Module 1

Personal Development

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Facilitator’s Manual
Module 1: Personal Development Facilitator’s Manual

Module 1: Personal Development

Personal Development Objectives

By the end of the module learners will:

 Identify their values, skills and personal strengths and weaknesses

 Develop long term and short term personal goals
 Make a plan to reach their goals, including steps to take
 Know how to review progress
 Identify how they like to learn & strategies they can use to learn new skills

Module Overview
Activity Time

 Session 1: Values and Skills 3 hrs 10 min

1: Introductory Activity (including Self-Assessment) 30 min
2: Values, Beliefs & Qualities 1 hr
3: We Are All Unique 30 min
4: Skills and Qualities Assessment 1 hr 10 minutes
 Session 2: Setting Goals and Making Plans 2 hrs 15 min
1: Introduction & Process for Setting and Achieving Goals 1 hr 55 min
2: Sessions 1 & 2 Review – Values, Skills, Goals & Planning 20 min
 Session 3: Learning New Skills 3 hrs 45 min
1: Introductory Activity 30 min
2: Learning Style Assessment 1 hr 15 min
3: Learning Strategies 1 hr
4: Session 3 Review – Learning New Skills 1 hr
Total Module Time: 9 hrs 10 min

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Module 1: Personal Development Facilitator’s Manual

Written Assignments:
This is a checklist of all the written documents for learners to accomplish. The
facilitator will put a tick mark on the submitted outputs and follow-up those without
a tick mark.

 Worksheet 1.1: Examples of Values, Beliefs and Desirable Qualities

 Worksheet 1.2: Skills and Qualities Assessment
 Session 1 Writing Space: Strengths and Areas for Improvement
 Session 2 Writing Space: Tree Drawing
 Session 2 Writing Space: List of 5 Priority Goals
 Worksheet 1.3 Setting and Achieving Goals: Steps to Achieving My Goals
 Worksheet 1.4: How Do You Learn Best?

Module 1 Materials and Preparations

 Basic training materials: manila paper or board and chalk, markers, tape,
short bond paper
Session 1:
 Prepare signs on manila paper – Strongly Agree, Agree Somewhat, Disagree
Somewhat, and Strongly Disagree
 Find different newspaper job advertisements for different
sectors/categories/skills
Session 2:
 Art materials such as crayons, extra markers and glue
Session 3:
 Crayons
 Make square pieces of paper (cut short bond paper in half and then trim so
sides are equal).
 Practice making a whale beforehand so you can give instructions to one
group.
 Write scenario and questions on flipchart or make enough copies of
Facilitator Tool 1.2: Learning Style Scenario for all learners
 Write the quiz competition on manila paper or board and chalk beforehand

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Module 1: Personal Development Facilitator’s Manual

Session 1: Values and Skills

 Key Topics 
 Values, beliefs and qualities
 Skills and qualities assessment

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Module 1: Personal Development Facilitator’s Manual

 Session 1, Activity 1: Introductory Activity

 Objectives - By the end of the activity, learners will be able to:

a. Identify the topics that form a foundation for planning one’s future
 Time Required: 30 minutes
Methodology: pair share, small group work, large group discussion
Materials and Preparation: manila paper or board and chalk, markers, tape
 Review objectives of the module

Steps:

1. Welcome learners to Module 1: Personal Development and review some of the

key points covered during the introduction to the course (goals, WRN! course
rules, group roles such as timekeeping, providing feedback to the facilitators,
keeping room tidy, etc.). (5 min)

2. Have learners turn to the first page of Module 1 in their Handbooks and review
the objectives of the module with them. (5 min)

3. Explain that during this module they are going to identify what is important to
them and how they can develop their personality. This session will focus on the
first objective and will include identifying values, beliefs, interests, and
strengths and weaknesses. (5 min)

4. Ask learners to turn to the Module 1 Self-Assessment in their Handbooks.

Explain that the purpose of the self-assessment is to become familiar with the
topics in the module and for them to see what they know or do not know at the
beginning. They will re-take the self-assessment at the end of the module to see
how much they have learned. Emphasize that it is not a test but is for personal
knowledge. (15 min)

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 Module 1: Personal Development Facilitator’s Manual

Self-Assessment: Module 1 Personal Development

There is no right or wrong way to answer this survey. It is for your own use during this course. The facilitator will read a skill that is listed in the
left column. Think about yourself: do you think you can do this? How well? Rate yourself from a 1 to 5 scale, with 1 being the lowest and 5
being the highest. You will have to complete these modules at the beginning and end of each module.

Name of Learner__________________________________ Date of Assessment__________________ Pre-module □ Post-module □

My Experience (1) (2) (3) (4) (5)

I don’t have any I know a little I have enough I have a lot of I have a lot of
Knowledge, Skills and Attitudes knowledge about about this knowledge about knowledge about knowledge about
this this to do this how to do this this and can
correctly correctly and practice it
sometimes consistently correctly and
consistently
I identify my own strengths, interests and
challenges
I set a goal for myself
I make a plan to reach a goal
I follow the steps of a plan
I pay attention to progress on following the plan
and achieving the goal
I understand my preferred way of learning new
skills and ideas
I identify and use strategies to help me learn
better

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Module 1: Personal Development Facilitator’s Manual

Session 1, Activity 2: Values, Beliefs & Qualities

 Objectives - By the end of the activity, learners will be able to:
a. Identify personal values
b. Link personal values to their daily lives
 Time Required: 1 hour
 Methodology: Individual work, small group work, large group discussion
Materials and Preparation: manila paper or board and chalk, markers, tape
 Review  Worksheet 1.1: Examples of Values, Beliefs and Desirable
Qualities before the activity.

