DLST Facillitator's Manual

16. GETTINGREADY TO WORK 151

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the sessionGetting Ready to Work – Resume Preparation Lesson 16.1 - MandatoryIntroductionWelcome to this module on Job Readiness. Over the next 4-5 classes we will focus on various aspectsof Job Readiness like Resume preparation, Interview preparation and Workplace expectations.DefinitionsResume: A resume is a summary of your academic and work history. Resume is important as it is thefirst impression you give to a potential employer. In order to make this impression a good one, youneed to take time to make out a well-prepared and professional looking resume. If you do not createyour resume with care you will not make it to the interview phase.A resume is a marketing tool. It should reflect your skills and experiences accurately, precisely and inan attractive manner. There would be several hundreds, or even thousands of resumes that wouldbe under scrutiny. Your prospective employer may at the most take 10 to 12 seconds in glancingthrough your resume. Hence your resume should generate interest in this short period. It is possiblethat though you are a worthy candidate you may be ignored if your resume isn’t well framed.Learning Objectives  Recognize the importance of resume  Create a resume as a marketing tool  List a few interview tips  Understand the expectations of their colleagues at work and learn to deal with themIn today’s class we would just be focusing on:  Why is it important to make a resume  How to make a good resumeActivity 1 – Resume critiquingObjective: To show what all is required to prepare a good resume 20 minsSeating: Make the participants sit comfortably in a circle or rows Blank sheet of paper and pen for each participant, flipchartStart the Activity: 1. Present a few copies of well framed resumes to the class 2. Ask them to review the resumes and critique them 3. Draw up a list titled \"keys to a good resume\". Involve the participants in the compilation of the list. 4. Lead the discussion, so that the following details are taken care of: 152

a. Name and birth date b. Fathers name c. Address and contact number d. Years of experience e. Skills and education f. References g. No spelling or grammatical errors 5. Emphasize that resume should highlight career objectives, vision, and academic record, past accomplishments and future plans in an attractive mannerSumming up:Sum up by reiterating what should be included in a resume and what is the best way of writing aresume. Tell the participants that preparing a resume is not a casual affairActivity 2 – Resume preparation CompetitionObjective: Students to prepare their own resume 20 minsSeating: Make the participants sit comfortably in a circle or rows Blank sheet of paper and pen for each participant, flipchartStart the Activity:  Give participants 20 minutes to prepare their resume.  Divide the class into groups of 10 and ask participants to review the resume of each members select the best resume in each group  Reconvene to present the best resume from each group  Let the participants vote for the best resume overall  Give a small prize to best chosen resumeDiscussion:Discuss what sort of difficulties participants faced in writing the resume.Summary:  Recap the importance of making a resume in getting ready for work and also what are the things to keep in mind while preparing a resume. Tell participants that they can further improve their resume based on the activities today. They can discuss the improved resumes with you at a later date.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity.153

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session Getting Ready to Work – Interview Preparation Lesson 16.2 - MandatoryIntroductionOnce you have prepared a professional resume your next step to seeking employment is to prepareyourself for the interview. While your resume is the first impression you give to your hiring company,the interview is the first chance you have to reinforce that impression.DefinitionsInterview refers to questioning or conversation with a person in which information is elicited.You should be aware of the fact that people form impressions in a matter of seconds. Once you havetaken care of dressing immaculately for the interview, you also need to be prepared for the interview– in terms of answering all posed questions correctly and in an impressive manner. Be sure youanswer questions confidently. Do not slouch in your seat and mumble when addressed. If you arehesitant to answer any of the questions do say politely that you need more time to think about thequestion.Do read the website/brochures of the company you wish to join. Try and highlight those qualities inyou that are most suited for the job. Downplay those qualities which you think are unsuitable for thejob. However do not lie about your credentials you just need to throw more light on your strengthsrather than your weaknesses.Learning Objectives  Recognize the importance of interview  List a few interview tips  List how to dress, and prepare and behave in an interviewIntroductory Activity: 20 minutesThis activity involves narrating the following real life issue:Hi, I am Anwar; I have just graduated and have done well academically. My dream now is to work fora multinational company. Today is a very special day, as I have received an interview call, from acompany called IBM. I am very excited about it, but at the same time apprehensive – It is the firsttime that I am facing an interview. I am clueless as to prepare for the interview. How do I prepare forthe interview?Discussions:What do the participants have to suggest to Anwar?Sum up the discussion: 154

