spend so that it is less than what you
earn.
9. Explain that the money you expect to receive is called your income and that the money you
expect to pay out are your expenses, also called expenditure. The difference between your
income and your expenditure should remain positive and can constitute your savings. If it
becomes negative, it means that you are spending more than you are earning and that you
cannot maintain that situation for long, without being bankrupt.
10. Good Debt vs Bad Debt. Explain that: ‘Borrowing money’ or ‘Contracting a Debt’ is creating a
situation in which you owe money to someone.
11. Explain that they could owe money to someone for several reasons: they borrowed money from
that person or bought something from that person, which they have not fully paid yet. Explain
that the amount of money that they owe is the amount of debt that they have.
12. Explain that they can borrow money from various entities such as individuals, financial
institutions or even “savings and lending groups.”
13. Explain the consequences to the national economy of a country if a large segment of the
population does not pay back their credit card debts or other loans, such as housing (mortgage)
or car loans. In the USA, in 2008, lots of people were able to obtain loans that they were unable
to reimburse, creating a collapse of the banking system in many countries around the world.
14. Continue by explaining the difference between a Good Debt and a Bad Debt:
• A Good Debt is money that you owe, which has a potential return. For example, you
borrowed money for a tuition fee or to finance a business.

• On the opposite side, a Bad Debt is money that you borrow that does not have any potential
return. For example, you borrowed money to buy a camera or to finance a vacation.
15. Savings. Play the video entitled Savings by Pesos and Sense. This video discusses the
concept of saving and opening a bank account in the Philippines.
After the video, show the slide How to Open a Savings Account in the Bank.
How To Open a Savings Account in the Bank
• Research on the banks available in your local area.
• Each bank has its own minimum initial deposit which is the amount you need to
open a savings account. Some banks invite you to open an account for as low as
P500 with zero maintaining balance. Think carefully on how much you need to
prepare based on your budget.
• Prepare at least 2 valid IDs. (Passport, Barangay Clearance, Voter’s ID, Police
Clearance, NBI Clearance, PRC, Postal ID, Philhealth, Driver’s License, and etc.)
Bring these with you when you go to the bank.
• Approach the bank representative and tell him or her that you would like to open a
savings account with them. He or she will give you an application form to fill out and
guide you through the process.
16. ATM Card – Explain that they will receive an ATM card for their savings account at a bank.
• ATM cards are tied to your savings account at a bank.
• If you use an ATM card to make a purchase or to take out money at an ATM machine, the
money is immediately deducted from your bank account, and you can only spend the money
that you have on your bank account.
• If you have insufficient funds on your bank account, the machine will not disburse the cash or
enable you to make that particular debit purchase.
17. Explain that another very important concept is Saving Money, which consists of setting aside
some money to be used at a later time. You can save money to buy something in the future, to
prepare for emergencies, and for various future needs. The formula for Saving is: Income -
Savings = Expenses.
18. Emphasize that savings has to come before spending. If they spend all their money to pay for
their expenses, then it is most likely that there will be nothing left for savings. Hence, it is
important to set aside a certain amount first, before paying for all expenses.
19. Explain that in case the money is not enough, then they should cut down on some of the
anticipated expenses. Encourage them to think of more ways to cut down on expenses like

bringing food and drinks from home when they go to work and to think of other ways to increase
their income. Encourage them to think of various income generating activities that they could do
on the side.
20. Explain the concept of savings as “paying yourself first” before paying for all your expenses.
Savings can only be built up by consistently setting aside a fixed amount of money over a long
period of time.
21. Financial Planning. Explain that in the same way as they need to plan for a road trip, it is
important that they start planning for the financial journey that they will be taking in their
life.
• It is important that they start thinking about where they want to go and what they need to do
to get there.
• In this way, they will make sure that they will attempt to remain financially fit for their whole
life! They could even help others to remain financially fit!
22. Explain that financial planning is not something they need to do once in their life, but that they
have to repeat regularly as circumstances change. Some changes that can happen are: having
a new job, being promoted and having an increased income.
• New expenses: starting a family, a family member falling ill, losing a job, a family member
has lost his/her job and you need to support that person, etc.
• Increased income: you have a new job or have been promoted
23. Explain that in both types of situations, they will need to adjust their financial plans so that
they can handle increased expenses or a decrease in income in a responsible manner.
24. Show the slide of the tree representing financial fitness.

• Ask Job Seekers what would happen if the tree had short roots and a very large trunk
and branches.
• Act out a tree being blown by a strong wind and falling down.
• Now ask what would happen if the tree had long roots and the same wind came. Act
out a tree being blown around but not falling down.
25. Explain the following:
• Roots represent plans and activities related to savings and reducing spending/
increasing earnings.
• Branches represent plans and activities related to expenses/purchases and loans

they might take.
26. What happens if the roots are too short and the branches are too long and heavy?
• Yes, the tree will fall down! Make sure that you do not have too many expenses and
loans, and not enough earnings and savings to counterbalance them.
27. Emphasize that if they revisit and readjust their financial plans regularly, and manage
their money well, they will increase their chances to stay financially fit for their whole life.
28. Starting a business through savings. If they dream to have their own business, they
should remember that the most successful entrepreneurs started their businesses with
small amounts of seed funding from their savings, and gradually developed it, through
good business practice and financial planning.
29. Let the participants reflect on how they can make their financial roots stronger.
What can they include in their Individual Action Plans to strengthen their financial future?
In the next activity, they will set their financial goals.
:
(15 minutes)
My Financial Goals. Ask the JobStarters to write down their short-term, medium-term, and long-
term financial goals on their Journal (JJ, p. 96).
95). Their goals should be SMART.
Ask them to write down their Big Whys (JJ, p. 95).

96). Their Big Why is also another term for purpose. It
basically answers the question, “Why do I want to achieve these financial goals?”

:
(20 minutes)
1. Tell the JobStarters that now they will have a chance to make a budget. This exercise is called
My Personal Budget where they will use the formula: Money In (Income) - Money Out
(Expenditure) = Money Left. Tell them to refer to their Journal on (JJ, p. 96).
97).
2. Individual Activity. Divide the class into 5 groups. Give each group a clean sheet of bond
paper.
3. Tell each of the members of the group to first accomplish their Personal Budget on their Journal.
4. Explain that they will use the top half for Money In (Income) and the bottom half for Money Out
(Expenditure).
5. For their income, they will add up all the money, including the stipend that they received and still
expect to receive during the entire duration of JobStart Life Skills Training.
6. For their expenditure, they will add up all the expenses they incurred so far and all the expenses
that they expect to incur during the entire duration of JobStart Life Skills Training.
7. Income “minus” Expenditure is the money they expect to have on hand at the end of the
JobStart Life Skills Training.
8. Check the work of the JobStarters and see whether any of them need help or some
clarifications.
9. Group Activity. In the clean sheet of paper that each of the five groups has, ask them to write
down their names and beside their name, ask them to write down the money they expect to
have. Then let each group add up the total money they expect to have as a group. Once they
are done, let them post their paper on the board.
10. At the end of the exercise, check which group has the highest and the lowest answers.
11. Ask one or two JobStarters with the highest amount of money left at the end of the JobStart
Training to share their healthy money habits.
15 minutes
To further encourage the JobStarters to manage their finances, ask them to reflect for a moment on
this question: “What are the dreams that I want to achieve in life? Tell the JobStarters to draw
94.
their dreams in their Journal on page 93.

Module 20
• Social Perceptiveness - capacity to apply intra- and interpersonal competencies in dealing with issues,
concerns, and challenges in the workplace
JobStarters will:
1. Understand the basis for self-respect.

2. Identify ways to show respect for self and others.
3. Identify specific ways to demonstrate respect in the workplace.
• Respect - valuing oneself and others
• Obedience - when someone chooses to follow instructions or behave in accordance with a law, rule, or
order
• Blind obedience - is when someone obeys a higher order without thinking and making a reflected choice
D. Materials Needed

• Four cartolinas/ flip chart sheets
• Coloring materials, such as crayons and markers
• Getting JobStarters' Attention: Create two big signs: Agree and Disagree. Post them on opposite sides
of the room.
• Short Theory Input: Create two columns on the flip chart with the following two titles: “Respect is…” and
“Respect is not…”

• Video entitled Respect in the Workplace

Source: https://goo.gl/ZWpL17
• Building On Solid Ground: Authentic Values and How To Attain Them, Thomas D. Williams, LC
1. We should respect ourselves and respect others because we are convinced of each one’s dignity and
personal worth. Each of us possesses talents and strengths that enable us to achieve goals and determine
our life.
2. We must treat people with respect regardless of their gender, age, race, size, physical attractiveness,
educational background, and other factors.
3. Respect is an important value in the workplace because it fosters and helps maintain good relationships.
Respect in the workplace makes it a safe and inclusive environment.
90 minutes
’ (5 minutes)
1. Ask JobStarters how they would define “Respect.” Accept three or four ideas and record them on
the board.
2. Refer to the two signs, Agree and Disagree, posted on the opposite sides of the room.
3. Tell the JobStarters that you will be describing some situations 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 with the situation, and move to the side of the room with the sign that represents their
choice.
4. When participants have moved to the sign of their choice, call on volunteers to explain their
reasons for agreeing or disagreeing.
Note: Ask participants to regroup in the middle for the next situation description.
• Agree/Disagree Situation #1: Your boss asked you to work overtime but you already had
plans after work with your father to celebrate his birthday. You explained to your boss you can’t
render overtime this time because you made a previous appointment but assured him you can
do a few extra hours tomorrow instead.

• Agree/Disagree Situation #2: Your officemate who is always spreading rumors about you is
having a hard time doing her report. She asked for your help to finish it. You refused, saying
you were busy, but in fact you simply did not want to help your officemate because of her
actions against you.
• Agree/Disagree Situation #3: The security guard in your building asked you to open your bag
for checking but you hesitated as you were already late for work. When the security guard
insisted, you impatiently opened your bag and tossed him an irritated look.
5. Thank JobStarters for sharing their opinions on the issue of respect. To have a better
understanding of what respect is, indicate that you want to continue exploring this important topic
by thinking about ways to show respect for self and respect for others.
(20 minutes)
1. Refer to the definitions of respect that they suggested at the beginning of the session.
2. Invite JobStarters to clarify their ideas by listing what respect “is” and “is not.” Create a split-
sheet chart on chart paper or the white/chalk board. It should resemble the chart below:
Respect is… Respect is not…

• automatically given in some • blind obedience
situations and needs to be earned
in others
• valuing oneself and others • tied to whether or not you like someone
• showing honor for the worth of others • being selfish
• believing in one’s personal worth • mistreating others

• standing up for one’s self • automatically earned
with age or authority
3. Revisit the lessons in the Developing Self Confidence module. Explain that each one of us is
worthy of respect because of our inherent dignity as persons.
4. We should respect ourselves and respect others because we are convinced of each one’s
personal worth. Each of us possesses talents and strengths that enable us to achieve goals and
determine our life.
5. Respecting Oneself. Tell the JobStarters that there are many ways to respect oneself. Use the
acronym ABCD to explain the following ways:
• Appreciate yourself.

Ask them to recall their Self-Confidence Flag (JJ, p. 27).
26). The talents, strengths and skills
written there are the positive things they can appreciate about themselves.
• Be aware of your weaknesses.
Recognize that no one is perfect. We all have weaknesses and imperfections. We must
accept and love ourselves, including our limitations. We can foster self respect and healthy
self confidence by choosing to focus on our strengths.
• Choose your friends well.
Respecting oneself means believing in one’s capacity to be a better person. Choose to stay
away from people who pull you down and who are bad influences in your life. Choose instead
people who have a positive attitude and inspire you to be the best you can be.
• Don’t compare yourself with others.
One of the reasons why some people have low self-respect is because they compare
themselves with other persons whom they think are better than them. Remind JobStarters
that each person is a unique individual. He has strengths that other people do not have, and
vice-versa. Thus, there is no point in making such comparisons.
6. Ask JobStarters if they have other ideas on the ways to respect oneself. Write these ideas on the
flip chart.
7. Respecting Others. In the workplace, “others” refer to employers, colleagues and clients.
Tell the JobStarters that there are many ways to respect others. Here are some examples.
• Listen attentively.
When someone is speaking, give him or her your undivided attention. Don’t interrupt or
distract the speaker. Focusing on him or her shows that you value him or her and what he or
she is saying.
• Respect other people’s time.
Frequent tardiness communicates that you do not find the other person important so always
be punctual in meetings and appointments.
• Respect other people with the way you dress up.
There is a proper attire for every place or occasion. When you go to a place of worship, you
wear modest clothes. When you attend a wedding, wear the prescribed attire. Wearing jeans
and a t-shirt when a formal dress is requested is a sign of disrespect for the couple. At the
workplace, wear the prescribed uniform or proper office attire (slacks, polo shirt or blouse with
blazer, etc.). Avoid tight, flashy or distracting clothes, micro-mini skirts and others that show
too much skin.

• Respect other people through the words you use.
Be conscious of the words you use when you are talking. Avoid cursing or using derogatory or
demeaning words. Instead, use positive words when communicating.
Filipinos use “po” and “opo” when talking to elders or people in authority. It is a distinct and
beautiful way our culture shows respect to others.
8. When it comes to respecting others, emphasize that obedience is different from respect and
blind obedience may negatively impact respect for self. Obedience is when someone chooses to
follow instructions or behave in accordance with a law, rule, or order. Blind obedience is when
someone obeys a higher order without thinking and making a reflected choice.
9. Ask JobStarters if they have other ideas on the ways to respect others. Write these ideas on the
flip chart.
10. Conclude by saying that we must treat each other with respect regardless of factors such as
gender, age, race, physical attractiveness, educational background, etc.
11. Add that respect is an important value in the workplace because it fosters and helps maintain
good relationships. Respect in the workplace makes it a safe and inclusive environment.
12. Play the video Respect in the Workplace.
(30 minutes)
1. Divide the class into 4 groups. The person with the longest hair will be the leader. The person
with the shortest hair will be the timer.
2. Give four different scenarios in the workplace, one for each group. Each group must
demonstrate respect for self and/or others as they roleplay their scenario. Give them 10 minutes
to prepare.
• Scenario 1: You are in a brainstorming session for the theme of this year’s upcoming
company Christmas party. All of you have creative ideas and strong opinions on the
matter.
• Scenario 2: You and an elderly co-worker are working on a product presentation. Upon
checking it, you noticed several errors in his work.
• Scenario 3: You and your co-worker in the HR department are giving an orientation to
a group of new employees. As he is talking, you noticed that he explains most of the
company rules in a vague and confusing manner.

Scenario 4: You are part of the sales and marketing team of a mobile company. You received a
phone call from a client complaining about bad service. This client is cursing and calling you
names.
3. Discuss as a large group after each presentation how respect for oneself or respect for others
was demonstrated. Write their ideas on the flip chart.
(20 minutes)
1. Ask JobStarters to think of other specific ways that demonstrate respect in the workplace. Be
sure to include the following:
• Be polite and courteous to all regardless of their job position. Greet the people you meet with
a smile. Say, “hello” in a cheerful tone.
• Be punctual in meetings.
• Mind your manners especially when requesting a work task. Use “please” and “thank you.”
• Allow people to express their ideas and opinions and listen well when they do so. Don’t
interrupt them.
• Come to work in the proper attire. If there’s a company uniform, be sure to wear it neatly and
correctly.
• Recognize a job well done by a co-worker.
• Keep your work area clean and do not use the work space of your co-workers.
• Stand up for the positive values that you believe in (e.g. honesty, love of family, love of God,
etc.).
2. Tell the JobStarters that they will now do a creative activity. Provide each group a cartolina/ flip
chart sheet and coloring materials.
3. Present this scenario: You are working in one of the country’s top restaurant companies. Your
manager told you that management is launching a “Respect in the Workplace” campaign and is
inviting all employees to submit creative posters containing specific ways to practice respect.
4. Ask each group to refer to the previous discussions. Tell them to select one specific way to show
respect in the workplace and illustrate this in the poster.
5. Invite each group to present their posters to the large class.

10 minutes
1. Ask the JobStarters to complete the following statements:
“One of the ways I can enhance self-respect is by___________________________________”
“I can treat my co-JobStarters with respect by______________________________________”
2. Tell them to write these in their Journal on page 101.

100.
3. Extra challenge: Write these statements on another paper, frame the paper and display it in their
room. This will serve as a reminder for them to respect themselves and others.

Module 21
• Social Perceptiveness - capacity to apply inter and intrapersonal competencies in dealing with issues,
concerns, and challenges in the workplace
JobStarters will:
1. Understand the impact of listening and non-listening on relationships with others.

2. Name effective listening behaviors.
3. Identify non-listening behaviors.
• Listening: Hearing and understanding the thoughts, feelings and/or opinions being expressed by another
person.
D. Materials Needed
• Short Theory Input: Ask a JobStarter to role-play with you as you demonstrate non-listening and
listening behaviors. Describe what you want him or her to do, what you will be doing in each roleplay, and
the possible dialogue. With the volunteer, choose an easy topic he or she can talk about in front of the
group, such as something they like to do, a basketball competition, or a favorite food.
• Large Group Discussion: Ask two JobStarters to review the dialogue and prepare to roleplay it in front of
the class.

• Video entitled How To Be A Good Listener
Source: https://www.youtube.com/watch?v=8XUE3urz3Fc
• The Lost Art of Listening, Second Edition: How Learning to Listen Can Improve Relationships, Michael P.
Nichols, PhD

1. Listening is hearing and understanding the thoughts, feelings and/or opinions being expressed by another
person.
2. When people are listened to, they will feel valued, understood, cared for, and supported.
3. Tips to be a good listener:
• Look at the person who is talking.
• Try to understand the speaker.
• Give uninterrupted time to the speaker.

• Don’t interrupt or think about other things.
• Make encouraging remarks/gestures such as “hmm,” “tell me some more about…,” “so,” nodding
one’s head.
• Ask questions to help the speaker express his or her ideas clearly so that you understand.
• Smile as appropriate.
4. In critical or sensitive situations, listening well is key to resolving these situations. If one does not listen well,
problems can become worse.
90 minutes
’ (10 minutes)
1. Ask JobStarters 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, or you were given a very nice gift. 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 this to a lot 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.
2. Ask JobStarters :
a. How did you, or would you, feel in these situations?
b. What do people do or say that make you think they are not listening?

3. Record the non-listening behaviors, such as interrupting, using a cell phone, ignoring, and
talking about other things on a large sheet of paper or on the board.
4. State that listening is an important skill to learn and use if we want to have positive relationships
with others.
(20 minutes)
1. Roleplay Overview
Tell JobStarters that one volunteer JobStarter will be doing a roleplay with you. Tell the rest of
the JobStarters that you and the participant are best friends.
• Scenario #1: The participant just finished his or her first day at work and he or she wants
to tell you about it. However, you do not listen to the participant's story.
• Scenario #2: The participant just finished his or her first day at work and he or she wants
to tell you about it. Now, you will listen and pay attention to the participant's story.
Note: You may also decide to select another topic that you and the volunteer are comfortable
with.
Encourage JobStarters to watch what you do and be ready to tell you how well you listened to
the co-facilitator.
2. Start the Roleplay
For scenario #1:
As the volunteer talks with you, demonstrate non-listening behaviors such as:
• Interrupting the co-facilitator when he or she is speaking;

• Ignoring the co-facilitator;
• Talking about other things;
• Avoiding making eye contact with the co-facilitator;
• Using your cell phone;
• Laughing at something you just saw on Facebook;
• Showing impatience, such as moving around, getting a drink, and fidgeting;
• Fixing your hair or adjusting your clothes in a mirror.

For scenario #2:
As the volunteer talks with you, demonstrate listening behaviors such as:
• Looking at the person who is talking.
• Trying to understand the speaker.
• Giving uninterrupted time to the speaker.
• Not interrupting or thinking about other things.
• Making encouraging remarks/gestures such as “hmm,” “tell me some more about…,”

“so,” nodding one’s head.
• Asking questions to help the speaker express his or her ideas clearly so that you
understand.
• Smiling as appropriate.
3. End the roleplay and thank the volunteer for the performance.
4. Ask the JobStarters:
a. How will you rate my listening skills in scenario #1?
Have them hold up one finger if they think you were a good listener and two fingers if they
think your listening skills could be improved. Acknowledge that you were demonstrating
non-listening behaviors.
b. In scenario #2?
Have them hold up one finger if they think you were a good listener and two fingers if they
think your listening skills could be improved. Acknowledge that you were demonstrating
effective listening behaviors.
c. What were the non-effective listening behaviors you noticed in scenario #1? (List down the
JobStarters’ answers.)
d. What were the effective listening behaviors you noticed in scenario #2? (List down the
JobStarters’ answers.)
5. Ask the volunteer who performed with you:
a. For scenario #1
• How did it feel to try to talk with me when I was not listening?
• What did you want to do?