Steps:
1. Ask learners to think about someone they have respected and who has served as a
role model. What made that person so special?

Ask learners to form small groups of three and discuss the people they have chosen.
Ask them to write down the words that describe the person (e.g. passionate, honest,
hardworking, committed, humorous…) on flipchart. Hang up the groups’ flipcharts
and review with the large group. (25 min)

2. Explain to learners that what we value will often guide us in planning for our future.
Our values and beliefs serve as a foundation to choices we make, jobs we are
interested in, and how we behave at work and in our personal lives.

3. Have learners go to  Worksheet 1.1: Examples of Values, Beliefs and Desirable

Qualities in their Handbooks to show that there are many values, beliefs and desirable
qualities that influence the way people behave. Read the list together and ask learners
if any of the words they wrote on the flipcharts are on the list.
(5 min)

4. Ask learners to fill in the table, first choosing the 5 most important values to them,
then choosing the top 5 values for their family/friends, and finally choosing what they
think the 5 most important values are for employers. (15 min)

5. Discuss learners’ responses in the group by asking:

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Module 1: Personal Development Facilitator’s Manual

Discussion Questions:

a. Identify the most common values by reading through the list and
having learners raise their hands if the value read was one of their top
5 under the “Me” column.

b. Do the same for the employer column. What values seem to be the
most important for employers and why? Are they similar or different
from their own?

(Many of the values are similar but the employer might put more
emphasis on values that will help get his or her business ahead.)

c. Given the values of employers, how should you behave when working?

(Emphasize that it is important to be aware of what employers value

and to try and behave in a way that reflects those values. For example,
employers might value honesty. It is important for employees to be
honest.)

d. Think about the things you do on a regular basis. What values are
reflected in your daily activities?

(Often the things you are involved in or like to do reflect your values.)

(15 min)

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Module 1: Personal Development Facilitator’s Manual

 Worksheet 1.1: Examples of Values, Beliefs & Desirable Qualities

For each column, choose the top 5 values and mark them with a check mark
VALUES ME FAMILY/FRIENDS EMPLOYER
Acceptance
Ambitiousness
Attentiveness
Caring
Cautiousness
Commitment
Communication
Compassion
Confidence
Creativity
Determination
Devotion
Discipline
Empathy
Enthusiasm
Ethics
Fairness
Focus
Friendliness
Goals-oriented
Honesty
Inspiration
Intelligence
Involvement
Loyalty
Optimism
Persistence
Respect
Responsible
Self-reliance
Tolerance
Trustworthy

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Module 1: Personal Development Facilitator’s Manual

 Session 1, Activity 3: We Are All Unique

 Objectives - By the end of the activity, learners will be able to:
a. Share their values, beliefs and interests
b. Realize that while there are similarities and differences amongst
everyone, we are all unique individuals
c. Develop self-worth
 Time Required: 30 minutes
 Methodology: Large group discussion
Materials and Preparation: manila paper or board and chalk, markers, tape
 Prepare signs on flipchart – Strongly Agree, Agree Somewhat, Disagree
Somewhat, and Strongly Disagree
 Make up a list of statements to say to the learners

Steps:
1. Hang up the signs in each corner of the room. Explain that you will read a statement
and the learners will go to the corner of the room that says strongly agree, agree
somewhat, disagree somewhat or disagree strongly, depending on their own view of
the statement.

2. Statements should be prepared beforehand and can reflect values, beliefs, interests,
abilities, etc. Examples include:
(20 min)

• I believe respect is the most important value. • I want to work in an office.

• I think people should be on time to work. • I like to be a leader.
• Spending quality time with your family and • I prefer socializing with friends in my
friends will keep the relationship healthy. free time.
• I would only take a job that pays more than • I like to learn how to operate with my
PhP466 per day. IPHONE.
• I am a hard worker. • I like action movies.
• I want to start my own business. • I am a good problem solver.
• I pray every day.

3. For some of the items, ask learners why they chose their responses from different
categories. Emphasize that there are no right or wrong answers. Everybody has their
own opinions, feelings, interests and skills. Sometimes we have similarities with others
and sometimes we have differences. We are all unique.

(10 min)

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Module 1: Personal Development Facilitator’s Manual

Session 1, Activity 4: Skills and Qualities Assessment

 Objectives - By the end of the activity, learners will be able to:
a. Identify skills and qualities that are important to them in general and for work
b. Assess their own skills and qualities
c. Identify types of jobs that are related to particular skills and qualities
d. Begin to determine next steps in improving skills and qualities
 Time Required: 1 hour 10 minutes
 Methodology: individual work, pair work, large group discussion
 Materials and Preparation: manila paper or board and chalk, markers, tape, short
bond paper
 Review  Worksheet 1.2: Skills and Qualities Assessment before the activity
 Find different newspaper job advertisements for different sectors/categories

Steps:

1. Explain to learners that not only do values influence how we spend our time but can
also lead us to developing skills and qualities that are useful for work.

