ELS-07 Lifeskills ToT PPt-Adama (ABE).pptx
- 1. 1 RPSNP: ENHANCING LIVELIHOOD SUPPORT Life Skills Training of Trainers (Facilitator’s Guide for Frontline Implementers to Train Livelihood Client Groups) 02 - 06 April, 2024 Adama
- 3. Life Skills Program Overview 0
- 4. 4 RPSNP 5 Enhanced Livelihood Process Map
- 5. 5 By end of this training program, participants will be able to: • Use foundational skills to become more productive and successful, and • Ultimately lead a fulfilling and happy life. Learning objectives Specifically, you will be able to: ● think more positively and imagine yourself out of poverty ● set goals to help you improve your life ● Improve your listening and speaking skills ● Critically think and solve problem and conflicts ● Better understand & exercise gender equality ● Better access Government social and financial services
- 6. Ten LS Sessions 1. Life Skills Program, and Personal Commitment to Learning 2. Aspiration to Change and Visioning 3. Communication Skills: Listening and Speaking 4. Trust and Team Building 5. Critical Thinking and Problem Solving 6. Staying Healthy - Physically and Mentally 7. Sharing Household and Family Responsibilities 8. Time Management - How to Get Things Done 9. Managing Conflict 10.Accessing Support / Review / Celebrate
- 7. LS delivery Format • 10 Sessions, each 2-hour long • Session delivery every weeks over two months • Picture book as a dominant learning aide • Employ experiential methods • Target groups not greater than 30 clients • Learning could take place in classroom or at PW Site • Seat arrangement be Circular or U-Shape • Maintain learning environment respectful, inclusive and interactive • DAs lead facilitate each session & CF co-facilitate • DA responsible for several groups • Criticality of preparation before session delivery
- 8. Life Skills Program, and Personal Commitment to Learning 1
- 9. Life skills • They are skills that people need to live healthy and happy lives, and be able to manage “shocks” along the way. • They give you confidence and strength to manage livelihood challenges, and live in a happy, healthy home and community. How do you understand it?
- 10. Work together & Group dynamics Clients need to work together in the group and help each other Experiences of working as a group – share good and difficult experiences: • What did you learn about yourself? • What did you learn about others?
- 11. Rules for Group Effectiveness ● Active participation ● Every one teachers, every one learns ● Positive thinking ● Manage time ● Only one person talks at a time ● Appreciate each other’s differences! ● Limit side-talking ● Keep stories short ● Keep confidentiality ● Be respectful of others ● Let others speak ● Help each other succeed!
- 12. Roleplay Side Talk Long Storytelling What do you do in a group to stop or minimize such disrupting behavior?
- 13. 1.4 Personal commitment How do you commit to complete this life skill program? I agree to: attend as many life skills trainings (10 meetings) as possible bring my notebook and pen to every class contribute my ideas remember that what is said in this group is not shared outside of this group ask questions when I don’t understand commit to practicing new skills commit to sharing my learning with my family members work well with other people in the group help other people when I can help the trainer when I can. Client Signature: ____________________________ Date: __________________ Facilitator Signature : ________________________ Date: __________________
- 14. Aspiration to Change and Visioning 2
- 15. Aspiration to change Debrief: ● What did you learn about these people, as they shared their stories? ● How are their stories similar to your story? ● What characteristics helped them to be successful? ● How can you develop some of these characteristics? ● What is the most IMPORTANT learning from listening to these stories? Storytelling: Story of a person you know in your community who successfully “changed” or “transformed” their livelihoods!
- 16. Family vision for the future • A two-year livelihood support provides you the means to transform your “Current Self” to your “Future Self” • Think about yourself two years from now! Do you see this new you? How it looks like - visualize or describe it?
- 17. Moving to your future-self … ● What is one thing you can NOW to work towards → your Future Self/Family Vision? ● What is one thing that might stop you from making change? ● How can you jump over this barrier?
- 18. Communication Skills: Listening and Speaking 3
- 19. Line-up game ● Line up by height, without words) ● Line up by age, with words ● What did you feel and learn? What the exercise tells you about communication? ● it includes speaking, listening, writing, and reading. ● It takes place verbally and non-verbally ● it is a skill, we need to practice! ● it provides the basis of all relationships.