How do you think our relationship might be affected if this was a real situation?
b. For scenario #2
• How did it feel to try to talk with me when I was listening to you?
• What did you want to do?
• How do you think our relationship might be affected if this were a real situation?
6. Explain the importance of listening to create and maintain positive relationships. Use the following
ideas and add your own.
When someone is listened to, he or she feels:

• Valued (pinahahalagahan)
• Cared for
• Understood
• Supported
7. Play the video How To Be A Good Listener to show the group more tips on how to be a good
listener.
(15 minutes)
1. Ask two volunteers to read and act out the dialogue below. While doing so, make sure that each
volunteer practices good listening behaviors.
2. Flash the scenario overview on a slide and explain.
Scenario Overview: During a team meeting, Robert received a call and went out of the meeting
room. He then found out that his mother was rushed to the hospital.
Because he was shy to ask permission and was afraid that his team leader would not allow him to
leave, Robert left the office early without asking permission from his team leader and formally
excusing himself from the meeting. As he rushed out, Matteo, one of his teammates who stepped
out of the meeting for a while saw him leave.
The next day, Robert came back to the office. Their team leader was on leave. However, the rest
of his teammates were talking about him behind his back. Matteo, who was concerned for Robert,
decided to talk with him about what happened.
3. Start the dialogue.
Matteo: Hi Robert, may I speak with your for a while?
Robert: Hi Matteo, alright.

Narrator: Matteo lead Robert to one of the small meeting rooms in the office so that their
conversation would be private.
Matteo: I saw you were upset on the phone yesterday and then you rushed out of the office early
while we were still having our meeting. The rest of the team were all wondering why you did not
come back to the meeting yesterday. What happened?
Robert: Oh, you saw me? Yes, I had a family emergency that’s why I left quickly. My mom was
rushed to the hospital.
Matteo: I’m very sorry to hear that. How is your mom now?
Robert: Thankfully, her condition is stable.
Matteo: That’s good to hear, Robert. Given the situation, I hope you do not mind my mentioning
this. Our team leader was concerned about you yesterday. Like the team, he was wondering why
you left all of a sudden. We were all worried because we had no idea what happened to you. I
can see that your reason for leaving is valid—it was an emergency. However, there is something
that you forgot to do before leaving yesterday.
Robert: (In deep thought) …I did not ask permission from our team leader before I left.
Matteo: Yes, that’s right. How come?
Robert: I was shy to ask and was afraid that he would not let me leave. That is why I decided to
just leave at once.
Matteo: I see. Perhaps next time, try to ask permission first even if you feel shy or afraid. Your
reason for leaving work early is valid and reasonable anyway. I’m sure our boss will understand.
Also, in that way, we would also know what was happening to you and if there was anything that
we could do to help you.
Robert: Okay, Matteo. You’re right. Thanks for the advice.
Matteo: May I make one more suggestion?
Robert: Sure.
Matteo: I suggest you apologize to our team leader as well, okay? He’s coming back tomorrow.
Robert: Okay, Matteo. Thank you for taking the time to talk with me. I appreciate your concern
and the team’s concern as well. Thank you also for making realize what I could do better next
time.
Matteo: You’re most welcome, Robert.

4. Explain that in certain sensitive situations like the example above, people need to pay careful
attention to what is being said by the person with a problem. Listening then becomes very
important in resolving a situation rather than making the situation worse.
As can be noticed, Matteo asked Robert first if he could talk to him. Knowing that the matter to be
discussed is a personal one, Matteo led Robert to a separate meeting room so they could have
privacy and be away from the other teammates who were talking about the situation. By doing
this, Matteo ensures that he will be able to listen well to Robert and vice versa. Matteo knew that
he had to mention a point of improvement to Robert so a quiet environment would really help in
listening and discussing the matter. Because of this, the matter was clarified and resolved.
: (40 minutes)
1. Tell JobStarters they will have a chance to practice their listening skills using sample situations.
2. Present the following situations to the group:
• You got paid for a job you did and received less money than you expected. You want to talk
with a friend about your concern.
• You are not feeling well and left work early. You are afraid you will be fired. You want to talk to
a friend or family member about the situation.
• Your family wants you to return to school. You do not like school, but feel pressured to go
back. You want to talk to your brother or sister about how you are feeling.
• You want a job, but cannot find anyone to hire you. You want to talk to a friend or youth
worker about it.
3. Divide the class into 4 groups and assign each group with one of the situations above. Ask them
to roleplay each of the situation and show the effective listening behaviors.
5 minutes
1. Ask the JobStarters to reflect for a moment on the question: What is one listening behavior
that I would like to develop or improve? Tell them to write their answers in their JobStarter’s
Journal on page 104.
103.

Module 22
• Teamwork - capacity to work harmoniously with others
JobStarters will:
1. Understand the importance of working together as a team.

2. Identify specific ways to be a good team player.
3. Improve their ability to be a good team player.
• Team - two or more people who need to work together towards a common goal
• Team player - someone who is willing to work cooperatively with others and, at times, sacrifices personal
interests in order to achieve a common goal
D. Materials Needed
• A small table that is not too heavy, but not too light either
• A cup or glass of water
• One index card or a slip of paper for each JobStarter
• Paper and pencils or pens
• Thin rope or string of approximately 12 meters, tied together at both ends, forming a large circle
• 12 blindfolds

• Prior to beginning the session: Position a small table in front of the JobStarters in the middle of the
room. Place a glass or cup of water on the table along with your papers and markers.
• Getting JobStarters’ Attention: Find a JobStarter to help you with a demonstration. Explain his or her
role is to give you encouragement while you move the table to the wall but not to offer to carry the table or
hold your materials. When you move the table back to the middle of the room, he or she should offer to
help and suggest he or she can hold your glass while you move the table.
• Video entitled The Power of Teamwork Animation

Source: https://goo.gl/Gj7yH7
• Becoming a Contributing Team Member, Dale Carnegie

Source: http://www.dalecarnegie.com/blog/main/become-contributing-team-member/
1. A team player is someone who is willing to work cooperatively with others and, at times, sacrifices personal
interests in order to achieve a common goal.
2. A team player is someone who trusts and listens to his team leader. In doing so, he or she gets the job
done.
3. The six Good Team Habits are:

• Help others • Focus.
• Do your share • Volunteer to do extra.
• Be positive. • Ask for help when needed.
90 minutes
’ (10 minutes)
1. Ask the volunteer to come to the front of the room. Tell the group you need to move the table
with the cup of water, papers, and markers to the wall. After you are finished, they should rate
how well you and the volunteer worked as a team.
Remember the volunteer should not help you move the table (or something else relatively bulky).
While he watches you do all the work, he tells you, “You are doing a good job!” or “Move to the
left or to the right...” and the like.

2. When you finish moving the table against the wall, ask the group to rate how well you and the
volunteer worked as a team by signaling.
• Two arms up means good teamwork.

• No arms up means poor teamwork.
3. After JobStarters rate your teamwork, ask them to turn to the person next to them and discuss
one thing you or the volunteer can do to improve your ability to work as a team. Tell them they
have one minute.
4. Ask several pairs to share their suggestions. Write their ideas on the board or a flip chart. Look
for suggestions such as:
• The volunteer can hold your papers and/or water while you carry the table.
• Both can put your papers and/or water on the floor and carry the table together.
• You can ask for help.
5. Tell the group you will repeat the exercise using one or more of their suggestions. Identify the
suggestions you will use.
6. With the volunteer’s help, move the table back to the front of the group. As you are moving the
table, be sure to tell the volunteer how much easier the job is with his help.
7. Thank the volunteer and ask him or her to return to his seat. Tell the whole group that the
second try at moving the table worked better because you and your partner worked together as
a team. Both of you were good team players.
(25 minutes)
1. Ask the JobStarters to list teams they have heard about or joined. If the JobStarters have trouble
thinking of teams, suggest a few examples, such as basketball teams.
2. Summarize their list to provide a definition of a “team.”
A team is two or more people who need to work together towards a common goal.
3. Illustrate the definition by giving several examples:
• A basketball team needs many players working together to win.
• A group of employees who are working on a common project need to work together to be
sure the task is done correctly and efficiently.
• A waitress or waiter needs to work with the cook to be sure the food is served as soon as it is
ready.

4. State that, in the cases mentioned, one person acting alone cannot reach the desired goal. They
have to work effectively together in teams.
5. Ask the JobStarters to form four teams by counting off. Ask each team to pick as their
spokesperson the JobStarter with the shortest hair.
6. Ask the teams to discuss ways someone can be a good team player and be prepared to name
one way. Allow one minute.
7. Call on each team’s spokesperson to share his team’s idea. Write their ideas on the flip
chart/board.
8. Display the slide listing the six Good Team Habits. Reinforce and summarize their ideas into the
six habits below:
Help others
• Show or explain to someone how to do something better.
• Give helpful advice.
• Work collaboratively with co-workers to complete tasks.
Do your share
• Arrive on time.
• Complete tasks assigned by your supervisor.
• Don’t take unnecessary breaks.
Be positive
• Show concern when others have trouble.
• Always treat others courteously.
• Tell others when they do a good job.
Focus
• Refuse to be involved in distracting activities.
• Refuse to get involved in playing jokes on some employees.
Volunteer to do extra
• Volunteer to help others.
• Volunteer to do overtime when there is a deadline.
Ask for help when needed

• Ask others for ideas and help when faced with a problem or challenge.

9. To be sure JobStarters understand the main concepts of the session, ask them to listen carefully
as you read a list of behaviors. For each one, ask them to raise their hand if they consider it a
good team habit and to keep their hand down if they think it is a poor team habit.
10. Describe the following behaviors or modify the list. Choose behaviors that are relevant for the
group with which you are working.
• Person D arrives frequently late for work.

Poor Team Habit: Not doing his or her share
• Person B yells at Person C and says that he or she is incompetent than anyone else. Other
people can hear Person B as he or she criticizes Person C.
Poor Team Habit: Not being positive and not helping others
• Person D thanks his or her supervisor for letting him or her take a break because of his or
her headache.
Good Team Habit: Being positive
• Person A has lots of customers coming in right at closing time of the store. Person B
decides to stay after close of business in order to help the customers, help the company
make some more sales, and help Person A so he or she doesn’t have to stay too late.
Good Team Habit: Volunteer to do extra.
• Person B tells Person A that others think he or she is too shy and people don’t like that.
Good Team Habit: Helping others – if the information is shared to help Person A
Poor Team Habit: Not being positive and not helping others – if Person B wanted to
embarrass Person A.
• Person B asks Person C for help because he or she is good with a task.
Good Team Habit: Asking for help
Note: Sometimes, team members who exhibit poor team habits need to be corrected. If this is
the case, the rest of the team need to help this specific team member by talking with him about
his points of improvement. This must de done in a firm but caring manner.
11. Summarize by sharing this quote from Henry Ford: “Coming together is a beginning. Keeping
together is progress. Working together is success!”
12. Play the video entitled The Power of Teamwork Animation. It’s a short and funny video about the
power of team work. After watching the video, ask the JobStarters what they liked about the
video. Conclude by saying that teamwork is indeed very important because it will help them
handle a given task efficiently and effectively.

(55 minutes)
1. Invite the JobStarters to form three teams by counting off. You should have three teams of 8-12
members each.
2. Explain that each team will do the same exercise one after the other, and that each consecutive
team will be given different instructions and will also be able to learn from the mistakes of the
previous team(s).
3. Gather the first team in a circle and have them sit down. Each team member should then put on
a provided blindfold. Take a long rope and tie its ends together. Make sure each of the members
of the team is holding the rope. Instruct that every member of the team may not speak. Then,
instruct them to form a perfect square out of the rope without removing their blindfolds. Once the
team believes they have formed a square, they can remove the blindfolds and see what they’ve
accomplished.
4. Gather the second team and give them the same instructions, except that all members may
speak this time. Once the team believes they have formed a square, they can remove the
blindfolds and see what they’ve accomplished.
5. Gather the third team, and instruct them that they may discuss first, designate a leader and
come up with a plan before putting on the blindfold. But once they put on the blindfold, they also
cannot talk, except for the leader who can give instructions. Once the team believes they
have formed a square, they can remove the blindfolds and see what they’ve accomplished.
6. If possible, take pictures of each square that was made and announce which of the three teams
made the best square.
7. Ask the teams how well they feel they did as teams and why?
8. Explain that the exercise dealt with both communication and leadership styles. There is always
at least one team member who wants to take charge, and others who want to be given direction.
The team need to work together to create the square, and find a way to communicate without
being able to see. By introducing the “muting” feature, there is a question of trust that surfaces.
Since instructions can’t be vocally verified, the team member calling out instructions has to trust
those who cannot talk to do as they are told.
9. Along with clear communication skills, trusting one’s teammates is one of the good
characteristics of a leader. According to Stephen Covey, “Trust is the glue of life. It’s the most
essential ingredient in effective communication. It’s the foundational principle that holds all
relationships.” With trust and clear communication of what he or she wants done, a leader is able
to strengthen and rely on his team members to accomplish tasks.
10. Explain that in a team, aside from learning to trust one another, they also learn to work together
more efficiently and more effectively. State that team players are team members who are willing
to work cooperatively with one another and, at times, modify beliefs and personal interests in a
manner that will contribute to achieving a common goal.

10 minutes
1. Ask them to reflect on their JobStart Class/Team and their presentation for Day 10.
107 their reflection:

2. Tell them to write in their Journal on page 106
I can contribute to our Team Presentation by _________________________.
3. Tell them to think of two possible names that represent their Jobstart team. Tell them they can
discuss the names during their break and decide which name to use.
Two Possible Names:

______________________________
______________________________

Module 23
• Teamwork - capacity to work harmoniously with others
JobStarters will:
1. Realize that persons are social beings.
2. Discover their existing network and their growth circles.
3. Realize how their network and growth circles can be viewed as their own personal teams that will help
them towards their professional and personal success.
• Networks - the different people you interact with—acquaintances, classmates, workmates, family, friends,
mentors, etc.
• Growth Circles - sources of support, inspiration, positivity, wisdom, and energy
• Relationship Circles - groups of people you interact with based on the degree of your relationship or
interaction with them
• Mentor - an experienced and trusted advisor in a specific field
• Social Responsibility - the sense of duty to act for the benefit of the society at large by an individual or
an institution
D. Materials Needed
• Stopwatch

• Video from the movie Cast Away

Source: https://goo.gl/Czl132
• Video entitled How To Deal With Rejection

Source: https://goo.gl/jEKXiV
• Video entitled Creative Ads Touching Heartwarming Thai Life Insurance Commercial
Source: https://goo.gl/6wIZ5C
• How to Win Friends & Influence People, Dale Carnegie
1. Social connections are important to your personal and professional growth. These are the people you can
learn from and rely on for support as you strive for personal and professional success.
2. Your network and growth circles can help you achieve goals and guide you in your personal and
professional life.
3. One of the ways that people can meet new people is through the art of small talk.
90 minutes
’ –
(10 minutes)
1. Play a 3-minute video clip from the movie Cast Away, starring Tom Hanks. Chuck (played by
Tom Hanks) was cast away on an island wherein he was the only man alive. Having no one to
talk to, he treated a volleyball, which he named “Wilson” as his friend.
2. Discuss the video with the JobStarters based on the guided questions below:
• Encourage the JobStarters to write their answers in their journals.
• Lead the discussion to the realization of how fortunate or blessed each one is for being part of
a community.
• If they were Chuck, how would they feel if they were the only human alive on that particular
island?
• What would they do to survive the days of seclusion and loneliness?

• If they were stranded on an island, who are the people you wish you were with? The people
you choose are the ones you have the strongest connections with where you feel loved and
receive support.
3. Summarize the comments of the JobStarters during the discussion. Highlight what they said,
especially when it comes to:
• Being blessed to be part of a community;
• Being born to a family who can offer support; and
• Being part of a community where they are in a position to also give support to others.

(25 minutes)
1. One’s network includes one’s relationships and connections. It radiates like circles, starting from
family and relatives at the center, to friends, schoolmates, teachers, colleagues, and so on.
Relationship circles are those people who could provide sound advice and helpful information,
and point you in the right direction. All these relationships can help you succeed in life and at
work.
2. Ask JobStarters to list their personal contacts (that is, people they have actually met and know)
in their journal, with each circle starting from the one closest to themselves, such as family,
friends, schoolmates or office colleagues, and so on, till they reach the outer circles of personal
community. Ask JobStarters to refer to the relationship circles (JJ,p. 118).
Acquaintances
from clubs,
organizations:
Classmates/
Colleagues:
Friends:
Family:
3. Ask them to raise their hands if they listed 20, 30, 40, 50 people, and so on.
4. Make the JobStarters more aware of their existing networks. These are the people they interact
(or have interacted) with, the people who could influence them, and vice versa.
5. In a team, you need to ask for help from others who have more experience than you to
know how to work well in a chosen profession and to succeed in it. Ask the JobStarters
to think of specific people in their circles to whom they could ask the following questions:
• How can I grow in the job I have identified?
• Who among my family or friends are doing this kind of work?
• What questions will I ask them?
6. The people the JobStarters identified can be part of their growth circle which is their source of
support, inspiration, positivity, wisdom, and energy. Call these growth circles as TEAM
TAGUMPAY as these people will help them achieve personal and professional success.

My Growth Circle: TEAM TAGUMPAY
Mentors
Faith-
Community/ Based
Professional Groups Groups
Hobby or
Inspiring
Sports
Friends
Groups
(20 minutes)
1. To encourage them to meet new people and expand their professional network, tell the
JobStarters that they can use the following ideas below:
• Aside from meeting new people, go into expanding your network with the objective of learning
something new and interesting about your chosen profession. This is a positive way of
looking at networking that can help you overcome hesitations in meeting new people.
• Look into your current networks — your relationship and growth circles — for possible
referrals. Ask them for people who can give you information and/or advice that you need
regarding your chosen profession or the profession you are considering.
• Volunteer in an organization that you are interested in and that may need your help. Here,
you will be exposed to people who have the same passion or advocacy as you. These people
can most likely refer you to jobs that are in line with your passion.
• Join a business or professional organization that is related with your career. These
organizations will bring together leaders and experts in your field from whom you can learn.
• If you have a friend already in the profession you are interested in and who is good at
meeting new people, ask him or her for help. He or she may be able to invite and accompany
you to networking events relevant to your industry.
Sources:
• 8 Ways to Expand Your Network Today: https://goo.gl/a9vTmA

• How to Build and Expand Your Career Network: 10 Proven Techniques for Job-Seekers:
https://goo.gl/PtfgZi
• Networking 101: 10 Tips to Expand Your Network and Build Relationships:

https://goo.gl/VFsknL
2. The Art of Small Talk. Small talk is an informal type of conversation on no particular topic.
Small talks help you get acquainted with a person and can be a way to start a real conversation.
Small talks happen between strangers and new acquaintances and friends.
In the workplace, small talk is used all the time whether you are meeting with your clients or in
the kitchen during break time, socializing with colleagues. It helps you initiate a conversation
rather than remaining silent and embarrassed for the awkwardness of the silence. Small talk is
also useful as you expand your professional network using the ideas mentioned earlier.
3. Display the slide on 5 Tips for Small Talk:
• Flash a genuine smile at the other person.
• Greet the person with a “hi” or “hello” then introduce yourself and offer a handshake.
(Applicable if you and the other person don’t know each other yet). Ask for the other person’s
name and address him/her accordingly.
• Ask a simple question, which may vary depending on the context, that you think he/she will
be comfortable answering, as for example:
• What are your interests?
• What are your passions?
• What music do you like?
• Listen attentively. Here, you can apply your learnings from the module on listening.
• Be courteous and say “thank you!”
(25 minutes)
1. Explain to the JobStarters that the idea of this exercise is the same as speed dating, except that
the goal of the exercise is not to have a date, but to practice the art of small talk.
2. Ask the JobStarters to form 3 groups by counting off.
3. Ask each group to place their chairs in two rows facing each other. You should end up with four
pairs facing one another, in each group.

