JAM. MODULE 1doc

Pilot Project
JOB ACTIVE METHODS
Job Active Methods. Leonardo Da Vinci Programme

MODULO 1 MODULE 2 MODULE 3 MODULE 4
ORIENTATION TO NEW JOB

STABILIZATION. PC BASICS. SELF PRESENTATION.
OPPORTUNITIES
How to find personal How to find new ideas How to use de PC with fun. Communication with use of new technologies.
resources.
CONTENT 1
-Feedback. -Hot ball. -Nought and crosses. -My presentation in CD o Diskette.

-The clock. -I criticise, I applaud, I suggest. -Alphabet. -Webmail.
-Two boxes. -6, 9 y 12. Who moved my cheese? -Slide projector, greetings cards. -To enrol and to enter in employment pages.
METHODS

Social Competence. How to select new ideas? How to use the personal computer. How to create an application document.
CONTENT 2
-Scale. -Business needs. -Puzzle. -Curriculum Vitae.

-The field. -Fish backbone. -A Group asks and another Group -Presentation letter.
-Questionnaire. -6, 9 y 12. Who moved my cheese? answers -Advertisement.
METHODS -Mural of witty ideas.
Elimination of social and How to proof new ideas? Learning to use internet. Application as “sales conversation”
economic prejudices.
CONTENT 3
-Discussion. -Positive chair. -Internet pamphlet. -Secrets.

-Two Scene. -Anonymous letter. -Search for information on the -C.N.V. =Non-Verbal Communication.
-The ostrich complex. -6, 9 y 12. Who moved my cheese? internet. -Effective techniques of sales conversation.
METHODS -Mail and Job web pages
Motivation. How to make decisions? How to integrate the PC in my life. Presentation of the own person.
CONTENT 4
-Weather forecast. -Prioritisation of decisions. -Three questions. -My price.

-Cooking Recipe. -Rational decisions. -Brainstorming. -Exploration of oneself.
-Test “your motivation” -6, 9 y 12. -Cards with suggestions. -My objective.
METHODS Who moved my cheese?
MODULE 1
STABILIZATIONS

HOW TO FIND PERSONAL RESOURCES
SOCIAL COMPETENCE
ELIMINATION OF SOCIAL AND
ECONOMIC PREJUDICES
MOTIVATION
FEEDBACK

THE CLOCK
TWO BOXES
HOW TO FIND PERSONAL RESOURCES FEEDBACK
Common reporting-mode
1. 2. 3. 4. 5.Reasons 5.Reasons 6. 7. 8.
5.2 specific
reasons why Methods
5.1 common
Purpose of this method details, Short
Primary reason of Description/
Content Method this has been description Test
target development Instruction
method developed of the Report
methods
for older method
unemployed
To help the
unemplyed to
Both the
find his/her
trainer and
personal
the
resources.
unemployed To get know See
CONVERSATION
How to So solve See own

will be able the person´s own
Personality find doubts about See own Paper
to find reources grid
stability personal his/her grid
information through a
resources objectives
FEEDBACK
on the conversation
To help
person´s
his/her to not
objectives,
be ashamed
skills…
or his/her
past.
Method - details
6.1
6.2 6.2 6.6
Origin of 6.3 6.3 6.3 6.3 6.4 6.5
method Method external
the Timing Timing Timing Timing Costs materials
context context report
method
6.3.1 6.3.2
6.2.1 6.2.2 6.3.3 6.3.4
method participant
personal national implementing presentation
preparation preparation
-The trainer:
1-will assess
the person´s
CV. 5 min The participant
2-will arrange a will carry out
The trainer will
conversation in before the The trainer and
make:
Individual a pleasant trainer. the participant
- A conclusion
work atmosphere -A general will talk in depth
(through which
-For all the and will take presentation about the
he/ she will try
older notes of the about his/her individual´s
Experience on to guide the -C. Vitae
unemploye Participant´s current and objectives, Material´s
the teaching individual in -Paper No
d who wish comments to past situation in personality, costs
of courses order to get the -Pen
to obtain the trainer. 10 minutes. experiences and
most benefit
information 3- will think -The trainer will skills. 20 min.
from his/her
of about ask several -Analysis of what
personal
themselves questions general has been told.
resources). 10
regarding: questions to 15 min.
min.
objectives, the person. 10
skills, min.
personality and
experiences. 15
min
Description/Instruction
The trainer will have the CV of the person he/she is going to talk to.
The trainer will assess the person's CV. 5 minutes.
The trainer will plan the conversation he/she is going to hold with the other person regarding
both personal and professional matters. 10 minutes.
The trainer will prepare a pleasant room (sunny, with adequate temperature, subtle
I .Preparation decoration, table and comfortable chairs...) for holding talks.
The trainer will think of questions regarding the objectives, skills, capabilities, successes,
personality... 15 min
The trainer will have to bear in mind the recommendations of the sheet attached: "To talk
with caution, not to hurt the person's feelings and not make judgements" (See CONFIDENCE
HANDOUT).
The trainer and the participant will hold a relaxed, earnest and sincere conversation.
The trainer will take notes during the conversation.
The participant will make a general presentation of his/her current situation and his/her path
II. Implementing- "How up to the present time. 10 minutes.
The trainer will ask the individual general questions. 10 minutes.
to lead the
They will talk about certain aspects of the unemployed individual's personality (objectives,
conversation" skills, capabilities, personality successes...) and professional matters by going in depth into
the personal resources. 20 minutes.
The trainer selects the information and, supported by the participant, they both make an
analysis of what it has been told, his/her personality and current situation. 15 minutes.
A conclusion of the general situation should be made by highlighting the person's personal
III. Presentation
resources and those aspects that need to be strengthened and by guiding the person towards
the best benefit from their own resources. 10 minutes.
Short test report
Has to be done by national test-partners
1. 2. 3. 4.
Necessary changes on a at, Kind of difficulties, which

Method evaluation level for implementing the could arise in using the How can results be used
method method
SELF - ASSESSMENT
To easily extract information by asking questions and analyzing the

personal resources.
The participant should not be afraid of expressing the way he/she is

and explaining his/her personal situation.
The trainer must neither make judgments nor reproach the

participant´s actions or behavior. Rather, he/she must guide the
participant.
CONFIDENTIAL HANDOUT FOR TRAINER
Feed-back is a method consisting of a conversation between