2. Ask learners to turn to  Worksheet 1.2: Skills and Qualities Assessment in their
Handbooks and ask them to circle the top 10 skills or qualities that they would like to
use in a work setting. Then have them start at the beginning of the assessment and
rate themselves for all the skills and qualities on the list. These skills and qualities can
apply to work or personal life. Emphasize that this activity is for self-evaluation only
and not for giving marks or rating learners. It is to help them identify their skills and
qualities. (20 min)

3. In the Session 1 Writing Space in their Handbook, ask learners to draw a line down
the center, creating 2 columns. They should write Strengths on the left side and Areas
for Improvement on the right side. They should look at the 10 items they had circled
at the beginning. If they rated themselves as great or good for a skill or quality, have
them write it on the left side under Strengths and if it is fair or needs improvement,
they should put it under the Areas for Improvement column.
(10 min)

4. Have learners discuss the following with a partner. Write the following on flipchart
and have them discuss:

a. Their overall strengths

b. The skills and qualities they had selected as the 10 most important and how they
rated themselves in each of these 10 areas
c. The types of jobs one could pursue given one’s top 10 skills and qualities

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Module 1: Personal Development Facilitator’s Manual

d. Next steps they can take to be able to move those skills and qualities in the right
column (areas for improvement) to the left column (strengths)
(15 min)

5. Process the exercise with the whole group by asking them:

Discussion Questions:

a. How did this activity of selecting and assessing their skills and qualities help
you?
(It helps identify what skills and qualities are important to you, your strengths
and weaknesses in particular areas, possible areas of employment and next
steps.)

b. Were all of your preferred skills and qualities in the strengths column? For
those that were not, what can you do?
(Need to set goals and make a plan of action; identify steps to take to improve
the skill – resources, training, etc.)

6. Find different newspaper job advertisements for different sectors/categories. In

groups of three or four, assign a sector/category to each group to identify a position
and have learners define 5 skills and qualities needed to succeed at this position. Share
responses in a large groups. (20 min)

7. Emphasize that everybody has strengths and areas for improvement. The next activity
is going to focus on setting goals, which is a first step in helping to move skills/qualities
from the right column to the left column. (5 min)

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Module 1: Personal Development Facilitator’s Manual

 Worksheet 1.2: Skills and Qualities Assessment

Rate yourself and put a check mark in the appropriate box.
Needs a lot
Excellent Good Not so bad
of work
Acceptance
Ambitiousness
Attentiveness
Caring
Cautiousness
Commitment
Communication
Compassion
Confidence
Creativity
Determination
Devotion
Discipline
Empathy
Enthusiasm
Ethics
Fairness
Focus
Friendliness
Goals-oriented
Honesty
Inspiration
Intelligence
Involvement
Loyalty
Optimism
Persistence
Respect
Responsible
Self-reliance
Tolerance
Trustworthy

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Module 1: Personal Development Facilitator’s Manual

Session 2: Setting Goals & Making

Plans

 Key Topics 
 Setting long and short term goals
 Identify steps, time frame and resources needed to achieve goals (plan)

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Module 1: Personal Development Facilitator’s Manual

Session 2, Activity 1: Introduction and Process for Setting

and Achieving Goals

 Objectives - By the end of the activity, learners will be able to:

a. Identify long and short term goals that are specific, measurable, achievable,
realistic and have a time frame
b. Create a plan on how to achieve their goals
 Time Required: 1 hours 55 minutes
 Methodology: individual work, pair work, large group discussion
 Materials and Preparation: manila paper or board and chalk, markers, tape,
crayons, short bond paper
 Review  Handout 1.1: Goal Setting Tips and  Worksheet 1.3: Setting and
Achieving My Goals before the activity
 Gather art materials such as crayons, extra markers and glue
 Prepare a flip chart with the tree diagram
 Come up with an example from your life of a goal you achieved

Steps:

1. Explain to learners that the last session’s activities on identifying values, skills and
qualities serves as a foundation for this session’s activity on setting goals and making
plans. Key topics include:
 Setting long and short term goals
 Identify steps, time frame and resources needed to achieve goals (plan)

2. Ask learners to turn to the Session 2 Writing Space in their Handbook. Ask them to
draw a tree that includes the roots, trunk, major branches, smaller branches, leaves,
flowers and fruits, and thorns. Explain that the growth of a tree is like the growth
and development of a person.