4. To make it orderly, all the groups will start at the same time, when the signal is given. In 2
minutes, each one will talk to the one facing them, asking them questions or sharing trivia. Use
the stopwatch to time the activities.
5. After 2 minutes, the facilitator will ring the bell again. All JobStarters in each group will move by
one chair.
6. The facilitator will repeat the process until each participant has spoken with 4 different people.
7. Reconvene into a large circle or U-shaped arrangement and ask the following questions:
• What were the usual questions they asked their respective partners?
• What significant information did they learn from their respective partners in a span of two
minutes?
• What techniques did they use to build a rapport with their partner? (e.g. They smiled at their
partner... They shook hands... etc.)
8. Tell the JobStarters that while this exercise and the other tips empower them to expand their
network, there will be times that they can be rejected. Rejection is a reality. Everyone
experiences rejection. However, tell them also not to be discouraged. There will always be
better opportunities to build their network.
To know a little bit more about rejection and how to deal with this, play the video Dealing With
Rejection.
10 minutes
1. To further emphasize the importance of caring for the people around us, play the video Creative
Ads Touching Heartwarming Thai Life Insurance Commercial.
2. Ask the JobStarters to select one person from their TEAM TAGUMPAY growth circle who has
already made a positive impact on their personal or professional growth. As an act of gratitude,
let the JobStarters write a short thank you note to this person for this positive impact he has
made on the JobStarter. Tell the JobStarters to draft their letter on the space provided in the
110.
JobStarter’s Journal on page 109.
Extra challenge:
• At home, copy the draft in another paper e.g. stationery and personally hand it to the person
or
• Call up the person and thank him or her for being a positive influence in your life.

Module 24
• Critical Thinking - applying skills in logical and analytical thinking patterns in real-life setting
• Problem Sensitivity – one’s sensitivity in terms or workplace challenges, issues and concerns.
• Creative Problem Solving – applying logocal and outside-the-box thinking patterns in real-life setting
JobStarters will:
1. Identify the importance of and practice responding constructively as an employee, when dealing with an
unsatisfied customer.
2. Understand the five tips for dealing with customer complaints and other difficult people.
3. Learn to be understanding of the feelings of dissatisfied customers.
C. Materials Needed
• Paper, board, pens, and markers
• Short Theory Input: Ask a volunteer to help demonstrate the steps for dealing with dissatisfied customer
complaints. Read through the script together to make sure you both understand the content before the
demonstration. Use the presentation as reference for the script during the roleplay.
• Video entitled Handling Customer Complaints

Source: https://goo.gl/TZmJPG
• Raving Fans: A Revolutionary Approach to Customer Service, Ken Blanchard and Sheldon Bowles

1. To address customer complaints constructively, use the Five Tips for Dealing with Customer
Complaints:
• Stay calm.
• Listen to the complaint without getting defensive.
• Don’t blame others.
• Act quickly to try to solve the problem.
• Be polite.
90 minutes
’ (10 minutes)
1. Describe situations in which a customer is upset for one of the following reasons:
After waiting weeks for a repair to be completed, the customer picks up the repaired item and
discovers it is still broken.
A long wait in a poorly staffed health clinic forces the person to leave without getting help and
feeling angry.
A clerk refuses to help a customer find an item and uses disrespectful language towards the
customer.
2. Ask the JobStarters the following questions to aid them in critical thinking. The questions will help
them analyze the situations previously mentioned from an objective standpoint and see the points
of view of the customers and employees:
• How would you feel if you were the customer in these situations?
• How would you feel if you were an employee of these businesses and the customer was
complaining to you, even if you were not responsible for the problem?
• If you were the employee, what would you want to say to the customer?
3. Ask this question to help the JobStarters bring out possible causes of an employee answering
inappropriately to a customer:
Question: Why do you think an employee might respond inappropriately to a customer?
• An employee comes to work with a negative attitude.

• An employee is unable to be responsive to the complaints because of company policy or the
supervisor’s instructions.
• An employee receives too many complaints at once.
• An employee feels personally attacked by the customer.
• The customer is rude and uses derogatory terms with the employee.
4. Aside from critical thinking, state that this lesson will help JobStarters practice responding
constructively to customer complaints. A guide to do this will also be presented.
(15 minutes)
1. Play the video entitled Handling Customer Complaints.
2. Show the slide Five Tips for Dealing with Customer Complaints and explain the steps using
the information below:
1 Stay calm.
• Don’t get irritated or mad.
• Avoid interrupting the customer.
• Even if you think the customer is wrong, don’t correct the customer at this point.
• Don’t raise your voice.
2 Listen to the complaint without getting defensive.

• Sometimes an irritated customer just wants to tell you about his or her frustration.
• Acknowledge his or her distress.
• Summarize his or her complaint.
3 Don’t blame others.

• Most customers don’t care who is at fault. They just want the problem fixed.
• Stay calm and act on your next step to try to resolve the problem.
4 Act quickly to try to resolve the problem.

• Most customers will calm down when you start to resolve the situation.
• There are two parts to this step:
• Ask the customer how he would like the problem resolved.

• If you think his suggestion is legitimate and you have the authority to grant the
request, do it. If you think the request is not legitimate or you do not have the
authority to grant the request, tell the customer and refer him to your supervisor.
5 Be polite.
• Be pleasant throughout the entire process. This may occasionally be difficult to do.
• Ask the customer if there is anything else you can help him with.
• If the customer uses vulgar or abusive language, you have the right to ask him to use more
acceptable language or to refer him to your supervisor.
3. The Five Tips for Dealing with Customer Complaints enables an employee to make a
constructive response. The effect of these on the employee are the following:
• Maintains the employee’s self-respect
• Aids in suggesting reliable/realistic solutions
• Increases the possibility for customer loyalty and customer satisfaction
(30 minutes)
1. Explain that you will now demonstrate the use of the five tips together with a volunteer. Before
starting the demonstration, you will describe the following situation to set the context and the
scene. Show the slides with the situation described below.
Serena works as a cashier in a small convenience store. Her responsibilities include running the
cash register and placing purchased items in bags.
A customer she helped 30 minutes ago has returned to her store very upset. He or she explains
that on his or her way home, the bag carrying his or her groceries ripped open at the bottom and
four glass items broke when they fell to the ground.
The customer is blaming the poor quality of the bags for the damage. However, Serena
remembers putting two glass items in one bag and the other two in another bag to prevent them
from breaking. Serena thinks it is strange that both of the bags would break at the exact same
time.
To replace the broken items would cost 1,260 Pesos. The owner of the store has given Serena
permission to replace items as long as the total does not exceed 1,000 Pesos. The cost of
replacing the four glass items that were broken would exceed that amount. The owner of the
store will not be back for two hours.

2. Tell the JobStarters that you, the adult facilitator, will demonstrate the five steps and will play the
role of the employee. You have asked a volunteer to play the role of the customer. Ask the
volunteer to join you in front of the room. Show the slides with the dialogue below.
Customer: “One of the bags you gave me for carrying my groceries broke half-way home and
the four glass bottles broke.”
Serena: “Oh that’s horrible. Did you step on any of the glass and hurt you?”
Customer: “No, but it made a big mess.”
Serena: “I’m sorry that this happened to you.”
Customer: “Fine, but I want you to replace the four items free of charge since it was your bag
that broke.”
Serena: “Before we talk about that, let me make sure I understand exactly what happened
because I will have to explain this to my boss. You purchased the groceries and I put the
items in two bags, two bottles in each of the separate bags. On your way home one of
the bags broke and all four glass bottles broke. I don’t understand how all four bottles
got broken at once, since they were in two separate bags?”
Customer: “Well, I stopped at another store and combined all of your groceries into one bag,
since I had to carry a third bag. But I still think you should nevertheless replace all four
bottles.”
Serena: “So you think that a single bag should have held all of your groceries and, since it didn’t,
you want our store to replace all the bottles?”
Customer: “Exactly!”
Serena: “Okay, well let me tell you what I can do. I am not authorized to replace that much
merchandise without my boss’s approval. You can wait until my boss comes back in
approximately two hours and talk to him directly, or you can take three replacement
bottles right now which is just below the maximum amount he has authorized me to
replace.”
Customer: “I want all four bottles replaced right now and I don’t want to wait for your boss!”
Serena: “I’m sorry but I am not authorized to do that.”
Customer: “I’m not waiting around for two hours. I’ll take the three replacement bottles now.”
Serena: “Okay. Let me get you the three bottles. And please, keep only two bottles in one of the
bags.
Customer: “Fine!”

3. When finished with the script, stop the roleplay and thank the volunteer who played the role of
the customer.
4. Explain that staying calm and responding constructively is not always easy. It takes practice,
especially when the customer is very loud.
5. To emphasize the importance of critically thinking through situations, tell the JobStarters to notice
how Serena handled the situation.
• Aside from following the five tips, she also clarified with the customer how the four bottles got
into just one bag when she remembers putting them in two separate bags.
• Through clarifying, Serena was able to know how things chronologically happened and was
able to identify the objective reason for the bags breaking.
• By knowing how things objectively happen, she was able to get the facts of the situation with
the customer. This also helps address the situation with a complaining customer
constructively.
6. To know how to handle things better when a similar situation happens, explain to the JobStarters
that, if you were the employee, you would tell your boss what happened when he returned. You
would ask him if replacing the three bottles was okay or if he would have preferred you not to
give the replacements until he returned since the customer had shifted all of the groceries into
one bag.
7. Ask JobStarters if they have other suggestions for improving the employee’s attempt to deal with
a difficult customer complaint. If yes, ask them this question also: Do you think the customer
would be satisfied with this response? Let them explain their reasons to help them practice
critical thinking further.
8. Explain that other customers’ complaints happen over the phone or online.
Aside from the five tips in handling customers’ complaints already mentioned in the module, here
are some tips that JobStarters can follow when handling complaints over the phone:
While listening to the customer, write down his or her complaint/s to be sure you covered
everything.
Use your notes as a guide to politely recap or summarize the customer’s concerns. This will
show the customer that you understood his or her concerns.
Write an accurate report of the call including important points that transpired and solutions that
were done. This will be a helpful reference for other employees who may encounter similar
situations in the future.

Sources:
• Ten Tips for Dealing with Customer Complaints: https://goo.gl/w7GctO
• How to Handle an Irate Customer: https://goo.gl/e963A
Here are some tips that JobStarters can follow when handling complaints online:
• Acknowledge complaints online at least within an hour even though you do not have all the
answers yet. Customers need to know that their concern has been recognized.
• Apologize for any mistakes that your company may has committed. This shows the customer
that you are owning up to the mistake instead of disregarding it.
• Do not delete complaints posted by customers online unless these contain offensive
language or messges. Deleting complaints online may send a wrong message to your
customers — that they are not important to the company you are working for.
Sources:
• How to Deal With Customer Complaints Online: https://goo.gl/sjOEaf
• How to Handle Customer Complaints Via Social Media: https://goo.gl/UvBG9k
Here are some tips that JobStarters can follow when handling complaints in email:
• Read the whole email of the customer to make sure you have the complete picture of the
customer’s concern.
• Reply to the customer’s email with a sincere “thank you” with the objective of rebuilding the
customer’s confidence in your company.
• Proofread your email before sending it to the customer to make sure there are no
grammatical or spelling mistakes. This will show your company’s professionalism.
Sources:
• How to Handle a Complaint Over Email -7 Simple Steps: https://goo.gl/JEp6kb
• Top Tips for Handling Customer Complaints via Email or Social Media: https://goo.gl/w87ffb

(30 minutes)
1. Tell the JobStarters that they will now have an opportunity to practice the skill.
2. Form groups of three by having JobStarters find two partners who wear a similar color as one
they wear, or similar shoes, etc.
3. Ask each group to decide who are Person A and Person B and who is Person C. Person A will
play the customer, Person B will play the employee, and Person C will assess whether the
response follows the suggested tips.
4. Describe the situation for the roleplay to the whole group:
After a long wait in a poorly staffed health clinic a person decides to leave without getting help
and feeling angry. As the person leaves he exclaims, “Grabe! Ano bang klaseng service ito? And
bagal! I am not waiting any longer. I will come back some other time.” As the person is walking
towards the door to leave, the employee yells out, “Listen, don’t get upset with me. I just work
here!”
5. Refer JobStarters to the slide listing the Five Steps for Dealing with Customer
Complaints. The JobStarters can refer to the steps as they prepare their responses. Give the
group 15 minutes. to do this.
6. Select three groups to roleplay in front of the whole group. Let Person A and Person B act their
roles. After which, let Person C share his assessment of the roleplay of his teammates. Provide 3
minutes for each group’s roleplay.
7. Conclude by saying that following the five tips will help you find a way out of difficult situations. As
for every other skill, you will need the practice in order to develop such responses more
spontaneously.
5 minutes
1. Let the JobStarters recall a situation where they were the complaining customer or witnessed a
customer complaining.
2. Then, ask the JobStarters to reflect for a moment on the question: From the five tips discussed
in the module, what tip could have been used by the company employee to handle the
complaining customer? Ask them to write their thoughts in their Journal on page 116.
115.
3. Get creative! In their JobStarter’s Journal, tell the JobStarters to write a short script or dialogue
showing the interaction or conversation between the complaining customer and company
employee and how the complaint can be handled effectively using any of the five tips.

Module 25
• Problem Sensitivity - one’s sensitivity in terms of workplace challenges, issues, and concerns
JobStarters will:
1. Recognize various ways people respond to conflict.

2. Understand and implement the four-step conflict resolution process when appropriate.
3. Understand how managing conflicts positively will benefit them.
• Managing conflicts - finding a solution to a situation when two or more people have opposing points of
view
D. Materials Needed
• Short Theory Input: Ask a participant to roleplay with you as you demonstrate the four-step conflict
resolution process. Prior to the lesson, describe the situation you will use and review possible dialogue with
the volunteer.
• Video entitled Ways to Stop Bullying

Source: https://goo.gl/b0PqlS
• Personality Plus at Work: How to Work Successfully with Anyone, Florence Littauer and Rose Sweet

1. The best way to respond to conflict is by choosing a win-win situation for the people involved.
2. The four-step process to effective conflict resolution to resolve conflicts effectively is:
• Agree on a problem statement that represents the conflict.

• List possible solutions.
• Discuss possible solutions and their likelihood for success.
• Select a solution that is acceptable to the parties involved.
3. Understand that different communication styles — passive and aggressive communication — can lead to
conflict situations. The best communication style to effective conflict resolution is assertive communication.
• The characteristics and positive effects of assertive communication are:
• Verbal Characteristics
• Gives opinions without forcing people to accept them, uses a calm voice, and asks
questions to understand
• Non-Verbal Characteristics
• Listens as well as talks, maintains comfortable eye contact as culturally appropriate,

and justifies ideas with facts
• Positive Effects on Relationships
• Builds a positive relationship, makes customers more respectful, shows a boss you
can communicate with co-workers, promotes respect for self and others, and builds
teamwork and cooperation
90 minutes
’ (10 minutes)
1. Invite JobStarters to quickly form pairs, find an appropriate location in the room, and start arm
wrestling.
2. After 1 minute, explain that there is always tension when both sides want to win, or none wants
to give in.
3. Invite a few volunteers to describe conflict situations that they have recently experienced.

4. Continue by asking the JobStarters to listen as you describe several common conflict situations
at home or work. Choose those that are most relevant for the group:
• You cleaned the office space of your team. When your boss came, he or she thanked your
co-worker instead of you. Your co-worker made it look as if she or he had cleaned instead
of you.
• You asked your supervisor for time away from the office because your mother is very ill. He
or she did not believe you and gave you a warning that next time you are missing without a
valid excuse, you will be fired.
• You and your co-worker have a meeting at 2 pm. He or she arrived at 2:45 pm without
giving you notice that he or she would be arriving late. He or she did not apologize for
arriving late also.
Ask the JobStarters to raise their hands if they have experienced any of these situations or
similar situations.
5. Explain to the JobStarters:
• Each situation describes a conflict between two people.
• Conflicts are normal occurrences for everyone.
• Conflicts can be very disturbing and lead to bigger problems if not handled properly.
• They can also be managed effectively and provide a good way to learn more about yourself
and others.
• Any group works together more successfully if the members of the group manage conflicts
with others in a positive way.
(10 minutes)
1. Ask JobStarters to think about a recent conflict they had with someone. Have them think about:
• How the conflict started
• How they responded to, or managed the conflict
• How they felt when the conflict occurred and as they tried to resolve it
• What impact their method of resolving the conflict had on others with whom they
work or live
2. Tell the JobStarters you are going to suggest two words or phrases that represent different ways
to approach and solve a problem or conflict. They are to decide which of the alternate words
most closely illustrates how they choose to resolve conflicts. When they have chosen, they
should move to a designated area of the room to gather with others who have chosen the same
word or phrase.

3. Demonstrate the process:
• Suggest one pair of phrases such as a fast train and a drifting boat.
• Designate opposite sides of the room as the location for each word or phrase by
saying, “Move to the right side of the room for a fast train and left side of the room
for a drifting boat.”
• Once JobStarters have formed two groups, ask the groups to discuss why they
selected that descriptor.
• Ask for volunteers to share with the large group their reasons for selecting the
descriptor.
4. Continue this process using several different pairs of words or phrases. After each pair of words
or phrases and discussion, draw from the JobStarters’ comments various approaches to
resolving conflicts and the corresponding emotions that the conflicts elicit.
5. Use the following suggested pairs of words or phrases or select others that are most relevant for
the group with which you are working.
a fast train or a slow-motion movie?
a gentle breeze or a stormy wind?
a turtle (pagong) or a rabbit (kuneho)?
a hard stone or a soft cloth?
a kitten (kuting) or an angry dog?
a gentle dove (kalapati) or a fierce eagle (agila)?
(30 minutes)
1. Summarize their answers and tell them there are many ways to respond to conflicts.
Provide a few examples:
• Some people get angry and yell at others.
• Other people say or do nothing, but are angry internally.
• Some people try to talk with the person.
2. In dealing with conflicts, there are three possible communication styles that can be used. These
are aggressive communication, passive communication, and assertive communication.

• This is how aggressive communication is:
AGGRESSIVE COMMUNICATION
Verbal Non-Verbal
• Yells • Glares
• Threatens • Uses aggressive hand gestures
• Gives orders • Face looks angry
• Asks questions to pressure • Stomps foot
• Uses the word “I” often because of • Bangs fist on table
self-centered focus
• Calls people ”mean” names
NEGATIVE EFFECTS ON RELATIONSHIPS
• Builds resentment
• Shows lack of respect
• Shows lack of cooperation
• Loses confidence
• Customer would go to a competitor
• The boss might fire you
Aggressive communication is prone to making conflicts worse because of the

characteristics above. People who use this kind of communication are intimidating and
tend to bully others.
• This is how passive communication is:
PASSIVE COMMUNICATION
Verbal Non-Verbal
• Don’t exactly say what they want • Speaks softly and mumbles
• Apologizes for self • Eyes look down or looks away
• Does not give opinions • Makes nervous gestures with hands
• Does not disagree
• Gives in easily
NEGATIVE EFFECTS ON RELATIONSHIPS
• Makes it difficult to build a good relationship
• Builds resentment
• Shows lack of respect for self and/or the other person
• Makes it difficult to do business
Passive communication is also not helpful in effectively resolving conflicts. People who
use this kind of communication are unable to tackle problems head on.

• These are the characteristics of assertive communication:
ASSERTIVE COMMUNICATION
Verbal Non-Verbal
• Gives opinions without forcing • Listens as well as talks
people to accept them • Maintains comfortable eye contact
• Uses a calm voice as culturally appropriate
• Asks questions to understand • Justifies ideas with facts
POSITIVE EFFECTS ON RELATIONSHIPS
• Builds a positive relationship
• Makes customers more respectful
• Shows a boss you can communicate with co-workers
• Promotes respect for self and others
• Builds teamwork and cooperation
Assertive communication is the best communication style to effectively solve conflicts
because it tackles problems objectively e.g. based on facts, not on emotions and has
positive effects on relationships.
3. There are also three approaches to conflict management:
• Try to find a solution that works for everyone (related to Assertive Communication).
• Avoid or ignore the conflict (related to Passive Communication).
• Bully or intimidate someone into solving the conflict a certain way (related to Aggressive
Communication).
4. What is important is choosing the response that will help solve the problem and not make it
worse. Indicate the best conflict resolution approach in most situations is to find a solution that is
acceptable to both individuals involved in the conflict. You will be showing them a four-step
process that will help them find a solution that works for everyone.
5. Display the slides of the four steps to conflict resolution. Explain the four-step process:
• Step 1: Agree on a problem statement that represents the conflict.
• Step 2: List possible solutions.
• Step 3: Discuss possible solutions and their likelihood for success.
• Step 4: Select a solution that is acceptable to the parties involved.
6. Demonstrate the four-step process to effective conflict resolution through the situation below.
One of your officemates continuously yells at your other co-workers whenever they make a
mistake. It is creating a negative atmosphere in the office, decreasing the team’s productivity.