 Recap the salient features of preparing for an interview Recap main points emerging out of the student discussions Conclude the discussion on the story highlighting its relationship with the main topicActivity 1: How to dress for an interview? 20 mins Objective: To list down things to remember while attending an No special material interview required Seating: Make the participants sit comfortably in a semi-circleStart the Activity: 1. Divide the group into pairs 2. One of the participants will be preparing to attend an interview, and the other will be critiquing his appearance 3. The two participants should be facing each other 4. The youth preparing for the interview will be given a list of questions, and will ask his partner feedback on his appearance – a. Is my hair clean and well combed? b. If necessary, have I shaved? c. Have I brushed my teeth? d. Am I clean? e. Do I smell badly or am I wearing strong perfume? f. Are my hands clean? g. My fingernails are they free from dirt? h. Are my clothes clean? i. Do my clothes have any holes to repair or buttons to replace? j. Are my clothes wrinkled? k. Are my clothes appropriate for a job interview? l. Am I wearing appropriate jewelry or too much jewelry? m. Are my shoes clean, well shone, and free from holes? 5. Ensure that the youth are honest in this activity and are not insulting.Discussions and Summing Up:Discuss various aspects of the activity with the participants:  What did they feel while participants in the activity?  Conclude by saying that these are the questions they need to ask themselves before they attend an interview. The questions may be asked by a friend or family member, or the youth should stand before the mirror and ask these questions to himself/herselfActivity 2 – How can you arrive on time for an interview? 155

Objective: To ensure you attend an interview on time 20 minsSeating: Make the participants sit comfortably in a semi-circle Paper and markersPreparation to be done beforehand:Prepare for this activity by finding 3 or 4 businesses where youth generally like to work. Write downthe addresses since the participants will need to know how to get there, if they were to have the jobinterview there.Start the Activity: 1. Ask the participants to form groups of 2 or 3 2. Give each group a piece of paper and markers. Explain to the group that they need to pretend that they have to face an interview at a business place and they have to figure out how to get there. 3. They need to figure out how they would be going, and calculate how much time it will take them to get there. 4. Give one company address to each group. Ask the participants to write down how they will get to this address at least 10 minutes before the interview time which you fix at 11 AM, the next day. 5. Next ask the group to present their directions.Discussions and Summing Up:Discuss the following questions: 1. How did they know where the company was located? 2. What time did they have to arrive there? 3. How much time will it take to get there? 4. How will they go there – by bus, taxi, or walk? 5. If they are taking a bus, which buses would they need to take? 6. How much does the bus fare cost? 7. How much would they need for the trip in total? 8. Are there different ways to get there? 9. Which one takes more time? Which ones are the more direct? 10. If they would need any help for directions, whom would they ask?Summary:  Do a quick summary of the lesson and announce that in the next classes they would touch upon other aspects of getting ready for an interview  You could conclude by saying that the youth are aware of the importance of planning their route, so that they arrive on time and anticipate all problems that could arise  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity. 156

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the sessionGetting Ready to Work – Interview Preparation Lesson 16.3 - MandatoryRecapPlease do a quick recap of the activities completed as part of the last lesson before proceedingActivity 3 – Body language during InterviewObjective: To ensure the participants know the importance of 20 minsbody language.Seating: Make the participants sit comfortably in a semi-circle No special material requiredStart the Activity: 1. Choose a volunteer from the group. The volunteer will be playing the part of someone being called for an interview, while you as the facilitator will play the part of the interviewer. 2. Ask the volunteer to leave the room and return when called for his or her interview. 3. Note if the volunteer on entering the room greets the interviewer. 4. The remainder of the group should watch the volunteer’s body language. 5. Repeat this exercise with two or three more volunteersDiscussions:Once the exercise is complete, initiate the discussion as to what the volunteer did well, and what canbe improved uponAsk the group members to stand as they would normally stand. Then ask them to focus on each partof their body in order to improve their posture. Ask them to begin with their feet, are they separateda little, with their weight evenly distributed on them. They have to stand erect, drop their shouldersand hold them back. Relax their hands and hang them to the sides. Lift their heads so that their eyesare looking directly forward.Summing Up:Reiterate the importance of maintaining a good posture and body language during interview. Explainto the group that they need to exude confidence in the way they stand. 157