the unemployed individual and the trainer whereby the trainer tries to help
the participant to find his/her personal resources by making an analysis of
his/her personal, professional and social path.
The trainer first knows the participant's CV and then analyses his/her
personality, objectives, skills, capabilities, successes.... The participant
makes a general presentation of his/her situation and the trainer highlights
those aspects most relevant by taking them through the conversation, as by
writing them down we do not forget anything.
The trainer must not judge the participant or make comments that may hurt
his/her feelings. Therefore, the trainer will have to prepare the conversation
in advance.
HOW TO FIND PERSONAL RESOURCES THE CLOCK
1. 2. 3. 4. 5.Reasons 5.Reasons 6. 7. 8.
5.2 specific
reasons why
Methods
5.1 common this method
details, Description Short
Primary Purpose if this reason of has been
Content Method descriptio / test
target method development developed for
n of the instruction report
methods older
method
unemployed
people
-To discover
Personal
To draw and -To place the
resources.
write down personal
The clock
-To locate
words that will resources in the See
How to Personal See own
show the corresponding own
Personality find Resources in See own paper
person´s- social sector. grid
stability personal the grid
and –personal - To highlight the
resources following
position as well unemployed´s
areas:
as –in the personal
.personal
labour market. resources.
.social and
.professional
Method - details
6.1
6.2 6.2 6.6
Origin of 6.3 6.3 6.3 6.3 6.4 6.5
method Method external
method
Innovative
method for 6.3.1 6.3.2
6.2.1 6.2.2 6.3.3 6.3.4
learning of method participant
the preparation preparation
unemployed
-In 10 minutes
the trainer
must explain
that:
1-the method -5 minutes -10 minutes
results are concentration -Acquisition of
private and -To think of their knowlegde on
In 10 minutes:
-For all the personal. own personal, the personal
-Give out every
people who -they must social and resources
person the two Paper Felt-
wihs to write down professional life. through that Cost of
Invented by sheets with the pens Wide
obtain and words 10 min. written down materialsA
myself for the None drawing of the and relawing no
analysis of describing their -To write down about oneself in prox. 2
J.A.M project clockl. place or
themselves. personality in the personal the 12 areas euros
-Give out every room.
-Individual each area. resources found --To apply the
person several
method -they haver to in the 12 areas of discovered
felt-pens.
think of their the clock. (in the resources to the
own handout) search for new
personality in 30 minutes jobs.
their social and
professional
life, 15
minutes.
Description / Instruction
The trainer will give out the clock drawings (see handout on pages 6 and 7) and the felt-pens
(one per person). 10 minutes.
In about 10 minutes the trainer will explain that:
I. Preparation
1 - The result is of personal use.
2- The method consists of writing down the individual's personal resources in each area.
The trainer will encourage them to think of the way they are and their behavior. 15 minutes.
The participant will concentrate on his/her capabilities, successes, knowledge, job, studies,
hobbies and personality. 5 minutes.
Each participant (bearing in mind what he/she has already thought):
II. Implementing- Will write down his/her resources on page 8 concerning the following areas: 1 : Own
behavior and personality at home; 2: Knowledge and abilities; 3: Experience in the
"How to fill the clock" agricultural sector; 4: Personality with friends; 5: Victories and successes; 6: Experiences in
the industrial sector; 7: Personality at the workplace; 8: The things that need to be changed
about oneself, 9: Experience in the service sector; 10: Real personality; 11: Objectives and
12: Experience in the construction sector. 30 minutes.
In 10 minutes, the person knows exactly which his/her personal resources are and in which
sector he/she has more chances in order to lead his/her search for a new job.-
Should the unemployed write more in one area of the clock, this will be the area in which
III. Presentation
he/she has more resources.
Good results will always be obtained, regardless of the length of wording in the different
areas.
Short test report

1. 2. 3. 4.

method method
SELF - ASSESSMENT
• To write down the individual´s resources in each area.
• The shortage of studies or temporary jobs might not be given

much importance, which must be avoided. All resources must be
written down.
• An area can be left in blank, doesn´t matter!

TWO BOXES
1. 2. 3. 4. 5.Reasons 5.Reasons 6. 7. 8.
5.2 specific
reasons why
Methods
details, Short
Primary Purpose if reason of has been Description/
Content Method description Test
target this method development developed for Instruction
of the Report
methods older
method
unemployed
people
Cards in
different
colours show
To make
each
participants
Participants individual´s
aware that
will be able personal
How to they still have See
to gain a resources. See own
Stability of find many See own own
Two boxes
better The words paper

personality personal resources, grid grid
knowledge can be used
resources such a skill,
of their by persons
experience,
resources. differing in
nature
their
personality…
education
level and
personality.
HOW TO FIND PERSONAL RESOURCES Method - details
6.1
6.2 6.2 6.6
ORIGIN OF 6.3 6.3 6.3 6.3 6.4 6.5
METHOD METHOD EXTERNAL
THE TIMING TIMING TIMING TIMING COSTS MATERIALS
CONTEXT CONTEXT REPORT
METHOD
6.3.1 6.3.2
6.2.1 6.2.2 6.3.3 6.3.4
method participant
preparation Preparation
-To reflect on
oneself 15
minutes
-Prepare: -Write down on
-Warn that each green card
1-one blue
all courses, a resource
box and one
jobs, related to:
green *Courses,
hobbies, or -Choose
2-blue and *knowledge,
For those other randomly an
green cards *studies, and on -Blue cards
who wish personal the blue ones, envelope
3-blue and -Green cards
ot know aspects must personal from each
green -Blue
Own they be included. resources related box and read
envelopes to: Varied envelopes
creation personal 5 minutes it aloud. 5
4-pens *Labour . -Green
after and -Give each personal
min.
None 15 minutes about envelopes No
studying professiona person: experiences and -Everybody
-To have a 6 -One blue
other l resources -Blue and * hobbies 20 thinks in
wide minutes Euros box
methods. knowledge, green cards silence. 5
classroom -Put the cards in -One green
studies… -1blue min
-To place in the same colour box
anonymous envelope envelope 5 min. -Personal
the centre of -Pens
work. -1 green -Put the green exploration.
the
envelope envelope inside 10 minutes
classroom the green box
-1 pen
the two and the blue
10 minutes envelope inside
boxes. 5
minutes the blue box.
5 min.
See handout 7
TWO BOXES
The trainer will prepare for each participant:
•Green cards and blue cards,
•1 blue envelope and 1 green envelope,
•pen
•Handout 7
The trainer will give the material out in 10 minutes and will place the two boxes in the middle of the classroom
(each individual will put the envelopes inside the boxes, one in each box).
I. Preparation
The trainer will then explain this simple method: to think of themselves, to write their thoughts down on the cards,
to place the cards into the envelopes and then in the boxes, choose one at random, to read it aloud and think
about the message (IN SILENCE, WITHOUT SPEAKING). At the end, each person will make a self-analysis, that is,
he/she will think of what has been written about himself/herself and thus will obtain his/her personal
resources.
The trainer will advise them to write down everything about themselves and what they have done in life. 5
minutes.
To reflect on themselves. 15 minutes

II. Each person will write [anonymously] on the colour cards everything he/she has done in during their life. 20
Implementing- minutes. On the green cards the resources related to courses, knowledge, studies must be written down and on
"How to fill the the blue ones, the resources related to: personal and professional experiences, jobs and hobbies. See handout 7.
clock" Green cards will be then introduced in the green envelope and blue cards in the blue envelope. 5 minutes.
Finally each envelope is put into the box of same colour [anonymously]
When everybody has ended: the trainer chooses an envelope randomly and reads aloud all the cards by making
comments on all the opportunities and resources.
III. Presentation Participants listen in silence, without making comments.5 minutes
Later on, each person will think thoroughly of what he/she has written down and will discover his/her own
resources.5 minutes.
TWO BOXES
Short test report

1. 2. 3. 4.
Necessary changes on a nat, Kind of difficulties, which

method method
TWO BOXES
SELF - ASSESSMENT
•To succeed in awakening hidden personal resources.
•The greater number of cards, the more the person has reflected on
and explored himself/herself.
•Short experiences and poor knowledge are also important.