Your officemate may also be perceived as a bully because of his actions. You are concerned and
talk with your officemate to resolve the conflict.
Ask the volunteer who agreed to roleplay with you to come to the front of the room. Demonstrate
the four-step process with the volunteer as if you were the two individuals in the situation. Leave
the slide of the four steps displayed as you roleplay. Keep the conversation short and simple.
Encourage the observing JobStarters to notice the four steps.
Step 1: Agree on a problem statement that represents the conflict.
Person 1: Hey, (name of Person 2)! How have you been? I noticed you’ve been quite
stressed lately.
Person 2: Oh hi, (name of Person 1). Is it that noticeable? It’s really been just so busy here in
the office and I haven’t really had time to relax.
Person 1: I see… Yeah, it is. I’ve noticed you’ve been yelling a lot at our other teammates
whenever you correct a mistake on a task you asked them to do. And, they feel
uncomfortable with this.
Person 2: Yeah, I have been. It seems like they can’t get things done correctly the first time
around and it’s frustrating! I feel that yelling at them is the only way I can get them
to follow my instructions again.
Person 1: Oh okay. Well, to tell you honestly, I think it’s not helping the team. It’s spreading
negativity in the office. And I see them avoiding you and they’re nervous whenever
you call for a meeting. In fact, our productivity is not as good as it was, too. We’re
concerned that if you go on like this, they may start seeing you as a bully.
Step 2: List possible solutions.
Person 2: That doesn’t sound so good…but I can’t just keep quiet and not point out things
that are not done well in the office.
Person 1: That is true. What if you take a couple of days off to relax and think about how you
can avoid raising your voice in the office?
Person 2: That sounds good since I’ve been also really tired lately. However, I can’t do that
right now since we have a presentation due in a few days. Maybe I can take just
one day off to rest.
Person 1: Yeah, that’s an option. Then when you come back, maybe you can talk to our team
and apologize for your behavior?
Person 2: But how do I correct their work in a better way?

Step 3: Discuss possible solutions and their likelihood for success.
Person 1: Let’s see… Here’s a suggestion. You can privately meet with our teammate that
you need to give feedback to. Talk with him or her calmly. Tell him or her that you
appreciate his or her work and that you think he or she can do better. Then, tell him
or her the improvement that needs to be done. When feedback is given like this,
people usually take it well and do as they are told.
Person 2: Okay, I’ll try that. That’s something I’m not used to so can I practice with
you first?
Person 1: Sure, no problem!
Person 2: I think a day off will do me some good. I’ll most likely feel refreshed and be ready to
apologize to our teammates for the way I have been behaving.
Person 1: Yeah, I agree!
Step 4: Select a solution that is acceptable to the parties involved.
Person 2: Great! So, I’ll go on leave tomorrow and rest. When I come back, let’s meet up so I
can practice giving constructive feedback. Then, I’ll schedule a lunch meeting
within the week with our team where I’ll apologize. I hope that lessens the
negativity in the office.
Person 1: Yeah, I think it will. It’ll also help people see you as a concerned and considerate
teammate instead of being seen as a bully.
Person 2: Okay, thanks a lot, (name of Person 1)! See you when I get back.
Person 1: You’re welcome, (name of Person 2)! See you then.
7. After the roleplay, ask the observing group what was said during each of the four steps.
8. Ask the JobStarters:
• How do you think the four-step process helps in effectively addressing a conflict?
Point out that using the four steps allows individuals to focus on one issue at a time. Since
there is focus on one issue, it also limits the information needed to what is relevant to the
problem being tackled. This also allows for an objective view of the problem and not an
exaggerated nor an emotional one. This makes solving the conflict more effective.
The four-step process enables people to solve problems proactively which also lessens the
chance of making conflicts worse.

Conflict resolution is very important at work. Tell the JobStarters that since they interact with
other people at work, conflicts may arise for various reasons similar to what was shown in the
roleplay. Tell the JobStarters to be aware of company policies about how to prevent and avoid
conflicts or fights and how to resolve these if these occur. Emphasize to the JobStarters that
employees who are good at solving conflicts are seen as assets or valuable employees
by companies.
(20 minutes)
1. Ask JobStarters to form pairs with someone sitting nearby.
2. Describe one of the conflict situations listed in Getting JobStarters’ Attention section.
3. Have each pair discuss and complete the first step in resolving this conflict: Agree on a
problem statement that represents the conflict.
4. Call on a couple of pairs to share their ideas.
5. Have the pairs discuss and complete the second step: List possible solutions.
6. Again, call on two pairs to share their possible solutions.
7. Have the pairs discuss and complete the third step: Discuss possible solutions and their
likelihood for success.
8. Call on two pairs to share their ideas.
9. Have the pairs discuss and complete the fourth step: Select a solution that is acceptable to
the parties involved – a win-win solution!
10. Call on two pairs to share the solution they agreed upon.
(5 minutes)
• Since bullying is rampant now, this video will show the JobStarters alternative ways of dealing
with this kind of conflict in the workplace or outside the workplace. Play the video entitled How To
Deal With Bullying.
• The roleplay earlier showed the possibility of bullying among peers at work. However, bullying can
also be done by a superior towards an employee assigned to him or her. If this happens to the
JobStarters while they work, they can first talk to the PESO Manager assigned to them for
intervention and advice on the best way to handle this specific conflict at work.

• Sexual harassment is also another form of bullying at work. An example of how this happens is when an
employee refuses sexual favors demanded by a co-worker or a superior and such refusal limits an
employee’s chance for a promotion. If this kind of bullying happens between co-workers, the one being
bullied should report it to his or her superior. If the bully is the superior, the one being bullied should
report it to the Human Resource department or in the JobStarters’ case, to their PESO Managers. For
more information on how to handle sexual harassment cases, please refer to the Anti-Sexual
Harassment Act of 1995 (RA 7877) (TM, pp. 90-92 ; JJ, pp. 63-65). 62-64).
5 minutes
• Ask participants to think again about this question: Based on my learnings from this module,
what is one thing that I will do differently when I experience conflicts again? Encourage
them to write their answers in their JobStarter’s Journal on page 123.
122.

Module 26
• Creative Problem Solving - applying logical and outside-the-box thinking patterns in real-life setting.
• Decision Making - capacity to evaluate and to execute appropriate action plans in a particular situation
JobStarters will:
1. Learn the benefits of creative problem solving and decision making.
2. Identify ways to apply creative problem solving and decision making at work.
C. Materials Needed
• Paper, board, colored pens, and markers
• 6 pieces of Manila Paper
• 1 big prize for a group
D. Videos and References
• Creative Ways to Energize Employees… by Michael Michalko

Source: http://goo.gl/51o20C
1. Creative problem solving and decision making are closely connected. They are important foundations for
good work performance and leadership.
2. Seeing new ways to look at problems and/or solutions as well acting decisively in a timely manner can
improve the quality of work and help an organization achieve its goals.

90 minutes
’ (5 minutes)
1. Say that now they will have a contest. State that you are a client and looking to award a big
contract. You are looking for the team who could build the highest structure of shoes.
Measurement will begin from bottom of the first shoe to the top of the last shoe. They have 4
minutes to finish this. Reward the winning group.
2. Observe the creative solutions each team develops. One solution is the tallest person in the
group will be holding one shoe over his head. Another is to use belts to connect the shoes.
There are many other solutions.
3. To debrief, say that improvement or becoming better means getting outside of our comfort zone.
Some call it going outside-the-box, the box being the norms or habits that we are used to. This
can feel uncomfortable, but it’s okay to feel this way because getting outside-the-box can also
help us to think about things in a new way. It helps us to be creative.
4. You can include in the debrief other observations. These include:
a) handling the shoes bonds the team
b) fast or slow the groups entered into the task
c) they came up with their solution (discuss among themselves, shared prior
experiences related to solving the problem, observed what works for other teams,
online research via mobile, etc.),
d) many times they tried different solutions
e) they applied group dynamics
f) JobStarters showed leadership.
(30 minutes)
1. Show the slide with Einstein’s quote, “We can’t solve problems by using the same kind of thinking
we used when we created them.” Tell JobStarters that just like in the earlier activity, solving
problems effectively means using our creativity, too. We take a problem and break it into smaller
pieces to make it more manageable. Then we use our imagination to look at the different and new
ways we can solve the problem. Otherwise, the problem will just keep coming back in future, only
in different situations.

2. Display the slide on Creative Problem Solving and Decision Making. Explain that they are going
to learn the basic steps to do it. Say that it can generally be applied in 5 Steps:
5 STEPS TO CREATIVE PROBLEM SOLVING AND DECISION MAKING PROBLEM
• Explore the Challenge
• Brainstorm Ideas
• Prepare for Action
• Decide to Act
• Evaluate
3. Show the slide on Explore the Problem. Explain that they need to do two things:
• Identify the Problem - Focus on what the real problem is; it is important to think this through
especially when emotions or pressure can get high
• Know Your Problem Well - Try to look at it from different angles. List down the opportunities
and challenges surrounding your problem. Research and ask around.
4. Show the slide on Brainstorm for Ideas. Tell the JobStarters not to stop at just one idea to solve
the problem. Think of more ideas; tell them not to limit or criticize what comes out of them no
matter how silly or foolish it sounds. Get outside of their “boxes.” Encourage them to use their
imagination.
5. Show the slide on Prepare for Action. Tell the JobStarters that only at this stage will they
evaluate their ideas. Play with and improve on your best idea before you finally choose. The best
idea should have these qualities: a) solves the stated problem, b) actionable, c) does not hurt
anyone, and d) promotes the common good.
6. Show the slide on Decide to Act. Emphasize that this is the most important step. To actually
execute their best idea, they will need to outline their action steps using a SMART plan. They
need to include in the plan if they can do it themselves or will need people. Deadlines are
important. And then finally, decide to take action by actually doing it.
7. Show the slide on Evaluate. Did the solution work? Was the SMART plan followed? Explain that
these questions help them know if the problem has been solved. If the problem stays, then they
need to review the steps—perhaps it just needs another idea, restating of the problem or
adjusting the SMART plan.

: (35 minutes)
1. Divide the class into groups with 6-7 members. Show the case study slide and read.
Case Study:
You and your fellow JobStarters are working at the Administrative Department of
Greeenplant Industries. Your company Christmas party is coming up. Last year, the
dinner was very festive and delivered by a food company that used styrofoam and plastic.
You noticed that there were a lot of garbage because of this.
This year, you and your fellow JobStarters think that it will be a good idea for the entire
company to use recyclable materials for the dinner.
As a group, you propose the idea to Mr. Allan Lee Holden, the Administrative Manager. He
thinks it is a great idea as long as it saves the company money and is environmentally-
friendly. However, he says that he needs to propose it first to Ms. Rita Sambal, the
Company President, for approval. He asks your group to make a specific suggestion/s on
how the company can save on costs and help the environment in the upcoming Christmas
dinner. He says that if you craft a good proposal, he will be sure to mention your names to
the company President.
2. Ask the JobStarters to answer the case study using the Creative Problem Solving and Decision
Making techniques they just learned. Say that you will let them do it in stages. Play happy or
relaxing music.
3. Show the slide on Explore the Problem. Tell them to think about the problem from different
angles and list down as much as they can of what they know about the problem in their Journal.
Give them 4 minutes.
4. Show the slide on Brainstorm for Ideas. Tell them to brainstorm and share their ideas on how
to solve the problem. Write down everything they come up with in the Journal. Give them 3
minutes.
5. Show the slide on Prepare for Action. Tell them to evaluate the options they listed down based
on the qualities cited on-screen. See if they can still improve on the best ideas. Give them 4
minutes.
6. Show the slide on Decide to Act. Tell them to choose whether to give only one best idea or their
few best ideas and come up with a SMART plan with only 3-4 steps on how to implement their
idea/s. They will need to state how they will evaluate if their idea was a success. Give them 8
minutes.

7. Tell them to choose a reporter to share in front:
• The Problem
• Their Best Idea/s
• Their SMART Plan
• Their Evaluation Method
8. Thank the JobStarters for their presentation. Tell them that each of them may have different
solutions. They can Evaluate to see how they can still improve on the Christmas dinner after.
5 minutes
1. Congratulate their hard work during the session. Acknowledge that problem solving is a complex
and difficult skill to learn.
2. Ask the JobStarters to reflect for a moment on the question: What step was the hardest to do
for me? What can I do to get better at it?
3. Encourage them to draw their thoughts in their Journal on page 125.

124.

Module 27
• Creative Problem Solving - applying logical and outside-the-box thinking patterns in real-life setting
• Innovation - capacity to generate outside-the-box ideas and applying them in the most practical sense
JobStarters will:
1. Understand the advantage of creating a Personal Action Plan.
2. Develop their Personal Action Plan.
3. Present their Personal Action Plan during Graduation Day.
C. Materials Needed
• Individual Project of Life
• Paper, pens, and pencils, scotch tape and scissors, magazines that can be cut out, flip chart sheets,
colored paper
• Create a display area for the JobStarters’ action plans.
• Short Theory Input: Prepare Action Plans photos made by other JobStarters in the past.
• Video entitled One Step at a Time

Source: https://goo.gl/k2Jb05

1. Creating a personal Action Plan is important because it helps JobStarters visualize how to achieve their
dreams, goals, and plans.
2. Personal Action Plans add to their motivation to pursue and implement their plans.
3 hours
’ (5 minutes)
1. Explain that there is still two days of Part III before the last day of the Life Skills Training program
(LST), which is on Day 9.
2. After LST, they will be doing their technical training. This means that they will start applying their
newly-learned life skills to vet for the positions and industry they want to train in. Also, lots of
distractions may challenge their resolve. That is why JobStarters should develop their individual
action plans for their careers as a guide to getting jobs and through this, be empowered to fulfill
their purpose and to reach their dreams.
3. Encourage them to think of reasons why it matters and invite a few JobStarters to express their
opinion on the topic.
(20 minutes)
1. Tell them that, to be effective, their job action plans have to be as concrete as possible, they
must contain measurable results by specific dates, for each week following the training, and
describe the various steps that need to be taken to reach their objectives.
2. Design with the group the way the action plans could look like. Brainstorm ideas, collect them,
and present them in a systematic way so that the action plan would flow logically and can easily
be assessed against the results achieved. Show slides of Action Plans (career-related) made by
other JobStarters in the past.
3. Remind the JobStarters that they have to make sure that their work goals are SMART – Specific,
Measurable, Achievable, Relevant, and Timed. They can look back on their Short-term,
Medium-term and Long-term goals in Module 3: Goal Setting and Finding Your Purpose and in
Module 4: Project of Life: Making it Happen. They can refine the work goals further and express
them in their Action Plans.
4. Show the slide with the guide to help JobStarters think through their Action Plans:
• Consider where you are now (Starting Point)

• Decide where you want to be (Overall Target)
• Plan the major steps to get there (Intermediary Targets)
• Plan the small steps to reach each intermediary target (Detailed Steps)
• Establish a timeline (Timeline)
• Establish indicators to measure progress (Indicators)
5. Remember to collect the Action Plans before Day 10 as it will be set up before the Graduation on
Day 10. Make sure that all JobStarters have some space for displaying their Action Plans. If
necessary, consider displaying the Action Plans in two phases: half the JobStarters display their
plans for 30 minutes, then the rest of the JobStarters display their plans for 30 minutes.
6. Refer to the last page for further instructions and reminders.
(2.5 hours)
1. Ask the JobStarters to develop their own work action plan for the coming 6 months to one year
following the template developed immediately before. It is important that they align their work
goals to their purpose. They can be as artistic as they want.
2. Tell them to be prepared to post their work and share it with others on Day 10.
5 minutes
1. Ask the JobStarters to reflect for a moment on the statement: “I will make my dreams happen!”
2. Ask them to refer to their Journal on page 129 and complete the sentences:
Before JobStart I was __________________.
Now I aim to be ______________________ !

PART 3
Finding a Job and
Career Exploration
Module 28
• Planning and Organizing – capacity to develop short-and-long-term goals, with emphasis on gathering
relevant start-up information
• Work Standards – capacity to apply and to abide by work habits and protocols in the workplace.
JobStarters will:
1. Better understand the difference between wage employment and self-employment.

2. Identify as many different types of businesses, products and services as possible.
3. Identify various roles that people play in the context of various businesses and how they relate to one
another.
4. Assess one’s own entrepreneurial characteristics and how they can be useful to having a successful
business.
• Wage Employment - pertains to a formal set-up of having an employer and an employee type of
relationship
• Self-Employment - setting up a business or entrepreneurial undertaking or practicing one’s chosen

profession
• Entrepreneur - a person who sets up a business
D. Materials Needed

• Flip chart sheets for the groups
• Crayons and/or coloring materials
• Scissors and glue or scotch tape for four groups
p. 195 PART
PART3.2.
Finding
WorkaReadiness
Job and Career Exploration
– Developing Personal & Work Competencies
• Video entitled What Job Should I Do – Careers Advice On How To Choose A Career
Source: goo.gl/Vyo3jU
• How to Make a Career Choice When You Have No Idea What You Want to Do
Source: goo.gl/IkcDqz
• DOLE Primer Worker’s Rights

Source:
http://www.dole.gov.ph/files/Employment%20Guide%20for%20Students%20and%20Jobseekers.pdf
1. JobStarters may choose from two employment options: wage employment and self- employment.
2. For wage employment, one must be prepared to choose the type of industry and company that he or she
would like to be a part of as well as the work position he or she is capable of handling.
3. For self-employment, one must be able to decide on the type of business that he or she would like to
venture in. He or she must develop the important skills to become a successful entrepreneur.
90 minutes
’ (30 minutes)
1. Tell JobStarters that they will now explore the world of business and the different types of
companies and professions.
2. Explain that there are two main sectors in the world of business and they are the public and the
private sector.
3. Under the public sector are government agencies. The primary role of the government is to
create a policy framework, print money, provide basic economic infrastructure, provide/ensure
basic human needs, ensure public security and maintain law and order of the country.
4. The private sector handles the country’s businesses. It is made of three sectors. Discuss each:
PART
PART 2. Work Readiness – Developing 3. Finding
Personal a Job
& Work and Career Exploration
Competencies p. 196
• Agriculture: Vegetable cultivation, fruits orchard, flower production, goat farming, cattle
farming, egg production, pig farming, fish farming, fishing industry, mining and extraction, oil
extraction, bee keeping, sugar cane
• Industry: Footwear manufacturing, clothes manufacturing, medical equipment, food

processing, industrial equipment/components, cosmetic and beauty products, furniture,
bricks, pots, tiles and other clay products, cement base products, wheat and rice based
products, construction, mining
• Services: Computer services, print shop, landscaping, rental service, interior decorating,
warehousing and storage, auto repair shop, accounting and tax service, business services,
car wash, employment agency, travel/tours agency, real estate agency, cyber café,
banking/forex bureau, security, transportation, restaurant, hotel, building contractor, design
work, tailoring, call center, trade and retail shops
5. Ask participants to form three groups and assign roles within each small group:
• The tallest person can be the leader. The leader will keep the group working on the task.
• The shortest person can be the spokesperson for the small group and will share his small
group’s ideas with the large group.
6. Give each group a sector to discuss.
• Group 1: Agriculture
• Group 2: Industry
• Group 3: Services
7. Give each group a large flip chart sheet (or two sheets taped together), markers and crayons.
Ask them to make a creative poster representing some of the important aspects of their sector
using drawings. They can indicate local companies and show various jobs that are part of it.
8. Invite each group to display and present their poster.
+ (20 minutes)
1. State that there are two employment options and these are Wage Employment and Self-
Employment.
2. The first option, Wage Employment, generally pertains to a formal set-up of having an employer
and an employee type of relationship. In this setting, the work engagement is governed by the
employer who controls all things related to an employee’s work, such as wages, work hours,
leave and social benefits among others. The wage employment option covers the normal job
cycle ranging from job application to termination of employment.
p. 197 PART
PART3.2.
Finding
WorkaReadiness
1.) Starting a Job 2) During a Job 3) Leaving a Job
• preparing requirements for • performing one’s job • separation, resignation,

employment (writing a effectively retirement or termination of
resume, getting ready for an a worker from his/her
interview, etc.) workplace
Source: DOLE Employment Guide for Students and Jobseekers
http://www.dole.gov.ph/files/Employment%20Guide%20for%20Students%20and%20Jobseeker
s.pdf
• Discuss important points of Worker’s Rights. (Refer to TM, pp. 201-211 and JJ pp. 137-146)
134-145)
3. The second option, self-employment, means setting up a business or entrepreneurial

undertaking or practicing one’s chosen profession. This follows the entrepreneurship or practice
of profession cycle.
1)Starting 2) Managing 3) Restoring
• setting up a business • keeping a business • restoration of business