Activity 4 – Mock interviews 20 mins Objective: To provide an opportunity for the students to sit No special material through a number of practices required Seating: Make the participants sit comfortably in a semi-circleStart the Activity: 1. Provide an opportunity for the participants to sit through a number of practice or mock interview sessions 2. The mock interviews should be designed to resemble an interview in the real world as much as possible 3. There will be separate rooms arranged for the mock interviews 4. The interviewers will not be DLST staff, but professionals from the industry 5. The participants should be asked to prepare their resumes and dress as they would for an actual interview 6. To prepare the participants for the interview, you as the facilitator should run through a list of commonly asked interview questions. This preparation must be done a day before the mock interviews. This list of questions will give participants some idea of what kind of questions will be asked 7. Remind participants however, that the list of questions is not exhaustive, and the interviewers will have other questions of their own. Since the interviewers will have different styles, it is important for the participants to be interviewed by two or three interviewers over the two day period.Discussions:Once the interviews are complete, the interviewers need to sit with the participants and explainwhere they went wrong and how they can improve. This will provide a great opportunity forparticipants to ask questions, and clear their doubts. Such mock interview sessions will giveparticipants more confidence and assurance and prepare them to face real interviews.Summary  Do a quick summary of the lesson including points from the last lesson as well.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity158

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the session Job Readiness – Work Place Expectations Lesson 16.4 - MandatoryIntroductionOnce you have got the job, it’s time for celebration. Keep in mind that you have to meet certainexpectations in a workplace. Here, you will recognize how important it is to react appropriately whenconfronted with difficult situations at work. When you work you need to be committed to the work,and know your responsibilities. You should know how to deal with problems and make decisionswhen needed. You should also be able to work within a team and face competition with the rightattitude. Your sense of judgment must particularly be tuned to ensure that work at hand and thepeople involved do not suffer. You should be proactive and have the drive to achieveDefinitionsYou already know what is meant by the term EXPECTATIONS. In the context of the workplace, therewould be several expectations. They usually differ from person to person based on background, typeof work environment, etc. Some of these workplace expectations are: Satisfaction from the workperformed; Salary that one earns or can expect to earn in future; Growth potential; Respect that onegets from friends, relatives and community and Learning opportunitiesLearning Objectives:  Understand the expectations of their colleagues at work and learn to deal with themIntroductory Activity: 20 minutesThis activity involves narrating the following real life issue:My friend is in a story situation. She is a widow with a 5 year old child. She has to earn for the upkeepof herself as well as her child. She was happy when she received a job offer from a hospital as atrainee. However the hospital management wanted her to work in the night shifts as well. Thismeant that she would have to leave her child in the care of her parents. Her parents were old-sheknew they would find it difficult to take care of her child.What should she do?Discussion:Ask the participants to share their thoughts on the situation. What would they do? How can they linkit to the concept of workplace expectations?Summing up:  Recap the salient features of workplace expectations  Recap main points emerging out of the student discussions 159

 Conclude the discussion on the story highlighting its relationship with the main topicActivity 1 – The Stories of Amar and Kumar 20 mins Objective: To bring out the important aspects of work place No special material expectations required Seating: Make the participants sit comfortably in a semi-circleStart the Activity:This activity involves narrating the stories of Amar and KumarKumar’s DilemmaKumar had just passed out from college. He had done well academically. He was by nature a hardworker. He then made attempts to get a suitable job for himself. He did find a job of his dreams. Itpaid well and the work too was interesting. His boss was impressed by his diligence. A month wentby. It was on a Tuesday, that Kumar was faced with a challenge. Kumar’s father approached him andsaid that his grandfather was ill, and there was no one to take care of him. Kumar’s father requestedhim to go on leave and attend to his ailing grandfather. Kumar explained to his father that he mightlose his job if he went on an indefinite period of leave. Kumar’s father was adamant, he wantedKumar to go. What should Kumar do in this situation?Amar’s DilemmaAmar works in an office. He likes his job. He is also liked by his boss. His boss trusts Amar, and knowshe can depend on him. One day, at around 10 AM, Amar’s boss calls him, and instructs him to handover a package to a client of the company. The client’s place is about 2 KM away. Amar promptlygoes to the client’s place and delivers the package. On the way back he meets two of his friends.They are on the way to watch a movie. They persuade Amar to join them. But Amar is in two minds –it is just 12 noon, and he has to report back to work. His boss will be definitely displeased with him ifhe doesn’t report back to work. On the other hand, Amar is tempted to have a good time with hisfriends. What should he do?Discussions:Self reflectionNow that you have heard the stories of Kumar and Amar, spend about 10 minutes on self-reflection.Think what you would have done, had you been in a similar situation.Discussion with PartnerYou have had time to think through the questions that were posed to you. Turn to your partner anddiscuss your answers. In addition discuss the following questions – What are the possible ways ofdealing with the situations faced by Kumar and Amar? For each of the ways, think about theconsequences.Summing up:You may conclude by saying that we may find ourselves in situations where we have to choosebetween work and family; or work and pleasure. 160