- 20. Verbal vs Non-verbal communications – which one is mostly in use? Role play: Act on assigned feelings without work Anger, Shyness, Excitement, Fear, Exhaustion/Tired, Yes, No, Come Here, Stop, Be Quiet,…
- 21. Listening carefully How can you show others that you are listening? Tips for active listening: 1. Authentic presence 2. Be focussed 3. Body language 4. Repeating what said 5. No interaction 6. No distraction 7. Asking questions
- 22. Giving and Receiving instructions Instruction: 1. Fold your papers in half and then tear off the bottom right corner of the paper 2. Fold the paper in half again and then tear off the lower left hand corner 3. Open your eyes and display the unfolded paper to each other and the audience. Eyes closed, No word. • Why do the papers look different? • What did you learn then?
- 23. Verbal communication - Effective speaking skills • Start with greeting • Think carefully • Be concise • Use examples • Be loud enough • Be polite and friendly • Be honest • Be respectful • Be confident • Manage emotions • Check mood and attitudes of the other people • Be sensitive • Be aware of body languages of your and others How do you speak effectively so others can understand you:
- 24. Johari Window • Feedback or disclosure model of self-awareness. • Developed by two psychologists – Joseph Luft and Harry Ingham. • The model is widely used for • self-awareness, • personal development, • communication and interpersonal relationships, • group dynamics and team development, and • inter-group relationships.
- 25. Johari Window • Enhances understanding and communication among members of a group. • Bases on the idea that trust can be achieved by • Revealing(meglet) information about yourself to others. • Learning about yourself by receiving feedback from others.
- 26. Johari Window Know by Self Unknown by Self Known by Others Open Area Blind Area Unknown by Others Secret Area Unknown Area
- 27. Know by Self Unknown by Self Known by Others Open (p) Area Blind Area Dark Area Secret Area Unknown by Others Johari Window
- 28. Johari Window Know by Self Unknown by Self Known by Others Open Area Blind Area Secret Area Dark Area Unknown by Others
- 29. Objectives • Understand the theoretical framework of interpersonal communication processes. • Learn the importance of feedback for individual learning processes & improvement of customer service. • Stimulate participants to process feedback from others about themselves. • Initiate a process of self-disclosure and openness on the part of the participants to foster group cohesion.
- 30. Trust and Team Building 4
- 31. Trust Building Exercise How did you feel and learn about the trust exercise?
- 32. Self-trust • Trust is about feeling safe to place your confidence in you and others • “Who doesn’t trust oneself can never really trust anyone else.” • Self-trust is a foundation to having trust in others and within others. • Self- trust is the foundation of any relationship, including the relationship you. • Building trust – in self and others – take time and effort, but they can easily be broken. • The good news is that they can be rebuilt, but they take time and commitment
- 33. How to build a strong team then? • Without trust there is no “we”, and when there is no “we”, there is no team. • Trust within a team, is called “Relationship Trust” – trust between two or more people or families or businesses • Relationship trust is about consistent and reliable behaviour. • It is about learning how to interact trustfully with others.
- 34. What “relationship trust” behaviors you need to develop then? 1. Be honest 2. Show loyalty 3. Be open 4. Be realistic 5. Be respectful 6. Keep commitments 7. Trust others 8. Admit mistakes 9. Be a team player 10.Deliver results 11. Keep learning! 12. Be a role model
- 35. A group is a collection of individuals who coordinate their efforts, while a team is a group of people who share a common goal. Group vs Team?
- 36. Transforming LH Groups to Teams • “If you want to go fast, go alone. But if you want to go far, go together.” • LH group should become High Performing or strong teams that help each other to achieve the team’s goals. • Members of the team not only want to get results for themselves, but they want to help others get the same results.
- 37. Become high performing teams… , Members need to do at least five things: 1. Communicate well with each other 2. Establish and maintain trust 3. Connect with each other openly 4. Clarify roles and responsibilities 5. Agree and work to achieve shared goals As a team, let’s be spiders that work together to tie up the lion of poverty.
- 38. Critical Thinking and Problem Solving 5
- 39. Critical thinking skills What does “critical thinking” mean? How do you describe the process of critical thinking? Thinking critically where do you take the sick child - to the priest to get holy water or to the clinic to get medicine? Critical thinking is the ability to carefully analyze and understand an issue or topic objectively.