competitive and undertakings that have failed to
• staring a practice of productive meet required outputs
profession
• continuing professional • through the help of various
development government agencies
Source: DOLE Employment Guide for Students and Jobseekers
http://www.dole.gov.ph/files/Employment%20Guide%20for%20Students%20and%20Jobseeker
s.pdf
• Explain that some JobStarters might be considering creating their own business. They must
be ready to take on the numerous challenges and risks associated with this option.
: –
(15 minutes)
1. In a company, people take on different roles.
• In a large company, various people are in charge of single roles and each may be assisted
by a group of people comprising a team, depending on the size of the company.
• In a small company, a few people have to share several functions and need to be able to
perform, less specialized tasks in many different areas.
PART
Personal a Job
Competencies p. 198
2. Ask the JobStarters to go back to their posters presenting a sector of the economy. Ask them to
identify and list down several jobs/positions related to a particular industry or profession.
3. This time, reverse the roles within each group:
• The shortest person can be the leader. The leader will keep the group working on the task.
• The tallest person can be the spokesperson for the small group and will share his or her small
group’s ideas with the large group.
4. After 5 minutes, ask the spokespeople to present their group’s ideas about the jobs.
: –
T (15 minutes)
1. Explain that, to be successful, entrepreneurs must possess a combination of characteristics that
help them through the various phases of setting up and growing a business.
2. Obviously, there are very few entrepreneurs who possess all the characteristics to the same
degree. Some may possess certain characteristics but lack others.
3. Ask the JobStarters to refer to the Important Entrepreneurial Characteristics (JJ, pp. 146-
145-
147).
146). Read the definition of each item.
• Hard Working: running a business requires a lot of energy and drive. This involves the ability
to work for long hours when necessary, to work intensely in spurts and to cope with less than
a normal amount of sleep.
• Self-Confident: to succeed, entrepreneurs have to believe in themselves and in their ability

to achieve the goals they have set for themselves. This is often shown by a belief that “if you
want something badly enough and are prepared to work at it, you’ll usually get it”.
• Profit-Oriented: interest in generating money is a clear indicator of an entrepreneur’s

suitability for being a business owner. Once profits are generated, the entrepreneur can make
decisions about how the profits can be used – to expand the enterprise or for personal use.
• Goal-Oriented: success in business depends upon being able to set realistic goals or targets
and to work with determination to achieve them. This ability to set goals (for things the person
thinks are worthwhile) and to work to achieve them is fundamental to being an entrepreneur.
• Persistent: all have their problems and disappointments. Being persistent in solving a
problem is one businesses of the keys to being a successful entrepreneur.
p. 199 PART
PART3.2.
Finding
WorkaReadiness
• Copes with Failure: all business ventures inevitably contain disappointments and failures as
well as successes. Coping with failures involves recognizing these failures, learning from
them and seeking new opportunities.
• Sets Own Standards: setting standards of performance and then working to achieve them is
another indicator of a successful entrepreneur. These standards can be income, quality, sales
or product turnover. Most entrepreneurs want to do better each year, to set and achieve
higher standards from year to year.
• Copes with Uncertainty: being an entrepreneur is much more uncertain than employment.
This uncertainty is about sales and turnover, but it often also exists in other areas such as
material delivery and prices, and bank support.
• Committed: starting and running an enterprise demands total commitment by the

entrepreneur in terms of time, money and lifestyle. It has to be a major priority in the
entrepreneur’s life.
• Risk-Taker: being an entrepreneur involves some risks. Entrepreneurs have the ability to
take measured or calculated risks. Such risks involve working out the likely costs and gains,
the chance of success and the belief in oneself to make the risk pay off.
4. Explain that the more characteristics are more present in one individual, the higher the chances
are for that person to become a successful entrepreneur.
5. Ask the teams to discuss these characteristics and consider how they can help the success and
the growth of a business in general.
6. Acknowledge the fact that combining several of these characteristics in a team or a business will
contribute to obtaining better results.
7. After 15 minutes, ask spokespersons to report their ideas on the entrepreneurial characteristics to
the large group.
10 minutes
1. Play the video entitled What Job Should I Do – Careers Advice On How To Choose A Career
2. Ask JobStarters to reflect for a moment on the question: What type of jobs do I see myself
having?” Ask them to note down their choices in their Journal on page 133.
132.
PART
Personal a Job
Competencies p. 200
’
DOLE Employment Guide for Students and Jobseekers

(Source: http://www.dole.gov.ph/files/Employment%20Guide%20for%20Students%20and%20Jobseekers.pdf)
Starting A Job
1. How do I prepare for employment?
• Write a good application letter and impressive resumé
• Prepare for a job interview
2. How can I make a good application letter and impressive resumé?
In writing an application letter:
• Print in good quality paper, preferably a one-page, three paragraph application only
• Use simple English
• Avoid using general application letter In writing a resumé:.
• Print in good quality paper consisting of two pages
• Must first present most recent work experience, major accomplishments, education or training prior to
personal information
• May or may not include a photo in the resumé; if yes, applicant must be in presentable attire
• Check grammar and spelling
3. What should I do before and during the job interview?
Before
• Know the company. Find time to research about the company, the industry and the position being
applied for.
• Groom to impress the interviewer/s. Dress professionally and conservatively. Wear clean and neatly
pressed clothes. Sport a well-groomed hairstyle. Have clean and trimmed fingernails. Wear clean and
polished shoes.
p. 201 PART
PART3.2.
Finding
WorkaReadiness
During
• Be punctual. Come at least 15 minutes before the interview.
• Be polite. Smile and politely greet all company personnel.
• Carry extra copies of your resumé.
• Answer competently and professionally. Reply to questions should be KISS (Keep It Short and Simple).
Avoid telling jokes, using street language, and deviating from the topic of conversation. It is all right to
ask and clarify if you did not understand the question.
• Avoid eating, chewing a gum and using cellular phones.
• Prepare for salary negotiation, if given the option. If the salary is negotiable and you are asked for a
desired salary or benefits, you may give your preference which may be based on your research.
• Say “Thank You” after the interview. For more details, read the Career Guide posted at
www.ble.dole.gov.ph.
4. What are the requirements that might be needed in applying for a job?
• Biodata or resumé
• Birth Certificate issued by the National Statistics Office (NSO)
• High School/College Diploma
• Transcript of Records
• National Bureau of Investigation (NBI)/police/barangay clearance
• Social Security Systems (SSS) Number
• Taxpayers‟ Identification Number (TIN)
• Medical Certificate
• Marriage Certificate (if married)
• Training Certificates
• National Certificates
• Professional License
• Civil Service Eligibility (for government)
PART
Personal a Job
Competencies p. 202
5. What are the basics work ethics expected of me?
• Right values such as industrious, systematic, time-conscious, innovative and values-driven
• Competence
• Culture of safety and health
• Loyalty to the organization
• Integrity
6. What can I expect from the employer/organization?
• Payment of wages and wage-related benefits according to existing laws
• Safe and healthy working conditions
• Career growth and training opportunities
• Work-Life balance
7. What benefits can I expect if I get employed? Wage and wage-related benefits can be expected.
• The mandated minimum wage varies according to region. For wages above the minimum, the company
and the employees may agree on productivity or performance-based wages. For more details, visit
www.nwpc.dole.gov.ph.
• For mandated wage-related benefits, employees are entitled to overtime pay, holiday pay, night shift
differential pay, premium pay, and 13th month pay and leave benefits.
• The entitlement to minimum wage and wage-related benefits depends on various factors. For coverage
and exceptions, visit www.bwc.dole.gov.ph.
During A Job
1. As an employee, what am I entitled to?
• Prevailing wage rate in the region where your workplace is situated.
• Wage-related benefits such as normal hours of work, overtime pay, holiday or premium pay, night shift
differential pay, 13th month pay, rest days and leave benefits.
• The entitlement to minimum wage and wage-related benefits depends on various factors. For coverage
and exceptions, visit www.bwc.dole.gov.ph.
p. 203 PART
PART3.2.
Finding
WorkaReadiness
2. What is my normal length of hours of work in a day?
Eight (8) hours. If required to work in excess of eight (8) hours, you should be paid overtime pay as follows:
• On ordinary work day - hourly rate plus 25%
• On a rest day, special day or regular holiday - hourly rate plus 30% There is a separate Guidelines for
establishments implementing flexible work arrangements.
3. If I am asked to work between 10:00 pm and 6:00 am, do I get additional pay?
Yes. You are entitled to a night shift differential pay of 10% of the hourly rate.
4. Am I entitled to a 13th month pay?
Yes. Rank-and-file employees who have worked for at least one (1) month are entitled to 13th month pay. It
is at least 1/12 of the total basic salary earned for the year and should be given not later than December 24
of every year.
5. Am I allowed to have a meal break?
Yes. A sixty-minute or one-hour time-off for regular meal is provided for an eight-hour work day, e.g., time in
at 8:00 am, meal break at 12:00 nn, and resume work at 1:00 pm until 5:00 pm. The one-hour meal period,
this is from 12:00 nn to 1:00 pm, it is excluded from the eight-hour work day and is non-compensable.
6. Do I have a rest day?
Yes. Rest day is 24 consecutive hours or 1 day for every six (6) days of work. Rest days can be scheduled
on a Sunday or any day by the employer upon consultation with the employees.
7.When do I get my salary?
Salary should be paid in cash at least once every two (2) weeks or twice a month at intervals not exceeding
16 days. It must be paid directly to you at or near your place of work.
8. How much will I get paid if I am required to work on a holiday or rest day?
Basic pay and the following: o Plus 30% of the daily basic rate or a total of 130% if work is performed on
rest day or special day.
• Plus 50% of the daily basic rate or a total of 150% if work is performed on special day falling on the
employee‟s rest day.
• Plus 30% of the daily basic rate or a total of 260% if work is performed on a regular holiday falling
on the employee‟s rest day.
PART
Personal a Job
Competencies p. 204
There are 12 regular holidays:
• New Year‟s Day - January 1

• Maundy Thursday - Movable Date
• Good Friday - Movable Date o Araw ng Kagitingan - April 9
• Labor Day - May 1
• Independence Day - June 12
• National Heroes‟ Day - Last Monday of August
• Eid‟l Fitr - Movable Date
• Eid‟l Adha - Movable Date
• Bonifacio Day - November 30
• Christmas Day - December 25
• Rizal Day - December 30
There are 3 special days:
• Ninoy Aquino Day - August 21

• All Saints Day - November 1
• Last Day of the Year - December 31
9. What are the leave benefits that I am entitled to under existing laws?
• 5 days service incentive leave with pay for employee who has rendered at least 1 year of service.
• Maternity Leave of 60 days for normal delivery and 78 days for caesarian section delivery for a female
employee in the private sector, whether married or unmarried. The employee must be an SSS member with
at least 3 months contribution within the 12-month period.
• 7 days Paternity Leave for a male employee in the private sector availed right after his legitimate spouse
gives birth or has a miscarriage.
• 7 days Solo Parent Leave to a solo parent to enable him/her to perform parental duties and responsibilities.
• 10 days Leave for Victims of Violence Against Women and their Children (VAWC) to women employees
who are victims of physical, sexual, psychological harm or suffering, or economic abuse. The leave benefit
is on the days that the woman employee has to attend to medical and legal concerns.
• Special Leave for Women of 2 months with full pay who have rendered continuous aggregate employment
service of 6 months for the last 12 months, following surgery caused by gynecological disorders. For more
details, visit www.bwc.dole.gov.ph.
p. 205 PART
PART3.2.
Finding
WorkaReadiness
10. What are the hazards that I may be exposed to at the workplace?
There are situations, conditions and activities in the workplace that may expose you to hazards resulting to
injury, illness or even death.
Generally, there are two (2) kinds of workplace hazards:
a) safety hazards, which can cause direct harm like cuts, broken limbs and burns, arising from:
• poor housekeeping
• inappropriate and defective tools
• sharp and pointed hand tools
• hot surfaces and splashes from hot liquids
• unguarded moving or rotating machines
• electrical hazards
• vehicles, such as forklifts, cranes and trucks
b) health hazards, which result to illnesses and diseases and may take time to manifest in the worker’s
body, namely:
• physical hazards (heat/temperature, vibration, noise and radiation)
• chemical hazards (acids, mists, fumes, vapor)
• biological (virus, bacteria, molds, pests) o ergonomic stressors (risk factors for work-related
musculoskeletal disorders – fitting the tasks to the worker) psychosocial hazards like stress.
For more details, visit www.oshc.dole.gov.ph.
11. How will I be protected from these hazards?
There are three control measures to address the various hazards, as follows:
a. Engineering Control – includes substitution of materials/ equipment, modification of work process,

maintenance of equipment, isolation, wet method and ventilation
b. Administrative Control – includes reduction of work periods, adjusting work schedules, employee
information and training, job rotation, education of supervisors, housekeeping and maintenance
c. Personal Protective Equipment – examples are gloves, safety goggles, hard hats, earplugs or
earmuffs, safety shoes, masks/respirators, and face shields. For more details, visit
www.oshc.dole.gov.ph.
PART
Personal a Job
Competencies p. 206
12. How can I contribute to a safety and healthy workplace?
• Obey the company’s safety and health policies and programs;
• Be part of the mandatory Safety and Health Committee (SHC) of the company;
• Avoid unsafe/unhealthy acts and conditions. Unsafe/ unhealthy acts are man-made violations of
commonly accepted safe work procedure or standard operating procedure. (e.g., not wearing appropriate
personal protective equipment or 48 PPEs, horse playing and operating a machine/equipment without
authority). Unsafe/unhealthy conditions arise from any harmful work situation where an accident or illness
is likely to happen. These include unguarded machines, poor ventilation, inadequate illumination, dusty
workplaces, octopus wirings, among others. For more details, visit www.oshc.dole.gov.ph.
13. If I got sick or injured and I can’t work, will I be compensated?
Yes. The Employees‟ Compensation Program covers employees who suffered from work-related sickness
or injuries which resulted to disability or death. Employees‟ belonging to both the public and private sectors
(formal sector) are compulsorily covered under the EC Program.
If you suffered from work-related sickness or injury, do the following:
a. Get medical attention if you need it.
b. Report the incident to your employer immediately.
c. File an Employees Compensation (EC) claim at the Social Security System (SSS). For more details,
visit www.ecc.gov.ph.
14. What safety and health training and services could I get as an employee?
Companies are mandated to provide its employees with relevant safety and health support training
programs and services, e.g., basic occupational safety and health courses, work procedures, workplace
environment monitoring, injuries and sickness surveillance and monitoring, and provision of proper personal
protective equipment (PPE), among others.
15. What are my rights as an employee?
Employees are entitled to:
• Just and humane conditions of work;
• Security of tenure;
• Self-organization which is the right to join or not to join a union/organization. In relation to the exercise
of the right to self-organization, employees may engage in collective bargaining with the employer;
peaceful concerted activities according to law; participate in policy and decision-making processes
p. 207 PART
PART3.2.
Finding
WorkaReadiness
affecting rights and benefits as may be provided by law; and labor education through seminars,
dialogues and information, education and communication materials.
16. What are my obligations/responsibilities as an employee?
Employees have the obligations/responsibilities to:
• Work in exchange of compensation under management control;
• Follow company rules and policies;
• Observe proper care in the use of facilities; and
• Avoid wastages and contribute to productivity (e.g. waste of time, ideas, materials and supplies,
machinery and equipment, manpower, waste due to accidents, waste due to non-cooperation and
defective workmanship causing breakage or spoilage).
In relation to the exercise of the right to self-organization, union member-employees must follow the
provision of union‟s Constitution-and-By-Law (CBL); observe duty to negotiate in good faith; follow
the procedure on strikes and lockouts and submit to the intervention of DOLE if necessary; observe
good faith and recommend reasonable and sensible solutions to issues submitted before the Labor-
Management Committee.
17. What are the obligations/responsibilities of management to its employees?
• Pay the employees as well as give all other benefits due them under the law and the collective bargaining
agreement (CBA);
• Respect the rights of employees;
• Provide the employees with safe and healthy working places with protective gears/gadgets/devices;
• Implement the company rules and regulations;
• Look into the welfare of the employees; and
• Have a grievance mechanism at the workplace.
18. If I have a grievance, where can I air out my concern?
Grievance arising from employer-employee relationship can be raised to the grievance machinery or in any
similar workplace based dispute settlement mechanism/process, such as Disciplinary Committee or Peer
Review Committee, if there is any. If there is no workplace-based dispute settlement mechanism/ process, a
request for assistance under the Single Entry Approach (SEnA) can be filed at the DOLE Regional/Field
Office where the company or workplace is located. For more details, visit www.blr.dole.gov.ph or
www.ncmb.ph.
PART
Personal a Job
Competencies p. 208
19. I am an employed professional. Is there an opportunity for me to enhance my knowledge and skills?
Yes. The Professional Regulatory Commission (PRC) offers a Continuing Professional Program. It refers to
the inculcation, assimilation and acquisition of knowledge, skills, proficiency, and ethical and moral values,
after the initial registration of a professional that raises and enhances the professionals‟ technical skills and
competence.
Leaving A Job
1. Can I be terminated from my job?
Yes. An employee is secured in his/her job but the employment can be terminated if there are causes and
observance of notice and hearing requirement.
Causes for termination are classified as just or authorized causes. Just causes are the following:
a. serious misconduct;
b. willful disobedience;
c. gross and habitual neglect of duty;
d. fraud or breach of trust;
e. commission of a crime or offense against the employer, his family or representative; and f. other
similar causes.
The authorized causes are:
a. installation of labor-saving devices;

b. redundancy;
c. retrenchment to prevent losses;
d. closure and cessation of business;
e. disease/illness; and
f. other similar causes.
Notice and hearing required for just cause termination are as follows:
a) First written notice. – The first written notice to be served on the employees must contain the grounds
for termination and a directive that the employees are given the opportunity to submit their written
explanation at least five (5) calendar days from receipt of the notice.
b) Hearing required. – After serving the first notice, the employers must schedule and conduct a
conference wherein the employees will be given the opportunity to explain and clarify their defenses to
the charge against them, to present evidence in support of their defenses. A trial type hearing is not
required unless requested by the employees.
p. 209 PART
PART3.2.
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a) Second written notice. – After determining the termination of employment is justified, the employers
must serve the 57 employees a written notice of termination indicating all circumstances involving the
charge against the employees.
For authorized cause termination, there must be at least one (1) month notice before the intended date of
termination to the DOLE Regional Office and to the affected employees.
2. If I were illegally dismissed, where can I file my complaint?
File a request for assistance under the Single Entry Approach (SEnA) at the nearest DOLE Regional/Field
Office or Regional Branch of the National Conciliation and Mediation Board (NCMB) or Regional Arbitration
Branch of the National Labor Relations Commission (NLRC) for assistance, conciliation-mediation, or
arbitration.
SEnA refers to an administrative approach to provide a speedy, impartial inexpensive and accessible
settlement procedure of all labor issues or conflicts to prevent them from ripening into full blown disputes.
Conciliation-mediation process shall be utilized as immediate intervention to effect amicable settlement
among the differing parties.
3. Do I need a lawyer if I decide to file a labor case before the NLRC?
No. However, only the following labor cases can be filed before the Regional Arbitration Branches of the
NLRC:
a. Unfair labor practice (ULP) cases;
b. Termination disputes (or illegal dismissal cases);
c. If accompanied with a claim for reinstatement, those cases that workers may file involving
wages, rates of pay, hours of work and other terms and conditions of employment;
d. Claims for actual, moral, exemplary and other forms of damages arising from employer-
employee relations;
e. Cases arising from any violation of Article 264 of the Labor Code, as amended, including
questions involving the legality of strikes and lockouts;
f. Except claims for employees compensation not included in the next succeeding paragraph,
social security, medicare and maternity benefits, all other claims arising from employer-employee
relations, including those of persons in 58 domestic or household service, involving an amount
exceeding Five Thousand Pesos (P5,000.00), whether or not accompanied with a claim for
reinstatement;
g. Wage distortion disputes in unorganized establishments not voluntarily settled by the parties
pursuant to Republic Act No. 6627;
PART
Personal a Job
Competencies p. 210
h. Enforcement of compromise agreements when there is noncompliance by any of the parties
pursuant to Article 227 of the Labor Code, as amended;
i. Money claims arising out of employer-employee relationship or by virtue of any law or contract,
involving Filipino workers for overseas deployment, including claims for actual, moral, exemplary
and other forms of damages as provided by Section 10 of R.A. No. 8042, as amended by R.A.
No. 10022;
j. Contested cases under the exception clause of Article 128(b) of the Labor Code, as amended by
R.A. 7730; and
k. Other cases as may be provided by law.
4. Until when can I file a labor case?
• For Unfair Labor Practice, file the case within one (1) year from the time the acts complained of were
committed;
• For Money Claims, file the case within three (3) years from accrual of the cause of action;
• For Illegal Dismissal, file the case within four (4) years from the date of termination; and
• For Criminal Offenses penalized under the Labor Code, file the case within three (3) years from the
commission thereof. For more details, visit www.nlrconline.com or www.nlrc.dole.gov.ph.
5. What separation package can I expect upon my termination?
• Earned wages and benefits;
• Separation pay (for authorized cause termination); and
• Benefits provided under CBA or long standing company practice.
p. 211 PART
PART3.2.
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Module 29
• Creative Problem Solving - applying logical and outside-the-box thinking patterns in real-life setting
JobStarters will:
1. Identify jobs that they find interesting.
2. Explore their talents, values, interests, and appealing job characteristics to identify possible work settings.
3. Consider several tracks they can explore to find a suitable job.
• Career Assessment - the process of determining which job(s) might be the most interesting and most
appropriate for a person
D. Materials Needed
• Getting JobStarters' Attention: Prepare to share your personal career development path. Also prepare
to share stories of JobStarters who have been successful in identifying and finding the job that suit them.
• How To Find The Right Job For You