Activity 2 – Different people, different work world 20 mins Objective: To identity different people in the world through Blank sheet of paper interview and pen for each Seating: Make the participants sit comfortably in a semi-circle participant, flipchartStart the Activity: 1. Ask the participants to identify a person who has moved at least three levels from where they started their careers 2. Ensure each student writes a case study on the life of this person. The case study should deal with questions related to their work life, problems faced, skills learnt and more 3. Form participants into different groups, based on the work category and ask them to present the profiles made of the case studies, first in their respective groups and then as a group 4. Ask the participants in each group to make charts for all participants to see the resultsDiscussions:Initiate discussion on work, job and career based on the presentationsSummary:  Do a quick summary of the lesson and announce that in the next classes they would touch upon other aspects of getting ready for an interview  You may conclude by saying that we are often placed in situations where decision making becomes difficult. Where work is concerned, yes it is our prime duty to handle all responsibilities that comes with it. Some of us may not be very work oriented; we may believe that having fun is more important in life. Remember that work is what feeds us, clothes us, and sustains us. We have to regard work as our duty towards ourselves, the company in which we work, and towards society at large. In all our decisions, we should keep a proper family-work balance, or work-life balance.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity.161

Remember to go through the session plan on 90 minutesPage 10 to see how you can start the sessionJob Readiness – Work Place ExpectationsLesson 16.5 - MandatoryRecapPlease do a quick recap of the activities completed as part of the last lesson before proceedingActivity 3 – Understanding the nature of the world of workObjective: To have the students work through a path that will help 30 minsthem gain a better understanding of the world of work, through aseries of activities Blank sheet of paperSeating: Make the participants sit comfortably in a semi-circle and pen for each participant, flipchartStart the Activity: 1. Get the group into a discussion about the work world categories 2. Start with asking what are the various kinds of work world engagement options 3. Get participants to enlist the categories on the board. You could initiate the listing with some examples. A suggestive list could be: daily wage labor, contractual work, monthly wage employment, permanent work 4. Allow the participants to clearly understand each category. Ask them to assign different colors for each category and associate persons for each category 5. Facilitate discussion based on duration of work, payment, advantages, disadvantages and any relevant parameters 6. Ask each student to write a reflective 10 sentence exercise on the work category they had listed 7. Next, let all participants write 8 sentences on what they consider to be the best work engagement category and why 8. Ask the participants to identify various other dimensions related to work 9. Ask the participants to identify someone who they know is engaged in different sectors and professions 10. Enlist the skills required for success in the work world: Continuous conscious self-learning and skill improvement, Handling competition, team workDiscussions:Discuss various aspects of the activity with the participants  What did they feel while participants in the activity?  Clarify if they have any doubts 162

Activity 4: Define workplace expectations 60 mins Objective: All students will be define their workplace expectations Blank sheet of paper Seating: Make the participants sit comfortably in a semi-circle and pen for each participant, flipchartStart the Activity: 1. Divide the class into groups, each group of 5 to 8 participants 2. Provide each group a pen and paper. 3. Write the given situation on the board.Situation: If you are a manager of a company and want to interview 20 people. What are the qualities& abilities you look forward to select 5 people to work in your company? 4. Let participants discuss this situation for 5 minutes in their respective groups. 5. After discussion each student will write their statement on the provided paper. 6. As a group they can write a total of 10 statements within 15 minutes. 7. Ask each group the ideas they have written 8. Ask the given question to all participants: a. Is it necessary that an Employee should have all these qualities & abilities? Why? 9. Let participants come up with their answers & explain in the expectations at work place?Summary  Do a quick summary of the lesson including points from the last lesson as well.  Ask participants to complete the relevant sections of their workbooks in the class after the session. Give them 15 minutes for this activity163