The parts of the tree represent the following:

Roots: their values and skills

Trunk: areas in their lives that give them strength – friends, family, church, mosque,
temple, youth organization, place of employment
Branches: their main interests and goals (what they want to do or accomplish)
Thorns: obstacles they might meet along the way
Leaves: resources that will be needed to reach goals – people, information
Flowers and fruits: future achievements
(15 min)

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Module 1: Personal Development Facilitator’s Manual

3. Working individually or together, ask learners to label their trees with their own
information. What were the values and skills they identified in the previous activities?
They can put those near the roots. Who are the people or what are the places that
give them strength? How do they want to improve their situation? What are their
goals? (20 min)

4. Have a few learners share their drawings with the large group. (10 min)

5. Explain to learners that when setting goals, it is good to think about:

 Where do I want to be in the next 3 months, 6
months, 1 year, 3 years? Facilitator Tip 
 What must I know to get there? Write these questions on
 What steps must I take in order to know and be manila paper or the
able to do these things? board so you can refer
 What abilities and experience do I already have back to them.
that are going to help me take these steps?
 What obstacles might be in my way and how can I deal with them?
 What should I do first, second, and so on?
(10 min)

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Module 1: Personal Development Facilitator’s Manual

6. Explain that using the steps above will help them set goals that are right for them.
They want to have goals that are realistic and are possible to achieve. Review
Handout 1.1: Goal Setting Tips. (10 min)

7. Ask learners to work in pairs. Using the information on the trees, they can help each
other write 5 goals each.

Provide them with 5 rectangular pieces of paper (cut up short bond or manila paper
into pieces large enough to write a goal on it) and have them write one goal per
piece. (10 min)

8. Ask learners if they think they will be able to accomplish all 5 goals within a year.
Explain that it is important to prioritize. Ask them to put all 5 goals in order from the
most important or needed to the least. Which goals are most important to them?
Which are more relevant to their current situation? Which are more achievable? Ask
learners to prioritize their cards, with the most important goal being on top.
(10 min)

9. Have learners write their 5 goals in the Session 2 Writing Space in their Handbooks
according to the order in which they prioritized them. Then have them tape their 5
cards vertically on the wall so they are displayed throughout the room. Allow them 2
minutes to review each other’s goals.

10. Using the questions on the manila paper and in  Worksheet 1.3: Steps to Achieving
My Goals, explain that now they are going to create a plan to be able to achieve their
goals. They can answer the questions and/or use the template in the handout and
worksheet. Provide assistance as needed.
(30 min)

Facilitator Tip 
Make extra copies of the
worksheet (Steps to
Achieving My goals/My
Plan) so they can use it
for other goals.

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Module 1: Personal Development Facilitator’s Manual

 Handout 1.1: Goal Setting Tips

SETTING GOALS
What is your vision of success? The image is different for each of us. For one person it is
working in an office setting, for another it is opening a business.

Goals should be: Example that cannot be Example that can be

reached reached
Specific I will become rich I will earn PhP 5,000 per month

Measurable I will attend training I will attend training two times

per week
Achievable I will become a manager in a I will obtain an entry level
telecom by next year position at an IT company by
January
Realistic I will become a team member I will play basketball with the
of the national basketball team local youth basketball team
Time Framed I will find an IT job I will find a programming job
within 6 months of graduation

STEPS TO SETTING & ACHIEVING GOALS

Setting goals is more than deciding what you want to do. It involves figuring out what you
need to do to get where you want to go, and how long it will take you to get there.

The first step to success is knowing where you want to go. The second step is having a plan to
get there. Your goals are your road map. Follow them and you will be well on your way.

Remember: take small steps, one step at the time, while keeping the big picture in your mind.

1. Where do I want to be in the next 3 months, 6 months, 1 year, 3 years?

Example: By the end of the year, I want to get a full time job, an internship, start a small
business, get more education, etc.

2. What must I know to get there?

Example: English is essential for IT jobs. In order to improve my English skills I will need to
have a better foundation in vocabulary and get better at the use of the different tenses. I
need to improve my listening and speaking skills.

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Module 1: Personal Development Facilitator’s Manual

3. What steps must I take in order to know and be able to do these things?
Example: To improve my English skills, I will need to identify someone who can spend time
with me each week and speak English together. I need to take the time to make sure I
spend extra time preparing for class.

4. What abilities and experience do I already have that are going to help me take these
steps?
Example: My English is okay, and I know people who are perfectly fluent because they lived
abroad and would be willing to help me.

5. What obstacles might be in my way and how can I deal with them?
Example: I may get shy and want to switch languages – I will need to be sure to stick to
English and practice every day.

6. What should I do first, second, and so on?

Example: I need to ask people who would be able to commit time to help me. We will
need to arrange a regular time and place to meet. I will ask if they would like to go to the
mall or a park. We will practice conversation and they can help me with my assignments.

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Module 1: Personal Development Facilitator’s Manual

 Worksheet 1.3: Steps to Achieving My Goals

Example
Today’s date: June 2, 2014
Long Term Goal: I want to graduate from university next March and start a job
within 3 months.
Short Term Goal 1: I will study for 2-3 hours every day.
Steps: By When: Resources Needed:

1. Once the school year starts, I will identify 9 June 2014 Classmates
friends in each of my classes I can study with.

2. Inform my parents that I will meet with a study 12 June 2014 None
group so they know where I am and can provide
support and encouragement

3. Identify a place to meet to study 14 June 2014 Library, café

4. Decide how often we will study together 15 June 2014 None

Short Term Goal 2: I will find a student-in-training (SIT) opportunity

Steps: By When: Resources Needed:

1. Student in training (SIT) programs available July 2014 Information from school
through my school
2. Find out from others about SIT programs at July 2014 Students who have done SIT,
companies companies
3. Start SIT Oct. 2014