Source: goo.gl/yIGMHN
• 5 Questions That Will Help You Choose the Right Career

Source: goo.gl/zG7lHe
PART
Personal a Job
Competencies p. 212
• Video entitled Childhood Interests Can Help You Find the Right Career
Source: goo.gl/D1XxZn
• Video entitled How To Find and Do Work You Love

Source: goo.gl/8tkWBe
• The Hedgehog Concept, Jim Coliins

Source: http://www.jimcollins.com/article_topics/articles/hedgehog-concept-business-sectors.html
1. The Hedgehog Concept from Jim Collins’ Diagram emphasizes the importance of finding the
overlap/intersection among one’s dreams, hobbies, and job to identify which one should be doing to achieve
a meaningful and purposeful work life.
2. The questionnaire and interest survey are good tools to help JobStarters reflect on their skills and
capabilities to identify the jobs that they would like to pursue.
3. At this point, it is important for JobStarters to consider the career track options available to them and make
a plan for pursuing them.
90 minutes
’ (15 minutes)
1. Explain your personal career development path by introducing the following notions:
• Refer to the steps of the JobStart logo to show the progression from where you started and
where you are now.
• The “Career Development Steps” symbolize both promotion within the same company or
getting a job with more or different responsibilities in another company.
• Higher steps symbolize new learnings or skills acquired. And since we should all be lifelong
learners if we want to be successful, emphasize that more steps can be added.
• Explain that they too can craft their own personal career development path/steps and that the
JobStart Life Skills Training is part of this path.
p. 213 PART
PART3.2.
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Note: If this is your first job or you haven’t had a long career path, you can use the
career of your parents or someone you know as an example. It is also important to let the
JobStarters know that your career path is just an example. They will face different
realities and challenges.
2. Encourage participants to ask questions about your prior jobs (i.e. your humble beginnings) from
which they can learn.
3. Share stories of 1 or 2 previous JobStarters who have been successful in identifying the job/s
that suit them and are now doing well at work.
(15 minutes)
1. Show JobStarters Jim Collins’ Diagram:
2. Introduce the Hedgehog Concept. Tell them that it is important to find the overlap/intersection
among their dreams, hobbies, and the job they want. This helps in identifying what they should
be doing to achieve a meaningful and purposeful work life.
3. There’s a need to ask themselves the following questions:
• What can you be the best in the world at? - This pertains to your skills.
• What are you deeply passionate about? – This pertains to your passion, what you
love doing.
• What drives your economic engine? – This pertains to what other people pay you
for and what skills could earn you a sustainable income.
PART
Personal a Job
Competencies p. 214
4. Tell them to listen carefully to their answers to these questions to find out what they should be
doing with their lives, particularly in the area of work.
5. Remind JobStarters that they should be open to start with the job opportunities currently
available to them (not to be picky) and later on, work their way towards the jobs they truly desire.
(25 minutes)
1. Refer to the questionnaire entitled “What Does the World Around you Say about Jobs You
Might Find Interesting?” in the Journal (JJ, pp. 149-150).
148-149).
2. Invite participants to answer Questions 1-9, as you read through it with them. Use the following
comments to help the JobStarters think about their answers to some of the questions:
Q2. What are some of the things you are good at?
• What talents or skills do you have, such as drawing, various sports, creative writing, or
repairing machines?
Q3. What do you enjoy doing?
• This could be different from or the same as what you do well. For example, you may be
very good at riding a bicycle but would not like to have a job making deliveries on a
bicycle or, you may not be very good at fixing machines but enjoy fixing machines
whenever you get a chance.
Q5. Have you ever stopped and watched someone do a job that seemed interesting to
you?
• Sometimes people become fascinated by a job they never knew existed before. They
see someone doing something and think to themselves, “That is a job I think I would
really like and be good at.”
Q9. Who are some people you admire? What do they do for work?
• Are there people other than relatives you admire?
• Were there people you admired when you were younger?
• Are there people you admire who are your same age, a little older, a lot older?
• Are there types of people you admire, such as policemen or policewomen, nurses, a
pleasant shopkeeper?
Q10. Where are some of your favorite places? What jobs do you see when you are there?
• If you enjoy spending time at a park, you might enjoy selling concessions at the park or
being a person who takes care of the grounds.
p. 215 PART
PART3.2.
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• If you enjoy shopping for clothes, you might enjoy working in a clothes store, being a
tailor, or creating fashion design.
3. Ask JobStarters to share their answers to a partner for the next 5 minutes.
: –
25 minutes)
1. Explain how the interest survey will be administered. Refer them to the Journal for the following
materials.
2. An Interest Survey: Clues for Finding the Right Job, listing different activities and characteristics
(JJ, p. 151).
150).
(JJ,p.p.152).
3. An Interest Survey: Clues for Finding the Right Job – Answer Box (JJ, 151).
4. You, the facilitator, will read the list of activities and characteristics stopping after each phrase to
give participants time to mark their answer box.
5. If the activity or characteristic appeals to the JobStarter, he or she will mark an “X,” indicating
“yes,” on the line next to the matching number on the An Interest Survey: Clues for Finding the
Right Job – Answer Box. The line will be left blank if the activity or characteristic does not appeal
to him or her.
6. When all of the JobStarters have completed the survey, ask them to count the Xs in each column
and place the total number of Xs on the line at the bottom of each column. Demonstrate this
process for the group using the Answer Box visual.
7. Ask JobStarters to circle their two highest numbers and the corresponding shape written
beneath each total line. Demonstrate this process for the group.
8. Explain the process of interpreting the survey: the JobStarters will note the shape
corresponding to the column that has the highest number on the total line. The JobStarters will
group together with other participants who have the same shape as their highest total. “Squares”
will form one group; “circles” will form a second group, and so forth. If they have circled two
shapes that have the same total number, they should go to the shape that has the fewest
number of small group members.
9. In the Journal, there will also be a list of some of the jobs that are usually appealing to members
of that small group. The members of the small groups will discuss the jobs on the list that appeal
to them and why.
10. JobStarters will form a second set of small groups by gathering with others who have circled the
same shape as their second highest number. Another set of handouts will be distributed to each
small group and the members will discuss the second list of jobs.
PART
Personal a Job
Competencies p. 216
11. Explain the following advantages and disadvantages to using an interest survey.
• Each list contains a sampling of potentially interesting jobs. These are only a few of the
possible jobs this type of person may find interesting.
• The survey cannot include all possible jobs that relate to the category for which you scored
most points. If the jobs listed on the handout are not very appealing to you, do not worry.
Other jobs that fit that particular category can be of interest to you, without being included
here.
12. Ask JobStarters to form a small group using their highest numbered column as the criterion for
group membership.
13. Ask each group to discuss which jobs on the list in the Journal they find most interesting and
why. Allow two or three minutes.
14. Ask a volunteer in each group to read the statement near the top of the page to his small group.
Have the small groups discuss whether or not they think the generalization about the type of job
they might prefer is true for them. Ask them to discuss their reasons.
15. If there’s time, there could be a second grouping for the second highest numbered column.
10 minutes
1. Ask the JobStarters to reflect for a moment on the question: What skills do I need to learn or
enhance for the jobs that I found interesting?
2. Reiterate that JobStart is the place for them to learn and practice the necessary skills needed for
work. Show the slide “What Happens After JobStart” (discussed in Module 1) which contains
the tracks available after LST:
• Undergo JobStart technical skills training and internship
• Accept a job offer as a regular employee
• Undergo further training as an apprentice in TESDA- accredited companies
• Open a business
• Go through a career guidance program
• Seek a study scholarship grant
3. Ask them to reflect on which track they are most likely to pursue. Certain tracks, like regular
employment and internship, will be based on their performance after LST or the employer’s
assessment of their skills.
p. 217 PART
PART3.2.
Finding
WorkaReadiness
Name:______________________________________________________________________________________________
1. What jobs have you dreamed of? At what ages?
2. What are some of the things you are good at?
Carpentry Gardening
Masonry Tailoring
Welding Photography
Auto Mechanic Hairdressing
Plumbing Cooking
Driving Baking
3. What do you enjoy doing?
4. Are there things that you don’t like doing?
5. Is there a job characteristic that is important to you? If so, it might influence the type of job you want to seek.
For example, if you like to talk to people, you may not want to have a job where you work alone, but would
rather work in a sales or human service job. Here are some examples of characteristics that might influence
the type of job you want. Mark those that appeal to you.
Working with other people Working alone

Working outside Working inside
Earning lots of money Helping other people
Working overtime Not working overtime
Using your mind Working with your hands
Living in one community Moving around the country
6. Have you ever stopped and watched someone do a job that seemed interesting to you? What was it?
PART 3. Finding
PART 2. Work Readiness – Developing a Job&and
Personal Career
Work Exploration
Competencies p. 218
For each job, indicate how much you like it on a scale from 1 (not) to 5 (much)
7. If you have friends who work, what jobs do they have?

Friend: Friend: Friend:
Job Job Job
Like: 1 2 3 4 5 Like: 1 2 3 4 5 Like: 1 2 3 4 5
8. What jobs have your mom, dad, aunts, uncles, other close adult friends and family members had?
Family Member: Family Member: Family Member:
Job Job Job
Like: 1 2 3 4 5 Like: 1 2 3 4 5 Like: 1 2 3 4 5
9. Who are some people you admire? What do they do for work?
Person: Person: Person:
Job Job Job
Like: 1 2 3 4 5 Like: 1 2 3 4 5 Like: 1 2 3 4 5
10. Where are some of your favorite places or stores? What jobs do you see when you are there?
Place: Place: Place:
Job Job Job
Like: 1 2 3 4 5 Like: 1 2 3 4 5 Like: 1 2 3 4 5
p. 219 PART
PART3.2.
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Name:______________________________________________________________________________________________
Directions: Review the following list of activities and characteristics and select those you like to do or think you
would like to do in the future. Write an X on the line next to the matching number below:
1 Using tools to fix something 25 Fixing a car

2 Studying the human body and how it 26 Watching and figuring out how
works something works
3 Performing on stage 27 Creating art
4 Providing care for people or animals 28 Getting along well with all types of
5 Leading a group discussion people
29 Convincing others of your way of
6 Following specific directions thinking
7 Cooking for a large group of people
30 Making a room neat
8 Using a calculator
31 Planting a garden
9 Designing clothes
32 Studying plants
10 Teaching a friend how to do something
33 Being unique
11 Selling things to other people
34 Reading stories to young children
12 Working in a group
35 Taking a risk
13 Making craft items
36 Making lists
14 Dissecting a frog
37 Driving a tractor or truck
15 Using art, music or writing to express
feelings 38 Reading instructions for processes
16 Talking to people 39 Discovering new ways of doing things
17 Organizing a group to plan an activity 40 Explaining ideas to people
18 Keeping well organized and accurate 41 Speaking your opinion
records 42 Knowing and following directions
19 Painting a room
43 Taking care of animals
20 Understanding a problem
44 Solving puzzles
21 Decorating a room
45 Taking pictures with a camera
22 Settling an argument
46 Meeting new people
23 Arguing your point of view
47 Speaking effectively to groups of people
24 Putting things in order 48 Playing on a team
Note: This activity was adapted from Career Success: A Lifetime Investment by Jerry and Roberta Ryan, Southwestern Press, 2001, and “The Career Game Explorer,”
Rick Trow Productions, Inc, New Hope PA, 1993.
PART 3. Finding
Personal Career
Work Exploration
Competencies p. 220
Name:______________________________________________________________________________________________
Answer Box
1. 2. 3. 4. 5. 6.
7. 8. 9. 10. 11. 12.
13. 14. 15. 16. 17. 18.
19. 20. 21. 22. 23. 24.
25. 26. 27. 28. 29. 30.
31. 32. 33. 34. 35. 36.
37. 38. 39. 40. 41. 42.
43. 44. 45. 46. 47. 48.
Square Circle Diamond Triangle Star Rectangle
These interest survey results sheets were adapted from“The Career Game Explorer,” Rick Trow
Productions, New Hope, PA, 1993, “Opportunity Knocks,” Devry Institutes, Oakbrook Terrace, IL, 1997,
and“Career Pathways,”Michigan Occupational Information System, Lansing, MI.
p. 221 PART
PART3.2.
Finding
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Square: You will probably enjoy a job where you work with your body.
Construction Worker Office/House Cleaner Plumber
Farmer Dental Hygienist Car/Motorbike Repair Person
Electrician Seamstress/ Tailor Restaurant Cook
House Painter Factory Worker Appliance Repair Person
Truck/Van Delivery Driver Gardener Printer
PART 3. Finding
Personal Career
Work Exploration
Competencies p. 222
Circle: You will probably enjoy a job where your work will demand the use of your mind.
Scientist Computer Programmer
Engineer/Technical Specialist Police Detective
Attorney/Lawyer/Public Notary Librarian
Factory Quality Control Technical Writer
Surveyor Web Master
p. 223 PART
PART3.2.
Finding
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Diamond: You will probably enjoy a job where you can be creative.
Writer Fashion Designer
Computer Graphic Designer Creative Artist
Floral Designer Hairdresser
Artist Musician
Chef Photographer
PART 3. Finding
Personal Career
Work Exploration
Competencies p. 224
Triangle: You will probably enjoy a job where you work with other people.
Social Worker Firefighter Counselor
Hairdresser Nurse Waitress/Waiter
Childcare Provider Teacher Dental Assistant
Retail Store Person Security Guard Religious Worker
p. 225 PART
PART3.2.
Finding
WorkaReadiness
Star: You will probably enjoy a job where you can use leadership skills.
Assistant Store Manager Store Manager
Factory First-Line Supervisor Business Owner
Sales Person Restaurant Manager
Teacher Social Worker
Hotel Manager/Front Desk Manager Lawyer
PART 3. Finding a Job and Career Exploration p. 226

Rectangle: You will probably enjoy a job where you can use your ability
to organize.
Bookkeeper Construction Worker
Computer Technician Secretary/Administrative Assistant
Librarian Bank Teller
Payroll Accountant Merchandise Stocker
Cleaning Supervisor Traffic Police Person
p. 227 PART
PART3.2.
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Module 30
• Innovation – capacity to generate outside-the-box ideas and applying them in the most practical sense.
JobStarters will:
1. Understand personal branding.

2. Understand the importance of and learn how to create a positive first impression.
3. Learn practical tips on how to dress up appropriately for a job interview.
4. Prepare their elevator speech and learn how to use it effectively.
• Personal Branding - showing the real you and the best of you. It communicates your identity and unique
strengths, skills and values.
• First Impression - an initial opinion developed about someone who is met for the first time
• Elevator Speech - a clear, brief and convincing message about who you are, what you are looking for
and how you can contribute to a company. It should last for 20 to 30 seconds only.
D. Materials Needed
• Getting JobStarters’ Attention: You or a co-facilitator will wear unusual or inappropriate clothing to begin
this session. It could be a sports outfit, a painter overall with a few paint spots, a cook apron, a worker
overall, a gardening overall, a nurse blouse, etc. You could also use rough makeup and possibly a weird
hat.
• Practice of the Skill: As facilitator, prepare and rehearse your own elevator speech, following the
template provided in the handout.

• Executive Presence: The Art of Commanding Respect Like A CEO, Harrison Monarth
• The Complete Guide to Building Your Personal Brand

Source: goo.gl/ucKFsX
• Video entitled Personal Branding – Why Is It Important?

Source: goo.gl/hDkJm9
1. A favorable first impression during a job interview leaves a good mark to an interviewer or a prospective
employer.
2. A well-prepared and well-rehearsed elevator speech is an effective way to introduce oneself and have a
chance to leave a good impression.
3. When creating a personal brand, consider properly how you express yourself through your values and the
four senses: sight, hearing, smell, and touch.
90 minutes
’ (5 minutes)
1. You or your co-facilitator is late and comes to this session in some odd/unexpected attire. You
should demonstrate many of the behaviors associated with creating a poor first impression,
including the following:
• Dress in an unexpected attire, and make numerous references to the profession represented
by the dress: plumber, painter, nurse, etc. instead of the Life Skills Training
• Fumble through papers and act disorganized while trying to begin class
• Use very little eye contact with JobStarters, showing that you are unsure about the content of
the session
• Mumble when you speak
• Move around the room to introduce yourself to several JobStarters, giving a flimsy
handshake, looking elsewhere as you shake hands, and mumbling your name together with
“Life Skills Facilitator.”
p. 229 PART
PART3.2.
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2. Leave the room/group and change to your proper attire. Then ask the JobStarters:
• What are your impressions of me, as your facilitator, since the beginning of this session?
• Have you ever been somewhere and noticed that you or someone else looked out of place?
• What made you or that person appear out of place?
• Can you briefly describe a situation of that nature?
• Since my behavior is different from usual, which impression is stronger, today’s behavior or
the impression made previously?
3. Explain that first impressions are made only once but they can last long. In this session, explain
that they will learn how to prepare ahead to make a positive impression, especially in the context
of a job interview, which will be their first physical contact with the employer.
4. Ask JobStarters to suggest a few impressions that they will want to convey to the employers who
interview them for a job opening. Write a few suggestions on the board.
5. Explain that these impressions will form part of the personal brand that they want to promote for
themselves. Add that from their very first meeting, their future co-workers/employers may already
"brand" them with certain qualities, based essentially on what they see. So if they would like to be
known as competent, hardworking, or organized, this should be reflected in the way they choose
to present themselves.
6. Further explain that since initially, they will be branded based on what the following four senses
perceive (sight, hearing, smell, and touch), how they appear, behave and communicate, they
need to make sure that they successfully manage to communicate who they are, what their
values, talents, and skills are.
+ (25 minutes)
1. Ask JobStarters what factors influenced their impressions of you today. Supplement their ideas
with the following, as needed:
• Unexpected attire for the circumstances, or attire looking dirty
• Inadequate language
• Outrageous makeup or series of visible tattoos
• Unexpected hair style or hair color
• Lack of confidence

• Lack of preparedness
• Unexpected behavior
2. Ask JobStarters:
• Was I credible when I introduced myself as Life Skills facilitator?
• Did I look competent for teaching Life Skills training?
• Did my attire match my proclaimed profession?
• If I had come here on the first day, wearing this same attire, what would you think of me?
3. Discuss the kind of impressions people can make on others when they first meet:
• Favorable Impression: If someone new joined our group and she smiled, used your name
when addressing you, and was dressed cleanly and neatly, she would probably make a
favorable first impression.
• Neutral Impression: If the new person was shy, though polite, and didn’t say much, perhaps
she would make very little impression on you.
• Negative Impression: If the new person did not even greet you, called you by an
inappropriate nickname, and was dressed in a weird way, had red and purple hair, she would
probably make a negative first impression.
4. Emphasize that the aim is to create a favorable impression when meeting their interviewers,
prospective employers and co-employees.
5. Explain that it is important to consider four of the five senses - sight, hearing, smell, and touch,
when creating an appropriate personal brand.
6. Describe how each sense can affect the impression people have of one another using the ideas
indicated below:
Sight
• Clothing style and neatness
• Hairstyle and cleanliness
• Cleanliness of face, hands, and clothing
• Facial expressions, such as smile, frown, expressionless, or boredom
• Posture
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• Eye contact
• Looking very sweaty: face and armpits areas
Hearing
• Words used, such as slang, formal language, or familiar expressions
• Talking negatively or positively
Smell
• Cleanliness of clothes
• Amount of perfume or cologne
• Odors such as recent cigarette smoke
Touch
• Use of proper handshake (firm and confident grip), looking at the person and
introducing oneself with name and a function related to the context.
• Ongoing, intermittent, or repeated physical contact with others
7. Show JobStarters the following illustrations and discuss the proper corporate attire to wear
during job interviews and on the job itself.