ANNEXURES Assessment A- Lesson based questionnaireAssessment B- Qualitative Indicators: Pre & Post Assessment 164

ANNEXURE - A Lesson based QuestionnaireSection A: Understanding and developing personal competenciesIDENTITY AND BACKGROUND 1. Fill in the blanks a. Your background is made of____________, ____________, ______________ and ____________. (Rich, Indian, Happy childhood, Uneducated, Joint family, Muslim) b. Each person is _________ part of the world. (Important, Unimportant, un wanted, Needless) 2. State True or False c. Both rich and poor people can be talented (True/False) d. Education is part of an person’s background (True/False) 3. Mark the correct answer by clearly putting a tick mark () e. Which one of the following is part of a person’s background  Family, childhood experiences  Caste, ReligionS. No Statements Completely Sometime Not at all I am aware that I have to play different roles as True for me true for me true for me1 an individual in the society.2 Only rich people are talented and successful3 Being an Indian is part of my identityGOALS AND EXPECTATIONS 1. Fill in the blanks a. Different types of goals are ____________ and _______________. (Personal goals, Long term goals, Career goals) b. Realistic expectations are __________ (Impractical, Practical) 2. State True or False c. I can set goals beyond my capacities (True/ False) d. You set goals only in a football game (True / False) 3. Mark the correct answer by clearly putting a tick mark () e. Which one of the following is a realistic goal? (you can tick on more than one response)  I want to become the King of Timbuktu  I want to overcome my weakness and become a good public speaker  I want to fly to “Mars”  My goal is to reduce my weight by 10 kilos in 1 yearS. No Statements Completely Sometime Not at all1 I don't take risk to reach my goal. True for me true for me true for me2 I set goals beyond my capacities3 I achieve goals that I have set for myself. 165

SWOT 1. Fill in the blanks a. Knowing our strengths and weakness makes our goals come ________. ( True, Not possible) b. We should choose our goals based on our ___________. (Weakness, Strengths) 2. State True or False c. The full form of SWOT is – strengths, weakness, opportunities and threat (True / False) d. Knowing our weakness is not important- (True / False) 3. Mark the correct answer by clearly putting a tick mark () e. We need SWOT (Strength, Weakness, Opportunity and Threat)to: (Please tick only one response)  Understand the world around us better  Understand our best friend better  Understand ourselves and know the areas we are good in and need improvement  Understand our parents and loved onesS. No Statements Completely Sometime Not at all I am comfortable even if my likes or dislikes are True for me true for me true for me1 not the same as my group2 I am unable to find my real weaknesses. I don’t require others, to tell me about my good3 qualities as I know them well.ATTITUDE 1. Fill in the blanks a. We need to have _______ attitude for success.(Bad, Good) b. The formula of success is to have knowledge, good attitude and ___________. (Laziness, Hard- work) 2. State True or False c. Positive attitude is essential for success (True / False) d. Attitude is a feeling about a person or a thing – (True/False) 3. Mark the correct answer by clearly putting a tick mark () e. If you get an opportunity to drink water in the house of so called other caste persons, what will you do?  Shall take water  Will take water after some consideration  Will care for cleanliness  Will take water but would not tell anybody  Will not take waterS. No Statements Completely Sometime Not at all I believe that for success, right attitude is more True for me true for me true for me1 important than knowledge Positive thinking helps me to succeed in anything2 I want to do.3 I am polite when I talk to elders 166