Short Term Goal 3: I research potential employers

Steps: By When: Resources Needed:

1. List potential employers – both large and small Oct. 2015 To be determined

2. Start reviewing job advertisements Nov. 2015 Job websites, newspapers

Short Term Goal 4: I will apply for jobs

Steps: By When: Resources Needed:

1. Prepare my resume/CV Nov. 2015 Computer, information for CV

2. Identify positions Dec. 2015 Job advertisements
3. Prepare cover letters Dec. 2015 Job advertisements
4. Apply to at least 10 jobs before graduation Dec. 2015

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Module 1: Personal Development Facilitator’s Manual

Steps to Achieving My Goals/My Plan

Today’s date:

Long Term Goal:

Short Term Goal 1:

Steps: By When: Resources Needed:

1.

2.

3.

Short Term Goal 2:

Steps: By When: Resources Needed:

1.

2.

3.

Short Term Goal 3:

Steps: By When: Resources Needed:

1.

2.

3.

Short Term Goal 4:

Steps: By When: Resources Needed:

1.

2.

3.

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Module 1: Personal Development Facilitator’s Manual

 Session 2, Activity 2: Sessions 1 & 2 Review – Values,

Skills, Goals & Planning
 Objectives - By the end of the activity, learners will be able to:
a. Review the main topics presented during the session (values, beliefs and qualities;
skills & qualities assessment; and goal setting and action plans)
b. Recognize that our values, interests, skills, qualities and goals in life are
interconnected
 Time Required: 20 min
 Methodology: round robin, large group discussion
 Materials and Preparation: manila paper or board and chalk, markers, tape, learners’
work from the session
 Review key concepts for each activity

Steps:

1. Ask learners to list the main activities that were done during this session
(values clarification, skills & qualities assessment, identifying skills and qualities
related to particular jobs, tree drawing, setting goals, making an action plan to
achieve goals).

Going around the room, ask each learner to say something s/he learned through the
activities.

2. Emphasize that our values often serve as the foundation, or roots, of our interests
and goals and that in order to achieve our goals it is important to go through the
steps covered during the last activity.
(20 min)

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Module 1: Personal Development Facilitator’s Manual

Session 3: Learning New Skills

 Key Topics 
 Learning Style Assessment
 Learning Strategies
 Goal Setting and Action Plans for Learning

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Module 1: Personal Development Facilitator’s Manual

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Module 1: Personal Development Facilitator’s Manual

Session 3, Activity 1: Introductory Activity

 Objectives - By the end of the activity, learners will be able to:
a. Review the main topics from Session 2: Setting Goals and Making Plans
b. Begin to identify how they learn best
 Time Required: 30 minutes
 Methodology: individual work, pair work, large group discussion
 Materials and Preparation: manila paper or board and chalk, markers, tape
 Review the main topics to be introduced

Steps:
1. Ask learners to list the main activities that were done during the last session (setting
long and short term goals, and making an action plan to achieve goals). Going around
the room, ask each learner to say something s/he learned through the activities.
(5 min)

2. Emphasize that our values often serve as the foundation, or roots, of our interests and
goals and that in order to achieve our goals it is important to go through the steps
covered during the last activity.

3. If some time has passed by since the last session, ask for a few volunteers to share
what steps they have taken on their action plans since you last met. (10 min)

4. Explain that this session is going to focus on learning – styles of learning, strategies
on how to learn new skills based on one’s learning style, and setting learning goals.
Ask learners to think about something they learned or had to do for the first time
during this last year. (An example answer might be: I learned how to use the iPhone,
how to cook a new dish)
Ask them:
a. What was it?
b. How did you feel about needing to learn something new?
c. How did you learn it? (5 min)

5. Ask learners to share their learning experience with a partner. (5 min)

Discussion Questions:
a. Were people’s learning experiences the same or different?
b. What made them different?
c. Do people learn in the same way?
d. How do people learn?

People learn in different ways – by doing, seeing, listening, writing, reading…

Often a combination of styles is used to learn.

6. Explain that the next activity is going to help them identify their learning style.

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Module 1: Personal Development Facilitator’s Manual

(5 min)

Session 3, Activity 2: Learning Style Assessment

 Objectives - By the end of the activity, learners will be able to:
a. Identify their preferred and least preferred ways of learning
 Time Required: 1 hour 15 minutes
 Methodology: assessment form, large group discussion, small group work
 Materials and Preparation: manila paper or board and chalk, markers, tape,
crayons, square pieces of paper
 Review Facilitator Tool 1.1: Whale Origami Instructions
 Review  Worksheet 1.4: How Do You Learn Best?
 Make square pieces of paper (cut short bond paper in half and then trim so
sides are equal).
 Practice making whale beforehand so you can give instructions to one group.
 Give instructions to one group.
 Identify someone to explain the instructions to one group.

Steps:

1. Divide learners into 4 groups and tell them they are going to learn how to do origami,
the Japanese art of paper folding. They are going to make a whale out of paper. Give
each learner a square piece of paper. Each group will learn a different way:
 Group 1 will learn by listening to someone who will explain how to make the
paper whale.
 Group 2 will not be given instructions but will be asked to figure it out on their
own.
 Group 3 will be given written instructions.
 Group 4 will observe the facilitator making the paper whale and then try it.