For Women
• Blazers (navy or dark color) with a

skirt
• Knee-length skirt; you may wear

stockings
• Blouses (white or pastel color)
• Simple accessories
• Minimal make-up, in conservative

tones
• Minimal cologne or perfume
For Men
• A two-piece suit in navy or another

dark color
• A tie with a simple pattern that

matches the color of your suit
• A button-down shirt (white or pastel)
• Polished office shoes in a dark color
• No earrings
• Clean cut hair
• Clean, trimmed fingernails
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8. Explain that different situations require behaviors that may or may not be appropriate in another
setting. In the slides, show pictures when pointing out appropriate versus inappropriate work
attires. Ensure that JobStarters get the idea that they don’t need to buy expensive clothing.
9. Also explain that it is important to consider our values when creating our personal brand. If one
wants to be recognized as a professional, well-mannered, diligent, and hardworking JobStarter, it
must be reflected in the way he or she behaves and expresses himself or herself to others.
(15 minutes)
1. Explain to the JobStarters that in attempting to make a favorable personal brand and first
impression, it is important to learn how to introduce oneself.
2. Refer to the beginning of the session and the way you shook hands with some JobStarters to
introduce yourself. Ask the JobStarters to comment how it should be done. Write down some of
the ways they suggest and complement with the following tips:
• Smile, look at the person, and initiate an oral introduction: “Hello, I am _____________, your
new Life Skills facilitator.” – as you extend your right hand towards the person.
• Shake the person’s hand a couple of times, with a firm and confident grip.
• The other person introduces him/herself in the middle of the handshake. In response, you
may repeat the name you heard and say, “Nice to meet you, (repeat person’s name). I am
_________.” This will also help you remember the name of the person.
• Usually, the one with higher position, age or authority initiates the handshake.
3. Invite the JobStarters to go around the room and introduce themselves to the other JobStarters,
using their name and the job they would like to get.
(15 minutes)
1. Indicate that one of the ways they can leave a favorable impression is by expressing themselves
in an articulate manner that would make them stand out from many other candidates.
2. Most of the time an employer or an interviewer will ask this question at the beginning of an
interview: “So, tell me about yourself.” Explain that the elevator speech is an effective way to
introduce oneself and leave a positive impression.
3. An Elevator Speech is a clear, brief and convincing message about who you are, what you are
looking for and how you can contribute to a company. It should last for 20 to 30 seconds only.
4. Show the slide with the Elevator Speech Template. You, the facilitator, should demonstrate a
sample elevator speech to help initiate the process.

4. Explain that they will now create their own elevator speeches so that they can introduce
themselves in an effective way. Ask them to accomplish the exercise My Elevator Speech in their
Journal. For those without any work experience yet, tell them to use the template “My Elevator
Speech (without work experience)” in their Journal on page 165.
164. For those with work experience,
tell them to use the template “My Elevator Speech (with work experience)” in their Journal on
page 166.
165.
10 minutes
1. Ask JobStarters to reflect for a moment on these questions:
• What kind of personal brand do I want to create for myself?
• What will I improve in the way that I dress, talk and behave to create the appropriate
personal brand?
Tell the JobStarters to write their thoughts in their Journal on page 160.
159.
My Elevator Speech
p. 235 PART
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My Elevator Speech
My name is __________________________________________________ and I come from

___________________________________________. I graduated in ____________ (year) from
__________________ (school), with a degree in __________________ (field).
Since graduation, I worked in __________________________ ____________________________ (company,

institution, organization) as a __________________________________________________ (position) where I
was responsible for ______________________________________________________________
________________________________, and ____________________________________________
(indicating your main areas of responsibility).
My skills include_______________________________________________________________
_____________________, and also _________________________________________________.
I am looking for a job in __________________________________________ (areas) because

_________________________________________________________________________________________
__________________________, and also _______________________________ (reasons).

Module 31
• English Functional Skill – capacity to execute Basic English grammar rules both oral and written
communication
• English Comprehension – capacity to comprehend and synthesize information using the English
language, critical thinking, and creative thinking
JobStarters will:
1. Understand the purposes of an interview and the different kinds of interviews for a person seeking a job.
2. Identify important questions that need to be addressed before the interview.
3. Understand how to prepare for and behave during an interview to increase the possibility of getting the job
offer.
• Job Interview - gives a prospective employer the opportunity to speak with candidates and consider their
suitability for the position.
D. Materials Needed
• Getting JobStarters’ Attention: Prepare a short description of two job interviews that you may have had
in the past. One for a job-entry level and another one for a job requiring some skills.
• Short Theory Input: Create two columns on the board: “Employer” and “Interviewee.”
p. 237 PART
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• Ten Tips on Preparing for an Interview

Source: goo.gl/fWrB63
• Video entitled Interview Dos and Don’ts

Source: goo.gl/3cDMCu
1. JobStarters must be ready for any kind of interview that they need to go through when seeking a job.
2. It is important to do a little research about the company and the position that you are applying for to show
the employer that you are really interested in the job.
3. Preparing and practicing answers for the 15 commonly asked questions will help one to be confident during
the job interview.
90 minutes
’ (25 minutes)
1. Ask JobStarters if they have been interviewed for a job. Ask those who raised their hands to
describe the preparation they did for the interview as well as some key elements of the interview
itself. Be guided by the information below:
Preparation Interview Proper
• Employer research • First impression
• Practice sessions • Information exchange
• Rehearse presentation • Closing the interview
• Plan ahead what to wear and bring • Follow-up
2. Indicate that there are always two sides in an interview: the employer on one side, and the
candidate/interviewee on the other side.

3. Display the visual showing the two headings “Employer” and “Interviewee.” Ask JobStarters to
think of their respective purposes for conducting job interviews. Record their ideas on the flip
chart, placing the items in the corresponding heading. For guidance, refer to the list below:
Employer / Interviewer
• Employer wants to find someone who will successfully perform the job.
• Employer wants to determine if the candidate is reliable, honest, and trustworthy.
• Employer wants to determine if the candidate will fit in with the team or company.
Interviewee/Candidate
• Interviewee wants to determine if he would like the job and how much it pays + benefits.
• Interviewee wants to know what the job entails / what are the details of the requirement.
• Interviewee wants to demonstrate his/her interest in the job and the company.
4. Inform JobStarters of the different kinds of interviews:
• Telephone interview – a recruitment personnel calls the candidate and asks questions for
the initial screening
• Online interview – the recruitment personnel directs the candidate to a website or sends an
email with questions to be answered; candidate may also be interviewed through Skype
• Personal interview – the usual interview where the recruitment personnel conducts a face-
to-face interview with the applicant
5. Inform JobStarters that the purpose of this module is to help them be ready for any kind of job
interview so that they can leave a favorable impression, demonstrate that they can successfully
perform the job, that they are reliable, honest, and trustworthy, and that they would fit well in the
company.
(25 minutes)
1. The initial questions that the candidate needs to answer are:
• Why do I want this job?

• Why do I think I would be good at the job?
2. Ask JobStarters to pair with someone who has a different shirt color.
3. Give each pair five minutes to discuss their responses to the two pre-interview questions for the
job for which they would want to be interviewed.
4. Ask several JobStarters to share their responses with the large group.
p. 239 PART
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5. Explain that another large part of the preparation for an interview is to research about the
company: find out what its vision-mission is, what are its products and services, etc. This will also
enable the candidate to give better answers.
6. A next step in the process is to follow the Guidelines for Successful Interviews:
• Dress neatly and appropriately. Your personal appearance should signal that you want
the job. Give a good handshake and maintain appropriate eye contact, as well as an
adequate smile, and a good posture throughout the interview.
• Be on time for the interview. This requires identifying the exact location of the
interviewer ahead of time. Arrive early and make sure you do not need to run to get
there at the last minute, so that you are not haggard and sweaty when starting the
interview.
• Listen attentively to the questions from the interviewer and focus on your answers. If
some questions involve several sub-questions, make a note of the sub-questions so
that you are able to answer all elements and demonstrate that you are attentive.
• Ask one, two or even three questions about the job. Make sure to ask about more
than just the salary. The questions should demonstrate that you have done some
research about the job and the employer, and that you are interested in both the job
and the company.
• Be courteous and try not to be too nervous or at least not to show it.
• Speak up to show some confidence, and be positive in your comments.
• Ask the interviewer,(use the name of the person) how and when you will be notified
and what will be the next steps in the recruitment process
7. Show the video entitled Interview Dos and Don’ts.
8. Lead a short discussion by asking the following questions:
• Why do you think is it important to ask questions?
• Why should you ask about more than just the salary or the vacations?
9. Augment the JobStarters’ responses, if needed, with the following points:
• Asking questions signals to the employer that you are interested in the job.
• Asking questions tells the employer you have thought seriously about applying for the job and
have prepared for the interview ahead of time.

• Asking about aspects of the job other than salary indicates an interest in what you will be
doing at work, and not just an interest in making money.
10. Give JobStarters the following questions that they can ask the employer during the interview:
• What are the roles and responsibilities of the position I’m applying for?
• Will I be working with a team in this position? Can you tell me about the team that I’ll be
working with?
• What is the next step in the process?
11. Tell JobStarters that it is important to always show up for job interviews. If they are unable to
show up due to valid reasons, call the employer before the schedule. Let them realize that the
employer’s time is valuable. And they need to be informed if they will not be able to make it to
the interview. They should realize their actions affect the credibility of the JobStart Program.
12. Explain to JobStarters that it also helps to be reminded of what not to do during an interview.
Show and read the slide, Common Mistakes Made When Interviewing for a Job:
• Dressing inappropriately, using bad manners or treat some office staff with
superiority.
• Being late or showing up covered in sweat.

• Speaking badly of past employers.
• Appearing to be desperate for a job, any job!
• Trying to be funny, while good humor is positive.
• Appearing to be flirting with the interviewer to obtain the job.
• Taking a friend or relative into the interview with you.

• Being very timid and soft-spoken or rather pushy and demanding.
• Know very little to nothing about the company with which you are interviewing.
: (30 minutes)
1. Ask JobStarters to continue to work with their partners from the previous activity.
2. Tell the JobStarters that getting acquainted with some of the frequently-asked interview questions
and practicing answering them naturally can be very effective. Show an appropriate level of
confidence as well as good communication skills.
3. Refer to the 15 Commonly Asked Interview Questions in the Journal on page 170.
169.
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4. Tell the pairs that they will alternate questions and answers within each pair to go over as many
questions as possible.
• Tell the JobStarters that some questions such as “Tell me about yourself,” are actually helping
the interviewer assess your communication skills and ability to give a clear and brief answer
that summarizes several years of your life, your values, your goals, etc.
• Tell the JobStarters that a question asking about your biggest strengths would require you to
come up with two or three of them, and being able to give examples of how these strengths
were applied.
• To the question “How do you handle stress on the job?”, be prepared to give a good example
of how you have dealt with stress in the past. Some people actually perform better under
stress.
• To the question about your biggest weaknesses, don’t answer that you don’t have any. Also,
don’t answer anything that could be a source of concern for the employer. Give an example of
a weakness that can be turned into something positive, and explain what you have learned
from it.
• When asked “Where do you see yourself 5 years from now?”, remember your Life Project
exercise and explain that you are worth the investment in time and training and that you
intend to stay with the Company, learning and contributing more along the way.
5. Give the pairs another 15 minutes for practicing questions and answers, following questions that
they select from the list in the Journal.
6. At the end of the practice, use five minutes to ask the JobStarters whether they had difficulties
with some of the questions? Which questions in particular?
10 minutes
1. Ask JobStarters to reflect on the commonly asked questions during job interviews and prepare
their answers by writing them down in the Journal on page 169.
168.
2. Advise them that it would help if they can develop their story, by identifying their key
competencies (including those developed during the LST), describing some actions related to the
way they have used these competencies and make the link with the job they are applying for, by
describing how they would be of benefit to the company.
3. Tell JobStarters to practice saying their answers aloud by requesting a family member to ask
them the questions when they go home later in the day.

Module 32
communication
JobStarters will:
1. Understand the importance of a proper and attractive CV to find a job.

2. Be able to prepare an appropriate CV and cover letter.
3. Understand how to present qualifications and experience for the position for which they want to apply.
• Curriculum Vitæ - It is a written overview of a person’s experience, studies and other qualifications. It is
typically one to two pages long, especially when candidates have no or very limited work experience. A
CV is often the first item that a potential employer encounters regarding the job seeker and is typically
used to screen applicants.
D. Materials Needed
• Papers, board, and markers
• A4 paper (3 sheets per participant)
• Sources of Job Advertisements: recent Sunday newspapers with job vacancies, PhilJobNet, Online Job
Sites
• Photograph of applicants (optional)
• Collect and prepare recent job announcements. Provide 6 copies so that groups of 4 can each have a
copy.
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• Collect and prepare recent job announcements. Provide 6 copies so that groups of 4 can share a copy
each.
• How to Write an Impressive CV & Cover Letter, Tracey Whitmore
• Preparing a Curriculum Vitae: Proven Success Strategies

Source: goo.gl/qaPw6b
• Video entitled How To Write a Good CV

Source: goo.gl/hM0Il4
1. Creating a CV and cover letter that is organized and appropriate to the position one is applying for is
important to be invited to a job interview.
2. This module will provide JobStarters with guidelines and recommendations on how to create good CVs and
cover letters.
3. JobStarters will also be given ample time in this module to create or improve their CV and cover letter to get
a higher chance of being invited for job interviews.
180 minutes
’ (10 minutes)
1. Explain that now that they have a better sense of what they may want to do and what work looks
like, it is time to look for job vacancies and prepare their CV to promote themselves among
employers having job openings.
Note: Show slide on job portals available online:
• www.philjobnet.gov.ph
• www.jobstreet.com
• www.jobsdb.com
• www.onlinejobs.ph

• www.bestjobs.ph
• www.trabaho.com
• www.sulit.com.ph
2. Provide job announcements for JobStarters to look for existing job vacancies. Ask the JobStarters
to look for announcements that they find interesting. They should put their initials next to the
announcement, together with a “+” if they feel that they have the required qualifications, and a “–”
if they feel they are lacking some of the required qualifications.
3. Ask the JobStarters to list on a sheet of paper the job announcements that they have retained,
together with the required qualifications.
(10 minutes)
1. Explain that a Curriculum Vitæ is a written overview of a person’s experience, studies and other
qualifications. It is typically one to two pages long, especially when candidates have no or very
limited work experience. A CV is often the first item that a potential employer encounters
regarding the job seeker and is typically used to screen applicants.
2. Describe the importance of a CV and a cover letter, by explaining that it is often their first point of
contact with a company or an employer and that, based on these two documents, they might be
called for an interview. If the employer or recruiter do not see a match between your qualifications
based on your CV and those posted in the job announcement, they are unlikely to invite you for
an interview.
3. Indicate that a creative or artistic CV may be more suited for a creative or artistic job, but not so
much for an accounting position. They should always keep the type of position and requirements
in mind when finalizing a CV for a specific position.
4. Tell them that they should always remember that their CV is their first entry point with an
employer, it is their virtual business card. If it looks badly organized and badly presented, it will
probably affect the employer’s perception of you in a similar way. A neat CV is more likely to
create a positive impression, as long as there is also enough substance in the CV.
5. Whether the application is made online or by mail, it is really the CV that sends the first
impression to the employer and that triggers a job interview. So it is important to develop a good
and clean CV that they are comfortable with.
6. Indicate that in the Philippines, CVs are usually formatted as follows:
• Identification (with optional picture)
• Career Objective
• Skills & Qualifications
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• Educational Qualifications
• Work Experience
• Awards & Achievements
• Extra-Curricular Activities
• Personal Details
• References
7. Explain each part by showing the slides on Guide for CV Formatting.
8. Explain that, in addition to the CV, they also may be asked to send a cover letter, which should
be personalized and give a short explanation as to why they are interested in applying for the
position, why they think that they are well qualified for the position and what they can bring to the
company.
9. The elements of a cover letter are generally as follows:
• Date
• Addressee: to whom you are sending the job application (usually specified in the job ad or
by the person who referred you)
• Reference: details of your source of information (example: if advertised – source; date;

position advertised; reference number, if any)
• Job Target: a sentence explaining what job you are targeting
• Your availability for interview or start date
• Your contact details (land line, mobile, email address)
• Your signature
10. Advise them to avoid using too many acronyms in cover letters, unless they are widely used.
They should also avoid informal language. Also, they should double check for spelling mistakes
or grammatical errors. Such mistakes can put their application to the bottom of the pile of
applications received by the company.
11. Show the slide of the sample Cover Letter.
12. Explain that a company may be looking for various positions at the same time. Therefore, they
should not assume that there is only one job opening. Specifying the title of the position for
which they are applying is always a good idea. In many cases, a reference number is also given
and should be used in all correspondence so that the application does not get lost or land on the
wrong desk.

150 minutes)
175).
1. Show the slide with the sample CV (TM, pp. 250-251; JJ, pp.175-177).
176-177)..
Note: The NSRP Form 1 may also be filled out and used as a guide for preparing their CV. A
copy is included in their Journal on pages 178-179.
174- 175.
2. Provide A4 sheets to JobStarters and tell them they will now develop their CV according to the
guidelines provided.
Note: Tell the JobStarters who already have CVs that they can use them as a basis for writing
and developing a new version based on the recommendations and guide given in this session.
3. Go through each element of the CV thoroughly. Guide the JobStarters as they write information
for each part. Tell them to refer to the Guide for CV Formatting on their Journal.
• Career Objective
• Skills & Qualifications
Note: If they have none, they could use instead the heading “Pre-Work Experience” and
include OJTs
• Educational Qualifications
• Awards & Achievements
• Extra-Curricular Activities
• Personal Details
• References
• Identification
Note: Explain there is nothing called the “perfect CV model.” It needs to be developed creatively
to suit the need. Consider the guidelines. Some JobStarters may not need all these headings
(e.g. Awards and Achievements) due to their limited qualifications or experience.
4. Tell them that after drafting their CVs in this session, they would need to create their CVs on the
computer using Microsoft Word application.
5. Show the slide on the Tips for Finalizing Your CV (JJ, p. 176).
173).
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Tips for finalizing your CV:
• If sent by mail, use good quality paper and envelope, as well as a good quality
laser printing.
• If submitted electronically, make sure that it is a PDF document before

sending it. Do not send Word documents, unless requested by the employer.
Word documents may show differently on different computers, while PDF
formats do not change.
• Use font size 11 and occasionally 12 to emphasize a section.
• If you use a picture in your CV, make sure you look professional on the
picture and that you do not distort the picture by keeping the height and
width ratio constant.
• Your CV has to be updated every time there is a change, especially in your work
experience and skills.
7. Remind them to save the file on a flash disk or email it to themselves, so that they can access it at
a later stage if they need to adjust its content.
10 minutes
1. Ask JobStarters to reflect for a moment on this question: What aspects of myself and my life
do I want to highlight in my CV? Ask them to write their thoughts in their Journal on page 172.
171.
2. Advise JobStarters to regularly update their CV, especially if they have gained additional work
experiences.