SELF ESTEEM 1. Fill in the blanks a. Two types of Self Esteem are ____________ and ___________.(Healthy, Unhealthy, Rich, Poor) b. High Self-esteem makes people __________ (happy, sad, uneasy) 2. State True or False c. I am concerned about what others think and say about me. (True/False) d. A person with poor self-esteem feels that he/she is worthless. (True / False) 3. Mark the correct answer by clearly putting a tick mark () e. Geeta is a girl with high self-esteem tick the attributes that you may notice in her (You may tick more than one response)  She hesitates after failures and difficulties.  Is able to take her decisions, and not feeling guilty when others don’t like it.  She learns from the past and plans for the future, but lives in the present  Doesn’t trusts in her capacity to solve her own problems  She assumes that she is an interesting and valuable person for othersS. Completely Sometime Not at allNo Statements True for me true for me true for me1 I am uncomfortable about the way I look. I feel that there is something very good and2 special in me.3 I wish I was someone else.Section B: Social and Interpersonal SkillsGENDER 1. Fill in the blanks a. Gender is based on _____________________ and _________________( Society and Culture, National and International aspects) b. _________ is a gender issue. (No school for girls, good food) 2. State True or False c. Gender is the role of a male/female in a society. (True/ False) d. Only females are a part of gender issues (True/ False) 3. Mark the correct answer by clearly putting a tick mark () e. What is gender? (Please tick only one response)  Refers to the socially constructed roles, behaviors, for men and women  A term that relates only to women and girls and their concerns in society.  Is concerned about the rights of women and girls in society.S. Completely Sometime Not at allNo Statements True for me true for me true for me1 Only men can succeed in careers Gender is more than biological differences2 among male and female Equal opportunity for work should be given for3 both men and women. 167

VALUES AND PERCEPTIONS 1. Fill in the blanks a. ___________ And ___________ are examples of values. (Hard work, Theft, Truth, Telling lies) b. We build our perception on things through various _____________ (Sense organs, experiences of Outside world) 2. State True or False c. We imbibe our values from our parents (True/False) d. Perception is what we understand and think about an issue - (True/False) 3. Mark the correct answer by clearly putting a tick mark () e. While taking the examination you are not able to answer some questions and a book of the same subject is lying near you, will you take help of the book?  Will never do such things  Do not have the courage to do in spite of will  Generally do not do this  Will use the book if get the opportunity  Will immediately use the bookS. No Statements Completely Sometime Not at all1 A girl should not go out at night. True for me true for me true for me Good luck is more important than hard work for2 success.3 I reflect before I give my opinion on a topicBALANCING RELATIONSHIPS 1. Fill in the blanks a. ______________ is the most important skill to maintain balanced relationship (Talking , Trust) b. ______________ and ______________ are important part of our lives (friends, enemies, family , doctors) 2. State True or False c. Relationships have to be maintained for life long (True/ False) d. First step towards having a relationship is to know the person (True/False) 3. Mark the correct answer by clearly putting a tick mark () e. What will you do if you come to know that your friend has a habit of stealing? (Please tick only one response)  Will completely break the friendship  Will lessen the friendship  Will continue the friendship but will try to make him understand  Will continue the friendship as it was  Will strengthen the friendshipS. No Statements Completely Sometime Not at all1 All my relationships are for life long True for me true for me true for me2 Friends and family are not very important for me Sacrifice is an important element in balancing3 relationships 168

DECISION MAKING 1. Fill in the blanks a. The best way to decide is to make a choice out of ______________. (many options, just one option) b. First step to take a decision is ___________. (Identify the problem, Choose alternatives) 2. State True or False c. We take a decision by choosing from lot of options – (True or False) d. Sometimes we can delay a decision – (True/ False) 3. Mark the correct answer by clearly putting a tick mark () e. If my decision fails I will: (Please tick only one response)  Blame others for it  Say god wanted this  Leave it on fate  Accept failure and learn from the mistakes madeS. Completely Sometime Not at allNo Statements True for me true for me true for me1 I avoid deciding when solutions seems difficult I collect all the necessary information before I2 make a decision. While deciding I keep checking with others,3 whether I am on the right track.HIV/AIDS AWARENESS 1. Fill in the blanks a. HIV infection can be tested by ____________. (Urine test, Blood test) b. We can get HIV by ______________ ( Having sex without a condom, Mosquito bites) 2. State True or False c. A person can get HIV/AIDS while donating blood. (True/False) d. Mosquitoes can transmit HIV infection from one person to another. (True/False) 3. Mark the correct answer by clearly putting a tick mark () e. How can we prevent pregnancy AND the transmission of HIV? [You may only one response]  Male condom  Eating a chocolate  Doing regular exercise  Oral pills for menS. Completely Sometime Not at allNo Statements True for me true for me true for me1 HIV spreads by touching the infected person. Persons infected by HIV can do everything that a2 normal person can do. People living with HIV/AIDS should be treated3 with empathy and care169