Let the learners try to make the paper whale following the learning method for their
group. (20 min)

2. Stop the process and have each group show their whales to the group. Use the
following questions to discuss the activity with the large group. Make sure that
each group has a chance to share.

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Discussion Questions:

a. Were people able to make the paper whale?

b. Why or why not?
c. How did you find the process – was it useful? Frustrating?
d. What would have made it easier to learn how to make the whale?
e. Do we all learn the same way?

Most people will not have learned to make the whale given the short time period
and the single way of learning. Many learners were probably not in the group that
used their preferred way of learning. Emphasize that we all learn in different ways
and often we use more than one learning style.
(10 min)

3. Tell learners they are now going to do a learning style assessment to determine the
main ways in which they tend to learn new things. Have learners turn to
Worksheet 1.4: How Do You Learn Best? in their Handbooks and ask them to
check those items that could be applied to them. Emphasize that there are no right
or wrong answers.
(15 min)

4. When they are finished, have them identify the categories for which they checked
three or more. These categories are their main ways of learning. Have them identify
the categories for which they ticked off the least. These are their least preferred ways
of learning. (5 min)

5. Explain that people learn in different ways and often combine learning styles to be
able to comprehend or do something new. For example, in learning how to operate a
new machine, a person may need to observe someone else running it and then try it
themselves with the guidance of someone experienced. It is important to be aware of
learning styles that do not work for you so when learning something new you can be
clear with others on how you learn best. (10 min)

6. Ask learners to form groups based on their learning style (have them select a group if
they scored the same in more than one area). Have them share experiences of how
they learn in that particular style.
(15 min)

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Facilitator Tool 1.1: Whale Origami Instructions

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Module 1: Personal Development Facilitator’s Manual

 Worksheet 1.4: How Do You Learn Best?

Put check marks next to the items that apply to you.

Listening
 I like to listen to people talk about things.
 I usually remember what I hear.
 I would rather watch a movie than read a book.
 I learned more in school by listening to the teacher's explanation rather than by reading
the textbook.
 I would rather listen to the news on the radio than read the newspaper.
 I would rather someone tell me about upcoming meetings at work than have to read
about them in memos.

Total number of check marks: ________

Observing/ Seeing
 I get pictures in my head when I read.
 I remember faces better than I remember names.
 When I have to concentrate on spelling a word, I see that word in my mind.
 When I take a test, I can see in my mind what the notes I took in class look like and that
helps me get the answer.
 I remember what pages in a book look like.
 I remember events in the past by seeing them in my mind.

Total number of check marks: ________

Doing
 When I'm thinking through a problem, I pace around or move around a lot.
 It's hard for me to sit still and study.
 I would rather learn by doing something with my hands than read about that same thing
in a book.
 I like to make models of things.
 When I see something new and interesting I usually want to touch it in order to find out
more about it.
 I would rather go out dancing than stay home and read a book.

Total number of check marks: ________

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Writing
 I write down things that I need to remember.
 I make fewer mistakes when I write than when I speak.
 I like it when someone who is explaining something to me uses a blackboard or a piece of
paper to write down the main points, so that I can copy what s/he writes.
 I keep my schedule by writing down the things I need to do. I would be lost without my
daily planner.
 After I take notes, I rewrite my notes in order to better understand something.
 When I read I often take notes in order to better understand the ideas I've read.

Total number of check marks: ________

Reading
 I would rather read a report myself than be told what is in it.
 I like to read in my free time.
 I usually remember information that I read better than information that I hear.
 I would rather read the newspaper than watch the news on TV.
 I can learn how to put something together by reading the instructions.
 I like it when teachers write on the board, so that I can read what they write.

Total number of check marks: ________

Speaking
 When I have a problem to figure out I often talk to myself.
 People have wondered why I talk to myself.
 I remember things better when I say them out loud. For example, if I have to learn a new
phone number I repeat it again and again to myself.
 I communicate better by speaking than by writing.
 I enjoy talking on the phone.
 I learn best when I study with other people, and we discuss new ideas or concepts.

Total number of check marks: ________

Your Learning Style

The areas where you have three or more check marks indicate your preferred learning style.
For example, you may learn best when you are able to write down what you hear. Or, you
may need to talk more about new information to really get it. Or, you might be one of those
people who can put together a model plane without having to look at the instructions.

Source: http://literacynet.org/icans/chapter03/learnbest.html

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Module 1: Personal Development Facilitator’s Manual

Session 3, Activity 3: Learning Strategies

 Objectives - By the end of the activity, learners will be able to:
a. Link their learning style with strategies on how they can go about learning new
skills and information
b. Demonstrate how to express their need to learn in a particular way and identify
their preferred and least preferred ways of learning
 Time Required: 1 hour
 Methodology: individual work, pair work, large group discussion
 Materials and Preparation: manila paper or board and chalk, markers, tape
 Write scenario and questions on flipchart or make enough copies of Facilitator
Tool 1.2: Learning Style Scenario for all learners.
 Review  Worksheet 1.5: Learning My Way.