TWO BOXES
SCALE
THE FIELD
QUESTIONNAIRE
SOCIAL COMPETENCE

SOCIAL COMPETENCE SCALE
1. 2. 3. 4. 5.reasons 5.reasons 6. 7. 8.
5.2 Specific
reasons why
Methods
Purpose if details, Short
Primary reason of has been Description/
Content Method this description Test
target developmen developed Instruction
method of the Report
t methods for older
method
unemployed
people
-Know the
number of
*motor
To know
-Distinguish coordination
“social
between: capacities, and
competence
*Motor *physical and
” in relation
coordination sensorial See
to: See own
capacities, abilities, that own
Personality Social -Motor See own paper
-physical and we have. grid
stability competence coordination grid
sensorial -Identify
capacities,
abilities. ourselves in
-Physical
Scales
-Know our order to know

and
capacities and the capacities
sensorial
abilities. and abilities
abilities.
that comprise
our social
competence.
Method - details
6.1 6.2 6.6

6.2 method 6.3 6.3 6.3 6.3 6.4 6.5
Origin of the Method External
context Timing Timing Timing Timing Costs Materials
method context report
6.3.1 6.3.2
6.2.1 6.2.2 6.3.3 6.3.4
method participant
-Write on the
left of the Analyse
*Preparation -To clarify
scales the whether the
of handouts the concepts
motor person has
Individual A,B and C for of:
coordination more
discovery of the -Ability and
capacities we capacities
unemployed participants -Capacity *Copy of
Own have. 10 min. than abilities
individual´s 10 minutes 15 minutes 1 euro handouts No
creation *Write on the according to
abilities and *Distribution •To explain *Pen
right of the their
capacities in of handouts the exercise
scales the number in
a classroom. to to
physical and each side of
participants. participants1
sensorial the scales.
5minutes 0 minutes
abilities we 10 minutes.
have.
The trainer prepares the handouts (A, B and C) for participants, 10 minutes.
The trainer gives each person three handouts (A, B and C) with the capacities and
abilities, which will function as a guide (A), a drawing of the scales (B) and a sheet for
carrying out the exercise (C). 5 minutes.
I. Preparation He will clarify the concepts of capacity and ability and clarify any doubts. 15 minutes. See
the handout for the trainer D.
The trainer will explain that this method consists of writing motor co-ordination
capacities on the left of the scales (by using the guide on page A) and physical and
sensorial abilities on its right (by using the guide on page A). 10 minutes
II. Implementing- All participants have to write their motor co-ordination capacities on the left side of
"How to fill the sheet C and on the right side of sheet C, their physical and sensorial abilities. 20
clock" minutes.
Time will be checked by the trainer.
The participant must know that: if he/she has written more words on the left side of
III. Presentation sheet C, he/she will have more motor co-ordination capacities (as it is shown in drawing
a), and if he/she has written more words on the right side of sheet C, he/she will have
more physical and sensorial abilities (as shown in drawing b).
Short test report

1. 2. 3. 4.
Method evaluation Necessary changes on a at, Kind of difficulties, which How can results be used
level for implementing the could arise in using the
method method
SELF - ASSESSMENT
•Overcome the fear of self-dicove and learn to identify our own

capacity and ability characteristics
•Well will achieve a good knowledge of the individual´s capacities

and abilities, which will help him/her to find a job for which he/she
will be suitable.
• Clear differentiation between capacities and abilities, with the help
of the trainer.
•Imagine our abilities and capacities on the scales and find out which
are more numerous.
Handout for the trainer

Capacity:
1. Ability to hold or contain something within certain limits.
2. Ability or talent for the right exercise of something.
3. Legal ability to perform valid and effective acts.
Ability:
1. Capacity and power for the good performance or exercise of a
business, trade, art, etc.
2. Competence or skill to develop a task or take up a certain
position.
THE FIELD
SOCIAL COMPETENCE
1. 2. 3. 4. 5.Reasons 5.Reasons 6. 7. 8.
Primary Content Method Purpose if 5.1 Common 5.2 Specific Methods Description/ Short
target this reason of reasons why details, Instruction Test
method development this method description Report
methods has been of the
developed method
for older
unemployed
people
Personality Social To show With the -To know the See own See own See
stability competence that: being trainer´s help. individual´s grid paper own
aware of To distingish social grid
your social between: competence
competence *Mental and his/her
, you will abilities and chances of
able to *Personality getting
achieve characteristics employmetn.
The field
what you , important - To overcome

want at a aspects to get the defensive
social, a knowledge attitude that
professional of onesefl. we take when
and pesonal showing our
level. real
personality ot
others.
THE FIELD
SOCIAL COMPETENCE
Method - details
6.1
6.2 6.2 6.6
Origin of 6.3 6.3 6.3 6.3 6.4 6.5
Method Method externa
context context l report
method
6.3.1 6.3.2
6.2.1 6.2.2 6.3.3 6.3.4
method participant
-5 minutes of
concentration
-start to “play”:
Discuss with
-Explain the put the balls
For all those another
Give out: method. 10 (our personal
Who wish to person the Blank
-blank minites characteristics)
know two results sheets Felt-
sheets -Give out list B. on the field, 25
elements of obtained in pens
Own -handout A 5 minutes min.
social the area of Inexpensive Pen no
creation -Scissors -Read and Group the balls
competence: mental Handouts
-Pen. understand all into two
-personality abilities and photocopie
-10 minutes the concepts of “scoreboards”
-and mental that of s
list B. *mental
abilities. personality.
10 minutes abilities
10 minutes
*personality
characteristics,
10 minutes
THE FIELD
SOCIAL COMPETENCE
The trainer gives out blank sheets, pen, handout A and scissors. 10 minutes
The trainer explains the method in 10 minutes:
Cut ball-shaped paper circles, write on them characteristics of our personality and of our mental abilities
I. Preparation
(see list B) and put them on the field, later classifying them according to two criteria: (personality
characteristics and mental abilities). The trainer will not explain until the end that the results must be
discussed with a partner, in order to avoid them from hiding any characteristic about themselves.
Give out list B and read it carefully and understanding it. 10 minutes.
With the aim of concentrating on themselves, they are told to cut small paper circles for 5 minutes.
Then they will write a personal characteristic or talent on each of these balls, 5 minutes.
II. Implementing- The trainer starts the game, which consists of writing a personality characteristic and a mental ability
(see list B) in each ball, placing it then on the field.
"How to fill the
The trainer announces the end of the game 25 minutes after, giving extra-time in case any player has not
clock" yet finished.
With the trainer's help if necessary, the players will group the balls into two areas in 10 minutes:
personality characteristics and
mental abilities.
In 10 minutes each player discusses with a partner the results obtained in both areas.
III. Presentation
The trainer has to explain clearly that advantages refer to ourselves and that they can be used in order
to gain a better knowledge of ourselves and employment.
THE FIELD
SOCIAL COMPETENCE
Short test report

1. 2. 3. 4.

method method
THE FIELD
SOCIAL COMPETENCE
SELF - ASSESSMENT
•The trainer has to convince the individuals of the fact that we all
have negative personality characteristics and that these must be
written down so that we can overcome them as we become aware
of them….
• Descriptions in writing about oneself.
•Knowing and identifying the profiles pursued by the employers.