Section C: Managing situationsCOMMUNICATION 1. Fill in the blanks a. While talking I _____________ of the person (look in the eye, Look down) b. If we have to say NO to someone we will be using _____________ form of communication (Assertive, Passive) 2. State True or False c. Communication is a process by which people talk to god - (True / False) d. Body language is a form of nonverbal communication – (True / False) 3. Mark the correct answer by clearly putting a tick mark () e. What is communication? (Please tick only one response)  It is a process by which two or more people exchange only expressions.  It is a process where there is only one person who conveys his/her message  It is a process by which people talk to god  It is a process by which two or more people exchange ideas, facts, feelings or impressions in ways that each gains a common understanding of the message.S. No Statements Completely Sometime Not at all1 I don’t know how to put my feelings into words True for me true for me true for me2 I always assess the situation before speaking. When somebody is upset, I can know without3 them openly telling it.CONFLICT RESOLUTION 1. Fill in the blanks a. Conflict Resolution is a process to understand the dynamics of __________ among conflicting interest groups and how to achieve mutual agreement. (Compromising, Negotiation, Challenge, Fight) b. ______________ helps us to resolve a conflicting situation. (Fear of failure, Determination, Lack of desire) 2. State True or False c. When resolving a conflict all parties should talk at the same time (True / False) d. When resolving a conflict we try and understand all aspects of the situation (True/False) 3. Mark the correct answer by clearly putting a tick mark () e. How do you resolve a conflict situation?  You compromise with the person  You are adamant that your suggestion has to be followed  You consider the other person and your suggestion for a solutionS. No Statements Completely Sometime Not at all1 Incase of a argument, I never try to compromise True for me true for me true for me2 When I am confused about a problem, I don't discuss it with others.3 I always listen and understand what others are saying before resolving a problem 170

TIME MANAGEMENT 1. Fill in the blanks a. __________ is the most important factor to manage time and complete task. (Organize, Prioritize, Waste, Setting goals) b. Making a “To do list” is ___________ to complete a task (necessary, not necessary) 2. State True or False c. If I manage my time properly I can do several things in a day (True /False) d. Maintaining a timetable is a waste of time (True/False) 3. Mark the correct answer by clearly putting a tick mark () e. What does time management do for you and your job?  Helps you do all that you want to do in a systematic manner  Makes you rush for everything  Helps you complete things after deadline  Helps you to work overtimeS. Completely Sometime Not at allNo Statements True for me true for me true for me1 I have my daily time table that I strictly follow.2 I postpone my work till the last minute.3 I always have more work and less timeMONEY MANAGEMENT 1. Fill in the blanks a. We __________ to think before spending money (need, need not) b. Money Saving is a __________ habit (good, bad) 2. State True or False c. Saving money for the future is very important (True/False) d. We should save money only after we start earning (True/False) 3. Mark the correct answer by clearly putting a tick mark () e. Managing money is important to – (Please tick only one response)  Spend according to the need  Spend money on our luxuries  Save money  Spend as per necessity and save for the futureS. Completely Sometime Not at allNo Statements True for me true for me true for me Money doesn’t bother me much because I get it1 from my parents.2 I spend as per necessity and save for the future3 I always spend money on my luxuriesHANDLING RESPONSIBILITY 1. Fill in the blanks a. The responsibilities towards your family are influenced by ____________ of the individual and family. (Socio economic factors, Education) b. Fulfilling __________ is part of responsibility (expectations, education, job) 2. State True or False c. We should never take responsibilities. (True/False) 171

d. I do not have any responsibility at my workplace (True/ False)3. Mark the correct answer by clearly putting a tick mark () e. Two important part of handling responsibility is  Roles and responsibility  Money and house  Education and trainingS. No Statements Completely Sometime Not at all1 I know how to open a bank account True for me true for me true for me When I have taken up some work, difficulties2 don’t bother me much.3 I am dependableSection D: Getting ready to workRESUME PREPARATION 1. Fill in the blanks a. We should _______ our resume from time to time (update, change ) b. Resume is a self___________tool (marketing, managing) 2. State True or False c. We can lie in our resume (True / False) d. Only personal details should be given in a resume (True/False) 3. Mark the correct answer by clearly putting a tick mark () e. Why is it important to prepare a crisp resume?  To impresses the interviewers by giving one’s professional information  To get another jobS. No Statements Completely Sometime Not at all1 I know how to prepare a CV/resume. True for me true for me true for me2 It is important to have a complete resume A vague resume will give me scope to clarify3 thingsINTERVIEW PREPARATION 1. Fill in the blanks a. We can ________ ourselves, if we didn’t understand a question in an interview (clarify, pacify) b. Always sit _____________ in an interview (confidently, bouncing) 2. State True or False c. We should always sit before the interviewer asks us to sit (True / False) d. It is good to give correct and real information in an interview (True / False) 3. Mark the correct answer by clearly putting a tick mark () e. Things to keep in mind before an interview  Dirty dressed, well prepared  Neatly dressed, well prepared and behaved  Badly behaved, well dressed and well prepared 172