Identification:
This includes your name and contact details (e.g. home, mobile phone
number, home address and e-mail address). Your email address should be
“clean”: if your email address is something like HappyBoy20@hotmail.com it is
unlikely to amuse the employer/recruiter and creating a new free email
address in the format firstname.lastname@gmail.com is a much better option.
Career Objective:
This is a short aspiration statement, indicating what type of positions you are looking for. You may
develop a couple of different versions, depending on the company you are contacting. Make sure
to always include the correct version for the company you are targeting.
Skills and Qualifications:

Lists the skills and qualifications that you have acquired through the years.
Work Experience / Employment:

Documents all paid positions that you have held with various companies, including part-time,
temporarily work, and internships. Include unpaid and voluntary work, if it is relevant to the
employer’s interest or if you lack paid work experience. Use reverse chronological order starting
with your present employment. Unless the company is well known, include a short description.
Educational Qualifications:
Documents those elements relevant to education and training: Start with your most recent
year and work back in time. Provide the correct official names of each institution in full, as
well as of degrees, diplomas, certificates that you have completed or are currently studying.
The time period you needed for each course or qualification should be clear.
Awards and Achievements:

Name the awards, issuing organization and dates.
Extra-Curricular Activities:
Name the organizations you have volunteered with and the work or functions that you have
undertaken. Indicate for each of them the duration of the engagement.
Personal Details:
This is where you can state your date of birth, place of birth, gender, civil status.
References:
Ask people who know you reasonably well, who would talk positively about you and who
communicate well, for permission to list them as your references.
You may also indicate that references will be provided upon request.
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Ph. 9 Pkg. 3 Kaunlaran Blk. 27– A Lot 1
Bagong Silang, Caloocan City
0943-818-1196
roland_enrera@yahoo.com
CAREER OBJECTIVE
Obtain a Computer Programmer or IT position and utilize the educational qualifications and skills of a Bachelor of Science in
Information Technology.
SKILLS AND QUALIFICATIONS
• Created and developed hardware systems, using Microsoft VB.Net, VB6, MySQL and MSSQL
• Created websites using PHP, JavaScript, HTML, CSS and MySQL
• Knowledgeable in Web Development using WordPress Framework
• Knowledgeable in C++ and Java.
• Knowledgeable in Graphic Design, 3D Animation and Computer-Assisted Design
• Known for being responsible, dedicated, and hardworking
• Avid learner, working well under pressure and a great team player
WORK EXPERIENCE
On the Job Training – Cuervo Appraisers Incorporated

June 2013 – October 2013
Emerald St. Ortigas Center, Pasig City

Duties and Responsibilities:
• Responsible for database populating for the company’s system and for searching for all matching data needed by the
company
• Responsible for creating and designing graphical art and presentations for the company’s events
• Responsible for ensuring Internet information research and verification for the company
Data Encoder / Government Internship Program – DSWD IV-B (MIMAROPA)

April 2013 – May 2013
Benitez St. corner Gen. Malvar St. Taft Ave, Manila

• Responsible for filing and arranging all the forms for Pantawid Pamilyang Pilipino Program
• Responsible for encoding forms into the system for evaluation of qualified applicants and beneficiaries
Computer Shop Assistant / Exquisite Salon and Business

July 2010 – September 2010
Escolta, Manila
• Responsible for daily operations of the store
• Responsible for ensuring that computers and other utilities are properly working
• Responsible for assisting customers and ensuring their satisfaction

EDUCATION
Bachelor of Science in Information Technology June 2011 – March 2014

ACCESS Computer and Technical Colleges – Lagro, Quezon City
Bachelor of Science in Chemical Engineering June 2009 – October 2010

Pamantasan ng Lungsod ng Maynila – Intramuros, Manila City
High School Education June 2005 – March 2009

Ignacio Borbon Villamor High School – Pasig Line St. Sta. Ana, Manila
PERSONAL INFORMATION
Date of Birth: July 12, 1993

Place of Birth: Manila, Philippines
Gender: Male
Civil Status: Single
REFERENCES
Jesusa Ruby V. Madrasto

HR Manager – Cuervo Appraisers Inc. | Tel: (632) 631-1645
Rose Mediatrix Doroja Morales

Owner – Exquisite Salon | Tel: 09228871432
Concepcion Deymos
GIP Supervisor – DSWD IV-B (MIMAROPA) | Tel: 09178441815
Fr. Dan Cancino Jr., MI

Executive Secretary-Director – CBCP-Episcopal Commission on Health Care Camillian Philippine Province | Tel:
09152375802; 9263147 (loc.17)
p. 251 PART
PART3.2.
Finding
WorkaReadiness
July 10, 2015
Ms. April Jones

Director, Data Processing ABC Company
18th Floor, The Enterprise Centre 6766 Ayala Avenue
Makati, Manila
Dear Ms. Jones,
I am responding to your advertisement for a ‘Tape Librarian’ that appeared in the Manila Bulletin last 24 Jun
My accomplishments and experience make me a well-qualified candidate.
These include:
OJT work as Librarian:

• Reorganized the storage system at ABC Company, improving retrieval time by 20%.
• Devised a new logging system at RST Company, which contributed to decreasing the number of
missing tapes and resulted in a cash award.
Salary expectations would depend on job responsibilities; I would be happy to discuss these once I know
more about the position. I will call you in a few days to further discuss my qualifications.
Sincerely,
Jane Sta. Cruz

Module 33
communication
• English Comprehension – capacity to comprehend and synthesize information using the English
language, critical thinking, and creative thinking.
• Critical Thinking – applying skills in logical and analytical thinking patterns in real life-setting
• Planning and Organization – capacity to develop short- and long-term goals in the workplace
• Decision-making – capacity to evaluate and to execute appropriate action plans in a particular situation
• Self-motivation – capacity to motivate oneself and to develop SMART goals
JobStarters will:
1. Review and apply the guidelines for successful interviews.

2. Identify unexpected events that can occur during an interview.
3. Identify an appropriate timeline for following-up on an interview.
4. Identify what to do if offered the job or if they do not get the job.
C. Materials Needed
• Slips of paper and a bag or bowl to hold slips of paper with names of JobStarters to be drawn.
• Post Test documents
p. 253 PART
PART3.2.
Finding
WorkaReadiness
• Practice of the Skill - Mock Interview: Facilitators need to invite other adults, preferably other DOLE or
PESO Staff that the JobStarters have not yet met before to conduct interviews and give feedback to them.
Separate the JobStarters into two groups, and make arrangements for being able to use an additional
room for the second group. Depending on your class size and number of interviewers, you can give 10-
15 minutes per JobStarter.
• Practice of the Skill - Mock Interview: Arrange a couple of chairs and a table for the interviews. If
there’s a need to conduct two parallel interviews in the same room, make sure that you place the tables
and chairs as far as possible from one another. If you have two or more rooms to conduct the interviews,
prepare the other rooms accordingly.
• Presence: Bringing Your Boldest Self to your Biggest Challenges, Amy Cuddy
• Job Interview Preparation Strategies: What To Do And What To Skip

Source: goo.gl/RHnoxo
• Video entitled How to Answer Interview Questions

Source: goo.glzmB1WN
1. The mock interviews will help JobStarters demonstrate their communication skills while being interviewed by
an adult who will pretend to be the employer.
2. It is important to prepare for job interviews and unexpected events to avoid being nervous and anxious.
3. It is also important to prepare answers in case of a job offers or regrets for a job you were interviewed for.
90 minutes
’ (5 minutes)
1. Play the video entitled How to Answer Interview Questions.

(25 minutes)
1. Explain to the JobStarters that they will practice the use of the guidelines for successful
interviews during the mock interviews. Some PESO/DOLE facilitators will be playing the role of
the “employer” conducting the interview for various jobs.
2. Ask JobStarters to listen carefully as you explain the process for the practice interviews.
• Each interview will last approximately 10-15 minutes.
• JobStarters’ names are pulled from the bag with the names of all interviewees.
• JobStarters come to the table and give their CV, their cover letter and the job announcement
for which they would like to be interviewed.
• JobStarters go back a few steps and pretend to enter and introduce themselves.
• The PESO or DOLE interviewers will be asking questions as in a real job interview. At least a
day before the mock interviews, PESO must get from employers any questions they would
like to ask JobStarters and if English is required during the actual interviews, so that
JobStarters can be informed beforehand.
• After 10–12 minutes of interview, the interview ends.
• The interviewee will be asked the following questions:
• What did you do or say during the interview that you thought was effective?
• What did you do or say during the interview that you wish you had done differently?
• How did you feel? Very nervous or relaxed?
• How useful were the recommendations from the previous session and your
preparation?
3. The interviewers must use the 15 Commonly Asked Questions discussed in Module 31 – Getting
Ready for a Job Interview.
4. Don’t forget to take a couple of short breaks.
5. After each interview, PESO or DOLE facilitators must fill out the interview Feedback Form.
p. 255 PART
PART3.2.
Finding
WorkaReadiness
JobStarter:
Date:
Company and Position Applied For:
Please rate the JobStarter interviewee, 5 being the highest.
1. Professional and comfortable attire 1 2 3 4 5
2. Properly written CV and cover letter 1 2 3 4 5
3. Confidently answered questions 1 2 3 4 5
4. Used proper language as prescribed by 1 2 3 4 5

employer or facilitator/interviewer
5. Asked appropriate questions. 1 2 3 4 5
Strengths:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
For Improvement:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Interviewed by:
___________________________
Signature Over Printed Name

: –
(10 minutes)
1. Re-assemble the JobStarters as one large group.
2. Conclude all the interviews with some positive comments and words of encouragement to all
JobStarters.
3. Invite all JobStarters to comment on their experience:
• What they liked
• What they did not like so much and why
4. What aspects they think they need to reinforce or better prepare in view of their next interview.
5. Give JobStarters the following reminders:
• Before any interview, research on the skills and aptitudes required for the job.
• Select the job where they have the skills and aptitude.
• The objective is to get hired for long-term employment.
(10 minutes)
1. Display the slide Expect the Unexpected During Your Interview and state the common
unexpected events that could occur during an interview.
• The interviewer is busy and you have to wait for the interview to begin.
• Someone interrupts the interviewer while he or she is interviewing you.
• The interview lasts less or more time than anticipated.
• There is more than one person being interviewed at the same time – a group interview.
• The interviewer asks you about your weaknesses.
2. State: When any of these unexpected events occur, it is normal to feel nervous or to get upset.
However, these events are common and you are more likely to stay calm if you anticipate them.
Try to stay focused on the guidelines for successful interviews.
3. Tell JobStarters you want to discuss what happens next. Tell JobStarters that it can take a week
or more for the employer to make a decision about who to hire. Share with JobStarters the
timeline for inquiring about the employer’s decision.
p. 257 PART
PART3.2.
Finding
WorkaReadiness
• If the employer informs you during the interview when he or she will make a decision, contact
him or her on the day he or she indicated.
4. Tell JobStarters that, when they inquire, they should always be polite and stay calm even if it
seems to be taking a long time for the employer to make a decision.
5. Share with JobStarters what they should do if the employer offers them the job.
• Let the employer know how happy you are to be offered the job.
• Accept the offer immediately, if you can.
• If you need time to think about the offer, let the employer know you are very interested and
will give him or her an answer the next day or very shortly thereafter.
• Ask the employer any important questions, such as where and which day and time to report
to work, whether you need to fill out any paperwork, and what is the office attire?
6. Share with JobStarters what they should do if the employer tells them they did not get the job.
• Express your disappointment in a courteous way. It is not appropriate to get angry or upset.
Brainstorm with the JobStarters some phrases that could be used to show disappointment
courteously, in both Filipino and in English.
• Ask the employer if he or she can share why you were not selected so you can improve your
interviewing skills.
• Thank the employer for their feedback if they offer any.
• End the conversation by telling the employer you hope to have another opportunity to
interview with him or her in the future.
• Don’t get discouraged!
7. Tell JobStarters to remember a few safety tips when interviewing for a job with someone they
don’t know, in a very small company:
• If you are going to the interview alone, let someone know where the interview will be held and
who is interviewing you.
• If you are asked to do something or answer a question that makes you uncomfortable during
the interview, for example, sexual favors, or anything concerning giving or misusing money,
you must refuse to do what is asked nor answer the question.

• You might also ask what the request has to do with the job interview. While this may
jeopardize your chances for the job, it is important to avoid putting yourself in a dangerous
situation. If it is a misunderstanding, a respectful employer will understand your concerns and
respond to your request for information.
(25 minutes)
1. Have JobStarters sit in a circle without tables or desks in the middle, with their chairs close to one
another.
2. Tell JobStarters that this is the last activity of this training and it is time to think of the things they
should let go from the past, to remember many of the things they have learned and experienced,
and to measure the extent of the support network they have developed during these past ten
days.
3. Explain that you have a ball of yarn and will roll it to someone in the circle. When they get the ball
of yarn, they are to share with the group at least two points from among the following options:
• Something they would like to let go from the past so that they start fresh
• Something special they have learned during the training
• Something they will keep using for a long time that they have learned during the training
• Something they appreciate about the group
At the end of their comments, they are to roll the yarn to someone else in the circle who hasn’t
spoken. However, before they roll the yarn they are to hang on to the end, so that from above, the
web created by the yarn could look like the picture below:
p. 259 PART
PART3.2.
Finding
WorkaReadiness
4. Begin the activity by sharing something you have learned and something you appreciated about
the group, as a way to model your expectations for their sharing. Hold onto the end of the yarn
and roll it to someone, across the circle.
5. Continue going from person to person until everyone has had a chance to share. At the end of the
activity, you will have formed a web with the yarn.
6. Explain that the web they have formed with the yarn represents their journey together and the
support they have provided for one another during the training. It also represents the extent of the
network they have developed so far and will continue to nurture, as they continue with their lives,
by finding people who help and support them, as well as people they can help and support.
10 minutes
1. Ask JobStarters to reflect for a moment on these questions and write their thoughts in their
Journal on page 181.
180.
• What improvements do I need to make to do well in my job interviews?
• What are my top three most important take away lessons from the entire JobStart Life
Skills Training?
2. Ask JobStarters if they have any additional comments they want to say to the group.
3. Tell JobStarters you hope they continue to use the skills and information they gained from the
training. Explain that the PESO staff will be there to help in case they need any assistance after
the LST.
4. Wish them well, make sure that the JobStarters have each other’s contact information. Suggest
that now is a good time to take group pictures.
Note: Conduct the Post Test and show and discuss the slides with the reminders for Day 10 -
Graduation Day and Job Interview.

Day 10
The life skills training graduation ceremony takes place on the last day of the LST program (Day 10).
It is followed by the job interviews of JobStarters with JobStart partner employers. The schedule of
Day 10 is as follows:
DAY 10 SCHEDULE
7:30 AM - 8:00 AM Setting up of the personal action plans exhibit
8:00 AM - 9:30 AM Graduation practice
9:30 AM - 9:50 AM Exhibit of personal action plans to guests
10:00 AM - 12 NN GRADUATION PROPER
12 NN - 1 PM Lunch
1 PM onward JOB INTERVIEWS
1. Graduation date and time shall be on the 10 th day of the training program. The event typically
lasts for 2 hours and is set from 10 a.m. - 12 nn.
2. All classes of the area will be together for the ceremony. Venue for the graduation ceremony
should be large enough to host them and the guests.
3. PESO will oversee the graduation ceremony with the assistance of the training team who will
provide the suggested format and script for the event. However, trainers are responsible for
ensuring that JobStarters deliver quality class presentations.
4. PESO will take care of inviting the special guests for the ceremony (i.e. mayor and/or other
honorary guests) who can deliver the opening remarks and inspirational messages.
5. A dry run must take place before the graduation ceremony so JobStarters can rehearse their
class presentations.
6. Trainers must reminder JobStarters to come in their best office attire.
p. 261 PART
PART3.2.
Finding
WorkaReadiness
• Men: Long-sleeved, collared shirts (neckties and coats are optional), closed shoes and slacks
• Ladies: Slacks or skirts (knee-length), collared blouse (with or without blazer) and closed
shoes
1. Trainers will collect the personal action plans of the JobStarters prior to Day 10. These action
plans will be displayed/installed at the graduation venue.
2. Set up of personal action plans will be done prior to the graduation practice on Day 10 (see
schedule above) or on the night before it.
3. Trainers should assign 2-3 JobStarters per class to invite arriving guests to view the personal
action plans of their respective classes. They should explain what these action plans are and be
prepared to answer questions from guests.
4. Acknowledgement of personal action plans will be done during the graduation proper. The PESO
manager is requested to comment on the personal action plans displayed when he or she
delivers his or her inspirational message to JobStarters.
Notes for the PESO Manager’s message:
• Congratulate JobStarters for completing the LST program and encourage JobStarters to
take responsibility for implementing their personal action plans
• Express satisfaction on the progress the JobStarters have accomplished over the past 10
days
5. Actions plans will be collected back by trainers and submitted to DOLE.
1. Class team leader/s will first introduce their team name.
2. Each class will then deliver a 10-minute presentation showcasing their learnings and
transformative experiences during the life skills training. The presentation can be a creative song
number, interpretive dance, poetry reading and interpretation, etc.
1. Training team will provide the template and parchment paper for the certificates. PESO office is
requested to do the printing.

2. JobStarters will receive either a certificate of completion or a certificate of participation,
depending on their attendance during the LST program.
• Certificate of Completion - those who attended at least 8 out of 10 training days
• Certificate of Participation - those who attended 7 training days and below
3. Special Awards - trainers will choose 1-2 JobStarters in their class deserving of the following
awards:
• Leadership Award: This award goes to the JobStarter who showed the best example of
leadership and influence, through his words and behavior in and outside the class.
• Model JobStarter Award: This award goes to the JobStarter who exudes confidence and the
most holistic employability. He is considered the most inspiring by his co-JobStarters.
• Most Improved JobStarter Award: This award goes to the JobStarter who has clearly
positively transformed in terms of level of confidence, personality or attitude.
1. JobStarters’ actual interview with employers will take place after the graduation ceremony (see
schedule above).
2. PESO is in charge of setting up, organizing and managing the event.
3. Trainers should remind their respective classes to prepare at least 10 copies of their CVs for the
interviews with different companies.
p. 263 PART
PART3.2.
Finding
WorkaReadiness
For more details, contact:
DEPARTMENT OF LABOR AND EMPLOYMENT BUREAU

OF LOCAL EMPLOYMENT
JobStart Unit
Labor Market Information, Research and Career Guidance
Advocacy Division
Bureau of Local Employment
6th Floor, BF Condominium, cor. Solana & Soriano Sts.,
Intramuros, Manila 1002
(63 2) 5272539 or (02) 5272543 jobstartph@yahoo.com

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Trainer’s Manual

JobStart Philippines is a program of the Department of Labor and Employment (DOLE)

The LST Program is composed of three (3) parts.

II. Work Readiness – Developing Personal & Work Competencies

1. Getting Started – p. 1 5. Being Responsible – p. 36

2. Personal Values – p. 10 6. Developing Self-Confidence – p. 41

3. Goal Setting and Finding Your 7. Understanding and Managing

4. Project of Life: Making It 8. The Power of a Positive

Day 3 Day 4 Day 5

11. Establishing Good Work 16. Personal Hygiene and

12. Good Work Ethics – p. 83

II. TEAMWORK III. PROBLEM SOLVING

Day 5 Day 6 Day 6 Day 7

23. Expanding My Day 7

Day 8 Day 9 Day 10

28. Exploring the World of 32. Preparing Your Graduation Day

29. What Would You Like To 33. Participating in a

31. Getting Ready for a Job

Checklist/ Preparation Time Duration Input & Demonstration

Summary Video Clip Short Theory Input

Personal Reflection Practice of the Skills Getting JobStarter’s

Individual By Pair Group Activity

PLANNING AND SOCIAL PERCEPTIVENESS INNOVATION

• understanding goal-oriented • adopting right way or • expressing messages

• identifying characteristics by • pursuing innovation with

• identifying socially sensitive

• delegating high-priority • dealing honestly with customers • identifying high-stressors

• multi-tasking vs. mono-tasking • following corporate policy • showing resiliency

• not leaving tasks midstream • respecting data confidentiality • practicing positivity

• creatively employing help • avoiding gossip • prioritizing and managing tasks

• exuding will power • identifying immediate risks • using concentration

• using intrinsic motivation • being observant, recognizing • identifying patterns

• being open to new challenges

• valuing the team’s idea • juggling commitments • making logical inferences

• acknowledging the team’s • making ethical decisions • putting together artificial

• understanding situations and • using simple present tense • comprehending a passage

Source: JobStart Philippines Online Skills Assessment: Instructors Manual

• Paper, board, pen and markers

• Packs of candies as prizes for the group activities

• Upbeat and meditative music

D. Tasks to Complete In Advance

• TM – refers to Trainer’s Manual

• JJ – refers to JobStarter’s Journal

E. Videos and References

• Video entitled JobStart Philippines

Welcome JobStarters to the JobStart Life Skills Training Program.

4. You may demonstrate the following in case they miss it:

2. Play the video entitled JobStart Philippines.

• Part 2 - Work Readiness - Developing Personal and Work Competencies (5 days)

• Part 3 - Finding a Job and Career Exploration (2 days)

• Part 4 - Graduation Day and Job Interview (Last day)

• Undergo JobStart technical skills training and internship

• Accept a job offer as a regular employee

• Undergo further training as an apprentice in TESDA- accredited companies

• Go through a career guidance program

• Seek a study scholarship grant

• What is your favorite hobby?

• What do you like best in a person?

• What is your favorite music group or artist?

• “The job I would like to have is___________.”

• “The skills/talents that I have are______________.”

• “The characteristic I look for in a good friend is__________________.”

• Ask each JobStarter to introduce himself using this script:

LST Trainer's Manual

LST Trainer's Manual