THE FIELD
SOCIAL COMPETENCE
THE FIELD
SOCIAL COMPETENCE
SOCIAL COMPETENCE QUESTIONNAIRE
1. 2. 3. 4. 5.Reasons 5.Reasons 6. 7. 8.
5.2 Specific
reasons
why this Methods
5.1 Common
Purpose of method has details, Short
Content Method this been description Test
methods
for older method
unemployed
people
Questionnaire
-It can be
To make the
replied by
The older
people with
participants unemployed
different See
can carry out aware that See own
education own
Personality Social a self- they have paper
levels as it is See own grid grid
stability competence examination many
very easy.
of their qualities
-It will help to
social which make
got a better
competence. them fit for
knowledge of
working.
oneself.
Method - details
Origin of the
6.6 External
Materials
Method
Method
method
context
context
report
Costs
6.3 6.3 6.3 6.3
6.1
6.2
6.2
6.4
6.5
Timing Timing Timing Timing
6.2.1 PERSONAL
6.2.2 NATIONAL
6.3.1 METHOD 6.3.2 PARTICIPANT 6.3.4

6.3.3 IMPLEMENTING
PREPARATION PREPARATION PRESENTATION
.The trainer will play

For all the people who wish to know their social competence level for
relaxing music so that all

participants:
.Keep silent and by
concentrated.
Own experience by giving training courses.
-The trainer will 5 minutes

prepare some Each person will answer
-The trainer will read
relaxing music. 5 the questionnaire after
the questionnaire
min. thinking of
aloud and will reply to
-The trainer himself/herself Interpretation of
Questionnaire
any queries.
Inexpensive
must read the (Only one reply per results, according
working.
10 minutes
questionnaire in option) to the trainer´s
No
-The trainer will
advance. 30 minutes interpretation (see
explain that only one
10 minutes The trainer will write on sheet C)
reply can be given in
-Distribution of the blackboard the 5 minutes
each option. 5 min.
the numerical
-It has to be done
questionnaire to correspondence for each
individually.
each person. 5 letter so that they can
minutes. assess their score.
5minutes
-Assessment of the
numerical scores for
each letter and sum of
total points. 10 minutes
The trainer has to:

•prepare some relaxing music for the session.5 minutes.
•Read the questionnaire in advance. 10 minutes.
I. Preparation
•give a questionnaire to each person. 5 minutes.
•read the questionnaire aloud and help to grasp the meaning of all the concepts. 10 minutes
•explain that only one reply can be given to each question. 5 minutes .
The trainer plays the relaxing music so that all participants remain silent and concentrate. 5 minutes.
In silence, each person (in about 30 minutes) will answer the questionnaire (see sheets A and B)
II. Implementing- choosing one only reply per option, [writing the chosen letter in the blank column on the right side of
"How to fill the each sheet] that best identifies with his/her character and personality.
clock" The trainer writes on the blackboard the numerical correspondences for each letter. 5 minutes.
See sheet C. Numerical correspondences are: A = 9, B =8, C = 6, D = 4 and E = 2.
Then all points of the selected options are added up in order to obtain the total score. 10 minutes.
•The score below 100 points means that the person should try to improve himself/herself.
•The score below 150 points means that the person should mellow his/her faults.
III. Presentation
•The score above 150 points means that the person has the adequate social competence.
Each person analyses himself/herself according to his/her own final results.
Short test report

1. 2. 3. 4.
Necessary changes on a nat, Kind of difficulties, which

method method
SELF - ASSESSMENT
•Answers that identify the unemployed individual's personality.
•Individuals must choose only one reply, despite identifying

themselves with several.
•The trainer will help to understand the meaning of all sections of

the questionnaire.
• After this analysis, individuals will be aware that they can achieve
their professional aims starting by having a better knowledge of
themselves.
Sheet A "SOCIAL COMPETENCE" Questionnaire:

A B C D E My option is:
APPEARANCE Impeccable Careful Correct Careless Neglected
VITALITY Extraordinary Strong Willing Tired Weak
SOCIABILITY Popular Appreciated Accepted Superficial Talkative

Pessimist,
Capacity for self-
MATURITY Very objective Criticism accepted Easy to change. brave,
correction.
shy.
Totally Scrupulous You fulfil all tasks
ENTHUSIASM Fighter Submissive
dedicated worker set
You take You need You reject
SENSE OF You don't need to You need to be
responsibilit much responsibiliti
RESPONSIBILITY ies
be controlled. controlled
supervision es
PERSEVERANCE You keep your

You are
decision up to You take your
IN Constant easily Easy to convince
the failures well.
THE DECISION end
discouraged
Promoter, you
You offer You don't like to
INITIATIVE seek Originality Methodical
suggestions make decisions
new tasks
SENSE OF You weigh up the

Objective Impartial Subjective Arbitrary.
JUSTICE reasons
You reject
GENERAL You like new You easily solve You sometimes You don't like
new
INTELLIGENCE ideas new problems like new ideas. new ideas
ideas
Sheet B "SOCIAL COMPETENCE" Questionnaire:

A B C D E My option
is:
JUDGEMENT You always
analyse the With common
Thoughtful You act quickly Do not think
situation before sense
deciding yourself
ORGANISATION Farsighted
You delegate tasks You distribute the
Organised Disorganised
to others tasks
GIFT FOR
EXPRESSION Fluidity, precision Ease and Lacking ease in
Adequate Weak, inaccurate
and clarity correction oral expression
CAPACITY FOR Limited Not very hard-

Tireless Hard working Working
WORK performance working.
LEADERSHIP You always You impose You make others
Limited authority Not authoritative
QUALITIES impose yourself yourself naturally obey you
CO-OPERATION Very suitable for
You co-operate in
Able to co-operate You don't work in You slow the team
a spontaneous way
work in groups in a team a team work down
manner
PERSUASION Optimal line of
You present your
Not convincing at
Suggestive ideas ideas with no You irritate people
argument all
energy
EXPERIENCE With much
Good knowledge Normal experience
Limited practical With no theoretical
experience knowledge knowledge
MOTIVATION
High interest Much interest Interest Indifferent You don't like it
FOR THE POST
SUITABILITY FOR You will be very You will be
You will carry out
THE POST your tasks You have doubts You are unsuitable
efficient efficient
adequately
Sheet C "SOCIAL COMPETENCE" Questionnaire

(trainer's interpretation)
Each individual must choose only one reply from each line. Once finished,
the letters are converted into points, the points are added up and the results
interpreted. For this we must know that:
A is equivalent to 9 points
B is equivalent to 8 points
C is equivalent to 6 points
D is equivalent to 4 points
After the conversion of letters into points, these are added up in order to get
the total score.
Interpretation:
The score below 100 indicates that the person has to improve.
The score below 150 indicates that the person has to mellow his/her faults.
The score above 150 indicates that the person has the adequate level of
"social competence".
ELIMINATION OF SOCIAL AND
ECONOMIC PREJUDICES