Steps:

1. Tell the learners to remain in their groups from the previous exercise and provide them
with Facilitator Tool 1.2: Learning Style Scenario. Ask the learners to read the scenario
(or read it out loud together) and discuss what approach to learning they might take
if they were the new employee.

Scenario: You were recently hired as a Junior Programmer for an IT Company. There
are many new things you need to learn – communication channels in the company,
roles of the other employees, background about the clients and the work your
company is doing for them, work procedures, deadlines, etc. Even more discouraging
is the responsibility you have been given to help develop an internal database for a
client company who has a lot of
information they need to keep
track of. Facilitator Tip 
Change the scenario to best suit the
Given your learning style, what background of the learners. Create a
strategies will you use to learn scenario that reflects the type of work
all of these new things and they are going to be involved in.
successfully develop the
database?
(10 min)

2. Referring back to  Worksheet 1.4: How Do You Learn Best?, ask learners to write
the general strategies to learning for their learning style on manila paper or board. In
their groups, learners are to make a list of the things they need to do and how they
will go about it. Make sure they list their learning style on the top.
(10 min)

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3. Have them display the information around the room. Upon finishing, have the
learners walk around the room to see the strategies for each learning style. Review
together and add any new ideas. (10 min)

4. Ask learners to turn to  Handout 1.2: Learning My Way in their Handbook, read it
together and have them add strategies that they came up with in their group work if
it is not on the list. (15 min)

5. Emphasize the importance of the last part of the worksheet - that it is important to
speak up about your learning style to others when you are learning something new.
If, for example, you learn best through reading information, ask for written
instructions instead of just being told how to do something.

6. Pair learners from different learning style groups and have them practice similar
statements to those found at the end of  Handout 1.2: Learning My Way so they
begin to get comfortable with expressing how they learn.

End with asking learners to share – one example per learning style. (15 min)

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Facilitator Tool 1.2: Learning Style Scenario

Scenario: You were recently hired as a Junior Programmer for an IT Company. There are
many new things you need to learn – communication channels in the company, roles of
the other employees, background about the clients and the work your company is doing
for them, work procedures, deadlines, etc. Even more discouraging is the responsibility
you have been given to help develop an internal database for a client company who has
a lot of information they need to keep track of.

Given your learning style, what strategies will you use to learn all of these new things
and successfully develop the database?

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Module 1: Personal Development Facilitator’s Manual

 Handout 1.2: Learning My Way

Tips on how to improve your learning:

If you learn best by listening...

 Read aloud information you need to do a job or to study.

 Ask people to explain things to you that you don't understand.
 Study with other people.
 Call people on the phone instead of writing to them.
 Choose a job where listening plays an important role.

If you learn best by viewing...

 Watch other people do the things that you are going to need to know how to do. You
will be able to visualize their actions later on.
 As you read something imagine what it would look like if it were happening in real life,
or on TV.
 Take note of the shape and color of the things that you will want to remember.
 Visualize telephone numbers and words in your mind.
 Use charts, graphs, and pictures.

If you learn best by doing...

 If given a choice, show others that you know how to do something by showing them
how you do it.
 Go on visits to places to see how things are actually done.
 When you have to learn how to do something new, watch someone who is actually
doing it and ask them to coach you while you do it.
 Choose a job that lets you work with your hands and move around.

If you learn best by writing...

 When you read, underline and take notes as you read along.
 Take notes when listening to instructions.
 Write down the things that you need to do. Make lists. Keep a written schedule.
 Get a job that involves writing.

If you learn best by reading...

 Take good notes and then read them later on.

 Read instructions instead of having someone tell you or show you how to do
something.
 Have people write down directions for you to read.
 Get information through the written word.
 Choose a job that requires reading.

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If you learn best by speaking...

 Ask questions when you don't understand something or need clarification.

 Study with other people so that you can talk to them about the new information.
 Repeat things right after you hear them in order to better remember them.
 Choose a job that requires a lot of talking.

Many people aren't aware that learning preferences exist. Others are usually not aware of
what your particular learning preference is. Let them know. Feel free to share with them what
you know about your own learning style.

Doing: "I wonder if you could show me how this works?"

Listening: "Could you explain to me how this works?"

Reading: "Would you mind giving me written instructions of how this works?"

Viewing: "Would you mind giving me a diagram of how this works?"

Speaking: "Let's talk through this together."

Writing: "Let me write down what you are saying about how this works."

Other Considerations: It is also important to strengthen your weak learning styles. Select a
style that is weak and share ideas with classmates for improving that learning style.

Source: http://literacynet.org/icans/chapter03/myway.html

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Module 1: Personal Development Facilitator’s Manual

 Session 3, Activity 4: Session 3 Review – Learning New

Skills

 Objectives - By the end of the activity, learners will be able to:

a. Review the main topics presented during the session (learning style
assessment, learning strategies)
b. Apply the knowledge gained to particular situations or scenarios
 Time Required: 1 hour
 Methodology: quiz competition, large group discussion
 Materials and Preparation: manila paper or board and chalk, markers, tape,
crayons, square pieces of paper
 Review key concepts for each activity
 Write the quiz competition on manila paper or board beforehand

Steps:

1. Ask learners to list the main activities that were done during this session (learning style
assessment, learning strategies).