S. Completely Sometime Not at allNo Statements True for me true for me true for me1 During interview my mind goes blank. I say \"Don't know\" if I don't know the answers2 during interview3 I should apply for all the jobs available.WORKPLACE EXPECTATIONS 1. Fill in the blanks a. Everyone encounters several _____________ at the workplace (suggestions , challenges) b. Every person has different __________, ___________ and ________ (dreams, values, needs, expectations) regarding their workplace. 2. State True or False c. All work place will be same (True/ False) d. We should never say anything if a senior troubles you (True/ False) 3. Mark the correct answer by clearly putting a tick mark () e. My worker rights are –  To work over time and not get paid  To get salary timely, to get holidays and fixed working hours  To get no holidays and get paid lessS. Completely Sometime Not at allNo Statements True for me true for me true for me Employee should have the expectation from1 workplace.2 I don't speak up even if my senior harasses me.3 I am aware of worker rights173

ANNEXURE - B QUALITATIVE INDICATORS: PRE & POST ASSESSMENTName of the Learner -1 – Low Pre – Total Post - Total Any Comments2- Average Test Score Test Score3- High 12 3 1 23 IndicatorsS.No1. Curiosity – Clarifying doubt, Asking questions2. Attention andEngagement in classactivities3. Speaking confidently4. Completion of tasks assigned by the trainer like workbooks etc5. Reaches Class on time6. Communicates thoughts and participates in discussions in classTotal ScoreKey 1- Low 2- Average 3 - HighIndicatorsCuriosity Does not respond to Clarifies doubt Clarifying doubt the sessions Asking questions Asks questions Takes interest inAttention and Engagement De-motivates others Tries to avoid understanding the topics to participate. participation in Active participation e.g. 174

in class activities Doesn’t follow class Always askSpeaking confidently instructions questions to Does not contribute teachers for Talks to other in group better conceptual participants during activities understanding class even when not required/ disturbs Doesn’t pay Participates in others when they attention/day individual & group are working dreams/sleeps activities during sessions Never asks relevant Completes all Questions Rarely ask tasks questions. Does not fill the Follows workbook Fills the workbook instructions sometimes Does not speak or Fills the workbook communicate in Speaks sometimes regularly and asks class about his/her questions and thoughts in class initiates discussion on the workbook Has a positive approach to life Clearly articulates his or her thoughts Exhibits composed body language Always willing to speak and shareRelationship with fellow Bad relationship/ Relationship limited Good relationshipbatch mates and teachers quarrel with others to task sharing/ with trainers and e.g. works with others classmatesPunctuality only when needed 1. Speaks out of Respects opinionsCommunicates thoughts turn Feels hesitant/shy of otherand participates in and does not classmates 2. Dominates initiate relationship others building Friendly with others 3. Makes Comes late to class fun/name or leaves early for Comes on time calling of other at least one third of and doesn’t leave participants the classes. early Comes late to class Is late or leaves or leaves early at early for not more least for half of the than 2 sessions total classes Takes initiative in performing tasks Does not interact in States what is in the the class mind and thought 175

discussions in class when asked Takes responsibility Displays Self Worth States what is in mind and thought when askedScore Grade Explanation1-6 scores Low Has not attended all the sessions, not completed7 – 12 scores Average the worksheets and does not have a13 – 18 scores High understanding on the concepts taught in class Understands the concepts but has not exhibited the practice of the skills Understood the concepts and exhibits a modification in the behavior from the entry time and after the sessions have completed. 176

1. Every topic 2 sessions…if only 2 given, both are mandatory2. Check time for sessions in boxes…add time for introductory activities3. Plan you session-headings should match session plans…eg: Summing up should be Summing up everywhere4. Check Summaries for mandatory session5. Introduce life skills session- session on skills 177