DISCUSSION
TWO SCENE
THE OSTRICH COMPLEX

ELIMINATION OF SOCIAL AND DISCUSSION
ECONOMIC PREJUDICES
1. 2. 3. 4. 5.Reasons 5.Reasons 6. 7. 8.
Primary Content Method Purpose of 5.1 Common 5.2 Specific Methods Description/ Short
target this reason of reasons details, Instruction Test
method development why this description Report
methods method has of the
been method
developed
for older
unemployed
people
Personality Elimination To show that Participants Show them: See own grid See own See
stability of social and prejudices can talk openly -To fight paper own
economic are about social against grid
prejudices judgments and a intransigence
Discussion
we make economic situations

without a prejudices. they may
true have suffered.
knowledge. -That
prejudices can
be overcome
with one´s
strong will
and
knowledge.
ECONOMIC PREJUDICES
Method - details
6.1
6.2 6.2 6.6
Origin of 6.3 6.3 6.3 6.3 6.4 6.5
the Timing Timing Timing Timing Costs Materials
method
6.3.2
6.2.1 6.2.2 6.3.1 Method 6.3.3 6.3.4
Participant
Personal National preparation Implementing Presentation
preparation
-Put the -Discussion
tables in a among all
circle. 5 min. -Explain the participants
-Explain that meaning of about the
Adapted by
people will “prejudice”. existing social
myself for
For talk ( in turns) 5 minutes and economic Write on the
training
people about -The trainer prejudices and blackboard a
after Chairs
willing to prejudices. has to the reasons for list of ways to
learning No No Tables No
know and 5 minutes encourage their existence. avoid
the method Blackboard
overcome -Write down participants 30 minutes prejudices.
through the
prejudices several to consider -Write on the 15 minutes
media and
phrases on things they blackboard a
literature.
the judge. list of
blackboard 5 minutes prejudices they
(see handout have suffered.
A) 5 min. 10 minutes
ECONOMIC PREJUDICES Description/Instruction
The trainer will put the tables in U-form (semicircle), so that everyone can see each
other as they talk. 5 minutes.
The trainer will take notes of what is said, give turns for talking and clarify any doubts
that may arise.
I. Preparation
He/she will state that the discussion will be about prejudices following each
individual's turn.5 minutes.
The trainer will write several suggestive phrases on the blackboard for the discussion.
(See handout A). 5 minutes.
At the start the trainer will explain the concept 'prejudice'. (See handout A).
Then the trainer will start the discussion and give each person a turn for talking, trying
II. Implementing-
to encourage those not participating.
"How to fill the
Discussion must be ended after 30 minutes.
clock"
Finally it is suggested to draw up a list on the blackboard with any social and economic
prejudices that participants have .10 minutes.
At the end each person will openly show his/her view on "How can SOCIAL AND
ECONOMIC PREJUDICES BE ELIMINATED?". This will be noted down on the blackboard
III. Presentation as presentation and summary of the method. 15 minutes.
The trainer must sum up the most important ideas that have been discussed on
prejudices and their elimination.
ECONOMIC PREJUDICES
Short test report

1. 2. 3. 4.
Method evaluation Necessary changes on a nat, Kind of difficulties, which How can results be used
method method
ECONOMIC PREJUDICES
SELF - ASSESSMENT
•It could be thought that we indeed do suffer social and economic

prejudices but do not transfer them. The trainer must avoid this
from happening.
•It is necessary to have certain knowledge in order not to adopt a

discriminatory attitude on the subject.
•The trainer must not prejudge.

• The trainer must make them aware that we all can suffer such
prejudices and that the only way to overcome them is "willpower".
ECONOMIC PREJUDICES
Handout A for the trainer:
Definition of Prejudice:
To have an opinion about things in advance or without having the appropriate

knowledge about them.
Discriminatory attitude towards a person due to his/her belonging to a
determined social group, by ignorance.
# LAW: To pronounce a resolution before the final judgment, which

seems to disclose the sense of latter judgment.
Synonym with: Blindness or intransigence.
Phrases inciting to discussion:
-"Money doesn´t symbolize success".

-"Employment does not depend on who you know, but what you are
able to
-"Experience is not the only power source".
-"Non-continuous training is extremely valid".
ELIMINATION OF SOCIAL AND TWO SCENE
ECONOMIC PREJUDICES
1. 2. 3. 4. 5.Reasons 5.Reasons 6. 7. 8.
5.2 Specific
reasons
why this Methods
5.1 Common
methods
for older method
unemployed
people
-To put an
-Self-
end to the
Two Stages
interpretation
unemployed
-Personal
individual´s
To recognise comments to
prejudices on
prejudices the rest of See
Elimination both personal See own
situations on group on own
Personality of social and and paper
both personal an See own grid grid
stability economic professional
personal an professional
prejudices stages.
professional matters.
-Mobilise the
stages. -Objective
group.
solution to a
-Carry out
prejudice
theatrical
situation.
performances
ECONOMIC PREJUDICES
Method - details
6.1
6.2 6.2 6.6
Origin of 6.3 6.3 6.3 6.3 6.4 6.5
method
6.3.2
6.2.1 6.2.2 6.3.1 method 6.3.3 6.3.4
participant
personal national preparation implementing presentation
preparation
-Explain that the
objective is to
make a simple
theatrical
performance, the
plot of which -Contrast
For all the deals with: -Group A will both
-To prepare a PREJUDICES
unemploy perform (stage) performances
conference situations in life.
ed who the situation (with and
Invented by room or big 5 minutes
wish to -In 30 minutes with prejudice. without
myself for classroom.
eliminate both groups A 15-20 minutes prejudice) by
dynamising No -Separate No Big classroom No
their own and B have to: -Group B will each group.
the training people in two *Think of a
and stage the plot 15 minutes
groups. groups a and professional or
others with no -Analysie the
b. social situation
prejudices with prejudices, prejudice. prejudices
5 minutes
. its performance 15-20 minutes influence.
and staging. 10 minutes
* And think of
the same
situation with no
prejudices and
perform it.
ECONOMIC PREJUDICES Description/Instruction
The trainer will prepare a room with enough space for the stage.
The trainer has to separate the members into two groups. 5 minutes.
The trainer explains that they have to think out and perform two situations related to
social or professional life:
•The first situation with prejudices.
I. Preparation •The second situation with no prejudices.
Both groups have to perform the two situations in 30 minutes. They will think and find
well-known situations with
prejudices experienced by themselves, write down easy dialogues and prepare the
staging of two short theatrical
performances.
Group A will perform in 15-20 minutes the situation in which PREJUDICES WILL NOT BE
II. Implementing-
PRESENT.
"How to fill the
When group A finishes their performances, group B will stage the social or professional
clock"
situation in which PREJUDICES WILL BE PRESENT, in about 15-20 minutes.
The trainer will thank all the actors for their good will and collaboration.
III. Presentation General contrast of situations, their causes and consequences. 15 minutes.
Analysis of prejudices' negative influence. 10 minutes.
ECONOMIC PREJUDICES
Short test report