2. Tell the learners you are going to have a quiz competition for review and divide them
into 2 groups.

3. Explain that you will give one question at a time and alternate which team gets to
respond first. If the first team responds correctly, it will get the point. If the first team
does not respond correctly but the second team does, the second team will get the
point. They will have 2 minutes per question. (5 min)

4. Begin the quiz, asking question 1, then question 2, etc. (Show one question at a time,
covering remaining questions).

Quiz Competition Questions (with answers in italics):

1) Name 6 general styles of learning.

(listening, observing, doing, writing, reading, speaking)

2) Choose a learning style and list 2 strategies you can use to learn effectively
through that particular style.

(see  Worksheet 1.5: Learning My Way)

3) Repeat question 2, using a different learning style.

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4) You learn best by reading. Your supervisor shows you how to run some office
equipment for the first time but you know you are going to soon forget all of
the steps needed to run the equipment properly. What do you do?

(Thank the supervisor for showing you how to run the equipment and ask for
the manuals or any written material that will help you remember all of the
steps.)

5) True or false: You should by all means avoid learning through those styles that
you are not comfortable with. So, for example, if you are not a confident
reader, you should always make sure you avoid any tasks that require reading.
Explain your answer.

(False. This is an opportunity to set a long term goal of improving your reading,
along with the short term goals and step you will need to take to accomplish
the goal. In the meantime, you can explain to your co-workers and supervisor
that you do better through receiving information in ways other than just
through the written text.)

6) You want to improve your ability to write since your job seems to require it.
What process should you use to be able to accomplish this long term goal?

(Determine short term goals and steps, including resources needed and a
timeframe.)

5. Tally up the points and congratulate everyone for doing a good job answering the
questions. Ask if there are any questions learners may still have about the topics
covered during the session. (5 min)

6. Have learners do the Module 1 Self-Assessment at the beginning of the module again
to see what progress they have made. (5 min)

7. Give each learner a copy of the Module 1 Quiz and ask them to answer the
questions. (15 min)

8. Once learners have finished the Module 1 Quiz, go over the answers with them if time
permits.

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Self-Assessment: Module 1 Personal Development

There is no right or wrong way to answer this survey. It is for your own use during this course. The facilitator will read a skill that is listed in the left column.
Think about yourself: do you think you can do this? How well? Rate yourself from a 1 to 5 scale, with 1 being the lowest and 5 being the highest. You will
have to complete these modules at the beginning and end of each module.

Name of Learner__________________________________ Date of Assessment__________________ Pre-module □ Post-module □

My Experience (1) (2) (3) (4) (5)

I don’t have any I know a little I have enough I have a lot of I have a lot of
Knowledge, Skills and Attitudes knowledge about about this knowledge about knowledge about knowledge about
this this to do this how to do this this and can
correctly correctly and practice it
sometimes consistently correctly and
consistently
I identify my own strengths, interests and
challenges
I set a goal for myself
I make a plan to reach a goal
I follow the steps of a plan
I pay attention to progress on following the plan
and achieving the goal
I understand my preferred way of learning new
skills and ideas
I identify and use strategies to help me learn
better

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Module 1 Quiz
Circle an answer for each statement.
1. Identifying one’s values, strengths, challenges, opportunities and interests
are part of personal development.
True False

2. Your values are reflected in the following:

a. Your interests
b. How you spend your time
c. Choices you make
d. All of the above

3. Values and skills are the same thing.

True False

4. An example of a clear personal development goal is:

a. I want to find work
b. I want to work in Manila
c. I want to work with people
d. I want to find a construction job in Manila over the next three
months
e. all of the above

5. You have a long term goal of getting a certificate in plumbing in one year.
With the certification you will get more work and receive a higher pay.
Select examples of short term goals that may help you achieve your long
term goal.
a. Identify a training program in Manila that offers plumber’s
certification
b. Talk with experienced plumbers in the area to find out what they did
to become good plumbers
c. Find an opportunity to apprentice with an experienced plumber by
visiting youth employment agencies or asking plumbers directly
d. All of the above

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6. Once you write a personal development plan, you should stick to it and not
change it until you have reached your goals.
True False

7. Everyone has the same way of learning new skills.

True False

8. You are a very hands-on learner, learning best by observing and doing. As
your supervisor is getting ready to leave, he quickly gives you instructions
on how to use a new saw and asks you to cut some pieces of wood for the
next day. You want him to show you how to use it but he seems like he is in
a hurry to leave. What do you do?
a. Hope you will remember what he said to do to run the saw
b. Thank him for the information and tell him you have understood
c. Ask him if he has the time to show you before leaving or if there is
someone else who can show you how to run the saw so you are sure
you have understood
d. Ask a co-worker to do the work for you while you continue with
another task

9. The best way to learn something new is to:

a. Read about it and memorize the information
b. Follow the instructions of the instructor
c. Talk about it and work together with others
d. Practice it
e. Watch someone else doing it
f. All of the above

10. If you do not like learning in a certain way (for example, through reading or
writing), you should avoid it as much as you can.
True False

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Module 1 Quiz Answers

1. True
2. d
3. False
4. d
5. d
6. False
7. False
8. c
9. f
10. False

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