1. 2. 3. 4.

method method
ECONOMIC PREJUDICES
SELF - ASSESSMENT
•Substitute discriminatory opinions for others with no prejudices, which

will favour the person in the labour market.
• It is important to take notice of the meaning of being a member of the
group.
•People may not want to carry out theatrical performances and the
trainer has to succeed in dynamising and encouraging them to do so
without feeling self-conscious.
• Ideas, words and creativity have to be assessed during theatrical

performances.
ELIMINATION OF SOCIAL AND THE OSTRICH COMPLEX
ECONOMIC PREJUDICES
1. 2. 3. 4. 5.Reasons 5.Reasons 6. 7. 8.
target this reason of reasons details, Instruction Test
method development why this description Report
been method
developed
for older
unemployed
people
Personality Elimination Participants Sentences and To help See own grid See own See
The ostrich
stability of social and can discover expressions overcome paper own

complex
economic their taht can be pre- grid

prejudices prejudices. used as an judgements
efficient without
method for having real
discovering knowledge.
social and
economic
prejudices.
ECONOMIC PREJUDICES
Method - details
6.1
6.2 6.2 6.6
Origin of 6.3 6.3 6.3 6.3 6.4 6.5
method
6.3.2
6.2.1 6.2.2 6.3.1 method 6.3.3 6.3.4
participant
preparation
-Carry out
group
*Answer assessment
individually about the
and in silence answer to the
For all *Explain that.
the questions exercise.
those Distribute the -They have to
of the exercise. 15 minutes
people enclosed do an exercise
15 minutes -comparison 1 euro
Invented by who want exercise of and Exercise and
No *Answer in by using the per no
myself to be prejudices. -that the pen
groups and ostrich´s person
aware of See page 6. exercise has
write on the strategy
their 5 minutes no score.
blackboard the (which ignore
prejudices 5 minutes
comments on situations of
the exercise of on interest by
page 6. hinding its
head in the
sand)
ECONOMIC PREJUDICES
The trainer explains that they have to answer individually an exercise with no score. 5
I. Preparation minutes.
The trainer distributes the exercise sheets (see exercise on page 6) to each
participant.5 minutes.
The trainer will give them 15 minutes to answer the exercise individually and in
II. Implementing- silence.
"How to fill the Then the same exercise is done aloud and with everybody participating. The trainer
clock" will write down all the comments. 15 minutes.
The trainer will make a brief summary of the general presentation. 10 minutes.
By remembering the ostrich's strategy (which hides its head in the sand when in
dangerous situations or when something is of no interest), the trainer has to observe
III. Presentation
whether the participants behaved like "ostriches" on a certain occasion and analyse
their reasons and why they felt in a situation of prejudice.
ECONOMIC PREJUDICES
Short test report

1. 2. 3. 4.
method method
ECONOMIC PREJUDICES
SELF - ASSESSMENT
•To teach that erroneous thinking sometimes prevent us from seeing

reality and making progress.
•To show people to think that they will be analyzed.
•To put into practice what we really think.

• To assess all the reasoning expressed in order to eliminate the
prejudices in the last phase of the method.
ECONOMIC PREJUDICES
Exercise on PREJUDICES AND THEIR ELIMINATION:
Exercise on PREJUDICES AND THEIR ELIMINATION:
A. Answer by attributing percentages to the stereotypes reflected in the following six sentences and
A.write thembyon
Answer the boxespercentages
attributing according totothe
thescoring scale indicated:
stereotypes reflected in the following six sentences and
write them on the boxes according to the scoring scale indicated:
.Life is more expensive day after day.
.Criminals
.Life is moreare a socialday
expensive plague
afterthat
day.needs to be eliminated.
.Generallyare
.Criminals in alife the big
social fish eats
plague the small
that needs fish.
to be eliminated.
.To have ainhumane
.Generally andfish
life the big understanding boss
eats the small is the best thing in life.
fish.
.Promotion
.To is a very
have a humane important
and incentive.
understanding boss is the best thing in life.
.Bosses areisrarely
.Promotion a veryunderstanding, they are sometimes conflictive.
important incentive.
.Bosses are0% 5%understanding,
rarely 50% 75% 100% they are sometimes conflictive.
0% 5% 50% 75% 100%
B. Answer according to your thinking about the following expressions:
B. Answer according to your thinking about the following expressions:
•Politicians are
•Bosses are
•Politicians are
•Arabs are
•Bosses are
•Americans
•Arabs are are
•Americanspeople
•Famous are are
•Famous peopleare
•Psychologists are
•Gypsies are are
•Psychologists
•
•Gypsies are
••
•
C. CONCLUSIONS
C. CONCLUSIONS
ECONOMIC PREJUDICES
THE OSTRICH COMPLEX
The method tries to see yes the person mature unemployed has
some prejudice and for that this prejudice takes place; it is compared
with an ostrich for that this hides before situations that don't interest
him, to analyze the behaviors of the unemployed, a parallelism can settle
down between the person and the ostrich.
A person, behaves as an ostrich, when:
1. ignore situations that don't interest him,

2. reject the justice and
3. only think of their interest
4. when it emits trials without really knowing the causes and the
consequences. That is to say, when he/she tries to ignore the real
thing.
MOTIVATION

WEATHER FORECAST
COOKING RECIPE
TEST “YOUR MOTIVATION”

MOTIVATION WEATHER FORECAST
1. 2. 3. 4. 5.Reasons 5.Reasons 6. 7. 8.
5.2 Specific
reasons
why this Methods
5.1 Common
methods
for older method
unemployed
people
-To get the
best
knowledge
-To motivate
about oneself.
-To motivate the behaviour
- To
-In groups -To show See
encourage
Weather
participants personal See own

own
forecast
Personality and show paper

Motivation may find abilities and See own grid grid
stability them they are
reasons to experiences.
still able to
be --To talk aloud
work due to
motivated. in groups about
the
themselves.
experience
they can
provide.
Method - details
6.1
6.2 6.2 6.6
Origin of 6.3 6.3 6.3 6.3 6.4 6.5
Method Method external
method
6.3.2
6.2.1 6.2.2 6.3.1 method 6.3.3 6.3.4
participant
preparation
To ask the
-To give out -To have an
participants
to each idea of
aloud: what do
person: oneself in
you offer
All people *1 sun comparison
society and the
show wish handout to the
labour market?
to know *1 cloud general
-Participants And what do
their own handout group and
Invented by answer in you have in Blackboar
abilities, (Handout know the
myself for writing on the order to get a No d
successes, example “sun main No
training sun and cloud job? expensive Colors
values, and cloud” motivation.
courses. handouts. -Each person chalks
flairs, 5 minutes 10 minutes
20 minutes writes on the
experience -To draw on -To discuss
blackboard one
s and the what has
of the reasons
objectives blackboard been written
he/she has
the SUN and down on the
written in the
a CLOUD. blackboard.
handouts.
-5 minutes 10 minutes
30 minutes
The trainer will give out the handouts (sun and cloud), which will act as an example and work guide.5
minutes
The trainer will draw on the blackboard the sun and a cloud. In each drawing, he will write the
I. Preparation
corresponding question. 5 minutes.
The trainer will explain that this method is useful to extract the best reasons from each person. 10 min
Each participant will reply in writing to the two questions on the sun and cloud drawings. 20 minutes
The trainer will ask the participants to tell aloud and in turns one of the reasons they have written
down on their handouts.
II. Implementing- Then each person will write on the sun's drawing on the blackboard a motivation by replying to the
"How to fill the question: What do you offer society and the labour market? 15 minutes.
clock" Later on, each person will write on the blackboard a motivation next to the cloud's drawing, by
replying to the question:
What are your chances in finding a job? 15 minutes.
The trainer will explain that the blackboard's content means the group.
Finally:
1-He will comment on that written in reply to the two questions, which includes the general group. 10
III. Presentation
minutes
2-Each person will be able to see his/her own situation in comparison to the general group. 10
minutes.
The trainer will help them to find the positive consequences
Short test report

1. 2. 3. 4.

method method
SELF - ASSESSMENT
•The trainer does not speak, but writes. It is the participant who
answers the questions although the trainer may suggest ideas
indirectly.
•Older people may not want to speak aloud in the classroom.

•The best personal reasons should be extracted through this method
and thus, they will be motivated.
•Older people have to be aware they have much to offer.

To fill the questions on the drawings with words.
Handout "THE WEATHER FORECAST”
Write only positive

aspects.
I offer:
Handout "THE WEATHER FORECAST"

CLOUD
Write only positive
aspects
My chances in finding a
job are:
MOTIVATION COOKING RECIPE
1. 2. 3. 4. 5.Reasons 5.Reasons 6. 7. 8.
target this method reason of reasons details, Instruction Test
development why this description Report
been method
developed
for older
unemployed
people
Personality Motivation -The It helps to find -Creative See own grid See own See
stability participant can motivation and -It helps to paper own
find motivation integration into find hidden grid
through the society and motivations.
Recipe
(The into the labour -It is useful for

ingredients) of market. different
his/her people.
Personality.
-To encourage
people.
Method - details
6.1
6.2 6.2 6.6
Origin of 6.3 6.3 6.3 6.3 6.4 6.5
method
6.3.2
6.2.1 6.2.2 6.3.1 method 6.3.3 6.3.4
participant
preparation
Each group
presente its
-To arrange
“ccoking
groups -The group
recipe”
-For all consisting of -All group uses
5 minutes
those who three or four members sit imagination to
-The rest of
need to individuals. down think about
the
find 10 minutes together. “the recipe”
individuals
Own reasons in -To give out 5 minutes 10 minutes
think of the
creation for order to the handout -Discussion -The group Paper
other Inexpensive No
training feel good examples. among the writes down Pen
ingredients
courses. about 1-recipe members of the
that should
themselves 2- the group, motivational
be added.
-To work in motivational how do you ingredients on
5 minutes
small ingredients prepare it? the “cooking
-General
group. 5 minutes 30 minutes recipe” paper.
comment on
See handout 7 10 minutes
all the
and 8.
recipes.
20 minutes
The trainer arranges participants into small groups consisting of three or four
individuals. 10 minutes.
The trainer gives the participants out in 5 minutes:
I. Preparation •the sheet containing motivational ingredients (see motivational "ingredients"
sheet).
•the handout example (see "employment cake" handout).
Group members sit together.5 minutes.
The group calls a representative or spokesperson (1 minute)

Participants think in groups an original way to make the recipe. 10 minutes.
II. Implementing-
Participants discuss in groups about the ingredients, how to make the recipe and
"How to fill the
what the result will be.
clock"
30 minutes.
They will write down the recipe bearing in mind the motivational ingredients. 10
minutes
Each group will present [ * 1 ] its recipe to the others. 15 minutes

III. Presentation
The other groups have to add an ingredient and say it aloud.5 minutes
Finally all recipes will be commented. 20 minutes
Short test report

1. 2. 3. 4.
Method evaluation Necessary changes on a at, Kind of difficulties, which How can results be used
method method
SELF - ASSESSMENT
•To eliminate social prejudices; for example, a male chauvinist could

reject to make a "cooking recipe".
• To find hidden motivations.

• Original ideas and expression
• To overcome the fear to speak in public.

• To think and work in group.
“The EMPLOYMENT CAKE”
Handout example
Ingredients:
C. Vitae Information
Motivation
Positive attitude
Wage
Holidays
Slight experience
Mobile
Preparation:
To look for companies offering employment.
To send our CV to many companies.
To wait for the company's phone call.
To think positive.
Results:
Employment,
Filled with: dedicated time, happy feelings, knowledge and experience
Examples of motivational (ingredients)

for the COOKING RECIPE
Wage
Prizes, incentives and other economic compensations
Participation
Favoring social relations.
Improving interpersonal communication.
Recognition of work and effort.
Responsibility.
Praise.
Extending one's work.
Promotion.
Exerting control over others.
Enabling the worker to organize his/her own work.
Autonomy.
Acceptance of others.
Work in non-driven groups.
Interest.
Practicing one's experience and knowledge.
Improvement of physical, labour, hygienic, social and economic conditions.
MOTIVATION TEST “YOUR MOTIVATION”
1. 2. 3. 4. 5.Reasons 5.Reasons 6. 7. 8.
5.2 Specific
reasons
why this Methods
5.1 Common
methods
for older method
unemployed
people
To motivate
-To know the -To classify
participants
priority of the the person´s
By knowing See
individual´s need in five See own
their own own
Personality needs and the different paper
Motivation situation. See own grid grid
Test
stability social, safety categories.

Participants
and -Mark the
will be able
performance questions
to know
motivational with crosses.
their needs.
Method - details
6.1
6.2 6.2 6.6
Origin of 6.3 6.3 6.3 6.3 6.4 6.5
method
6.3.1 6.3.2
6.2.1 6.2.2 6.3.3 6.3.4
Method Participant
Personal National Implementing Presentation
-The trainer
must know
the theories -Concentrate in
on silence and Explain that
For all those motivation -Warn that mark with questions on
who wish to (see the test crosses. motivation
know all recommend results are 15 minutes have been
their ed theories) kept secret. -Take the grouped into
motivations -Give the 3 minutes marked crosses 5 different
Teaching Test
-Individual participants -Explain that to table III; types of Test No
experience photocopies
work a test. it consists of take into basics needs.
-Anonymous 5 minutes classifying account table II 25 minutes
Work -Read the needs into 15 minutes -Assess and
-Results are test. five groups. -Add the points interpret the
kept secret -Explain the -5 minutes of the columns. points.
doubts on 10 minutes 5 minutes
the test
questions.
5 minutes
The trainer must know the theories on motivation (see recommended theories).
The trainer will explain to the participants:
•That the test is anonymous and individual^ minutes
• That it is aimed at classifying each individual's basic needs in 5 different types, by
I. Preparation
answering the questions on motivation.5 minutes.
The trainer will give out a motivation test to each person, .(handout "your motivations") 5 minutes.
The trainer: 1- will read aloud the test in full.5 minutes
2- will solve all doubts.5 minutes.
Each person marks with crosses according to his/her thoughts. 10 minutes.

The trainer distributes the handout "results of motivations" 5 minutes.
II. Implementing- Crosses are taken to table III, bearing in mind table II (No means 0 points, More or less = 3 points
and Yes = 5 points). 15 minutes.
"How to fill the
Points are added by columns (from top to down). 5 minutes.
clock" Then the total amounts by columns are calculated. 5 minutes.
Finally the results are explained according to whether they refer to physiological, safety, social, self-
esteem and performance needs. 25 minutes. See handout for trainer (explanation)
Point out that high amounts suggest a greater number of basic needs to be covered or those
III. Presentation
aspects to which the person pays more attention. The trainer can help to interpret the points.
Short test report

1. 2. 3. 4.
method method
SELF - ASSESSMENT
•It is important to explain in short motivation to

participants.
•Explain the basic needs of the human being and that the points
achieved are just a guide for what we consider to be more or less
significant.
•The trainer must clearly explain that firstly they have to answer the
questions by marking them with crosses and afterwards, take them to
table III, taking into account table IPs criteria.
Table I " YOUR MOTIVATIONS"
You try to find a job to:
1 Obtain a wage NOT MORE OR LESS YES
2 Stabilize yourself in regular employment.
3 Reach your dream and lead an independent life.
4 Be accepted by yourself and by others
5 Feel safe with regard to the future.
6 Not to feel alone.
7 Fulfill your duties, but having time to live out of work.
8 Progress and take responsibilities.
9 Work with a friendly group.
10 Personal balance.
11 Continue to learn.
12 Stay active.
13 Keep a routine.
14 Feel useful during the day.
15 Have more opportunities, a house, a car..

Table II "Results of motivations"

Take the marked crosses to the following table, knowing that:
0 points
MORE OR LESS 3 points
YES 5 points
Table III
Point Question Point Question Point Question Point Question Point
1 2 3 4 8
7 6 12 10
14 15 9 13 11
physiological safety social self- performa

(need) (need) esteem nce
Add the three points in each column in order to obtain the total.
Results must be interpreted by columns. A high total means there are certain aspects we need to
improve or we pay much attention to.
HANDOUT FOR THE TRAINER (EXPLANATION)
Labour is one of the basic needs for the human being, and as a result it has
great value. By working we feel integrated into society. Motivation plays
an important role in our job and its performance.
This way, motivation tries to explain the reasons for which the human
being acts with the aim of fulfilling a need and achieving a result.
The test "Your Motivations" contains questions on physiological and

emotional issues, safety at work, self-esteem, performance and social
motivations through which one is able to know his/her integration level and
high or low motivation (impulse to act).
RECOMMENDED BIBLIOGRAPHICAL REFERENCES
Vroom's Expectancy Valency
Goal-Setting Theory
 Taylorism
Maslow's Hierarchy of Needs
Mcgregor's Theory Y
Herzberg's Bifactor Theory
Mclelland's Achievement Motivation Theory
TEST
The motivation: it is an intent to explain the reasons for those that the human being acts, to get a result, satisfying some
necessities:
1. NECESSITIES OF INFERIOR ORDER:

•Physiologic necessities (or impulses): they are the basic necessities of the organism, like food, it dilutes, I oxygenate or I dream,
well wage, good work conditions.
•Necessities of security: referred to the necessities or desires of stability, dependence, protection, absence of fear, anxiety,
strong protection, and security in the work.
2. SOCIAL NECESSITIES OR OF SUPERIOR ORDER:

•Necessities of love, affection and sense of ownership, they suppose to give and to receive affection, as well as to be related
with other people and being accepted by these, support.
•Necessities of esteem: they refer to the necessity or desire of a generally high valuation of themselves, with a firm and stable
base; necessity of respect and it estimates of itself and of the other ones, personal promotion, and success.
•Realization necessities of itself: it is the person's desire for the satisfaction of itself, for, through her, to end up being all that
one is able to end up being. Freedom of speech, challenges, creativity.
So that a necessity of superior order is activated they should be satisfied, at a certain level, the necessities of inferior order;
this is, when the physiologic necessities or of security they are satisfied, the necessities of
love and affection begin to dominate the individual's behavior and to motivate it in that address. Therefore, a satisfied
necessity at the appropriate level is not a motivational one, but it allows the activation of the necessities of the hierarchy.

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Pilot Project

JOB ACTIVE METHODS

Job Active Methods. Leonardo Da Vinci Programme

ORIENTATION TO NEW JOB

-Feedback. -Hot ball. -Nought and crosses. -My presentation in CD o Diskette.

Job Active Methods. Leonardo Da Vinci Programme

-Scale. -Business needs. -Puzzle. -Curriculum Vitae.

-Discussion. -Positive chair. -Internet pamphlet. -Secrets.

-Weather forecast. -Prioritisation of decisions. -Three questions. -My price.

Job Active Methods. Leonardo Da Vinci Programme

Job Active Methods. Leonardo Da Vinci Programme

How to So solve See own

Short test report

Has to be done by national test-partners

Necessary changes on a at, Kind of difficulties, which

To easily extract information by asking questions and analyzing the

The participant should not be afraid of expressing the way he/she is

The trainer must neither make judgments nor reproach the

CONFIDENTIAL HANDOUT FOR TRAINER

Feed-back is a method consisting of a conversation between

Short test report

Necessary changes on a at, Kind of difficulties, which

• To write down the individual´s resources in each area.

• The shortage of studies or temporary jobs might not be given

• An area can be left in blank, doesn´t matter!

better The words paper

To reflect on themselves. 15 minutes

Short test report

Necessary changes on a nat, Kind of difficulties, which

•To succeed in awakening hidden personal resources.

•Short experiences and poor knowledge are also important.

Job Active Methods. Leonardo Da Vinci Programme

-Know our order to know

6.1 6.2 6.6

Short test report

•Overcome the fear of self-dicove and learn to identify our own

•Well will achieve a good knowledge of the individual´s capacities

Handout for the trainer

what you , important - To overcome

Short test report

Necessary changes on a at, Kind of difficulties, which

• Descriptions in writing about oneself.

•Knowing and identifying the profiles pursued by the employers.

6.3.1 METHOD 6.3.2 PARTICIPANT 6.3.4

.The trainer will play

relaxing music so that all

-The trainer will 5 minutes

The trainer has to:

Short test report

Necessary changes on a nat, Kind of difficulties, which

•Answers that identify the unemployed individual's personality.

•Individuals must choose only one reply, despite identifying

•The trainer will help to understand the meaning of all sections of

Sheet A "SOCIAL COMPETENCE" Questionnaire:

VITALITY Extraordinary Strong Willing Tired Weak

SOCIABILITY Popular Appreciated Accepted Superficial Talkative

PERSEVERANCE You keep your

SENSE OF You weigh up the

Sheet B "SOCIAL COMPETENCE" Questionnaire:

CAPACITY FOR Limited Not very hard-

Sheet C "SOCIAL COMPETENCE" Questionnaire

Job Active Methods. Leonardo Da Vinci Programme

THE OSTRICH COMPLEX

we make economic situations