- 40. How do you think critically? Critical thinking is important for problem-solving. Critical thinkers: • Read between the lines instead of reading only what is written or said • Know much of the information they read and hear is a combination of fact and opinion. • Know that assumptions and emotions can affect decision-making. • Do not jump to conclusions in short of information, and they change their minds.
- 41. “Fact” – “Opinion” exercise Statements: 1. Lions are aggressive. 2. The tomatoes are expensive. 3. Ethiopia is a country in Africa. 4. Trees produce clean air. 5. Leasing land is difficult. 6. Children need to eat protein to grow tall. 7. Women can manage money well. 8. “To do” lists help people manage time. Instruction: • 8 mixed sex pax line up facing to the others • Step forward for FACT Statement • Step back for OPENION Statement
- 42. Problem solving skills • Strong critical thinkers solve problems by themselves • Critical thinking is a key skill in problem solving Five steps in the problem-solving cycle
- 43. Staying Healthy – Physically and Mentally 6
- 44. Understanding Hygiene and Sanitation …? Hygiene? Hygiene is a set of personal practices such as hand washing and safe feces disposal that prevent the spread of disease Sanitation? Sanitation means the prevention of human contact with waste, and hazards associated with lack of healthy food and clean water. How poor hygiene or sanitation impacted livelihoods? ● Poor sanitation and hygiene cause 60% to 80% of communicable diseases in Ethiopia ● Diarrhea is the leading cause of under-five deaths in Ethiopia ● Intestinal worms lead to anemia and severe malnutrition, and malnutrition contributes to over 50% of all infant and child deaths in Ethiopia. ● Poor sanitation is the second leading cause of stunting worldwide. (2019 survey) showed, 37% stunted, and 12% severely stunted.
- 45. Elements of environmental health Personal hygiene Water supply Human waste disposal Solid waste management Vector control Food Hygiene Healthy housing
- 46. Preventing illness through water, sanitation and hygiene What do you understand from the diagram? • Disease transmission pathways What is one of the most effective ways of stopping the passing of disease from one person to another? • Handwashing.
- 47. Handwashing 1. After defecation or going to the latrine 2. After cleaning a child’s bottom 3. After cleaning the toilet 4. Before preparing food 5. Before feeding a child (including breastfeeding) 6. Before eating 7. After eating 8. After working in their fields or handling goods in the market 9. After handling animal waste or bird droppings 10.Before feeding someone who is sick When is it most important to wash your hands?
- 48. What is the best way of handwashing?
- 49. Handwashing Practice in Pairs Debrief in pairs • How this differs from your usual hand washing practices? • How did you feel it? What did you learn? • How will you try to apply this learning in your family?
- 50. Mental Health States • What do you understand about mental health - the state of mental wellbeing? • How are you feeling today? • Mental health – no distress, problem or illness. • Mental distress - Actually healthy! It is a normal response to stresses of everyday life. Taking interview or exam for job. • Mental health problem - strong negative emotions, can’t think and act clearly, and normally. Losing ones loved or job. • Mental illness - more serious and prolonged problem that require support by doctors and social workers. Ongoing anger, depression, anxiety, suicidal thoughts, etc
- 51. Mental filters A “mental filter” – our tendency to focus on or hold on the negative information and filter out all the positive ones. It is very normal for a human brain. • School experience: you all remembered how your teacher criticized you than praised(tnx) you. • Retailor: you remembers how one new buyers told you that your tomatoes were tasteless, not what your regular customers praised for your good tomatoes. What mental filter have you experienced? How to get out of this mental filter so you can help achieve your life goal?
- 52. The power of positive thinking • What do you do to become physically healthy? ● do some physical exercises ● careful of what you eat ● make exercise a habit every day ● spend time with people who exercise ● learn & practice new mental health skill ● use positive thinking exercises ● careful of what you think ● make positive thinking a habit every day ● Spend time with friends ● Spend time with people who think positively Train your mental health as you train and keep good your physical health The good news is that positive thinking is a learnable skill. What skills you need to learn and exercises to improve your mental health then?
- 53. Sharing Household and Family Responsibilities 7
- 54. Daily Activity Mapping – it is about Gender Gender roles mapping exercise based on the daily activity mapping story of Beza and Jemal (next Slide) Participants divided into … • Female only group creates a timeline for the typical day activities of Beza, • Male only group creates a timeline for the typical day activities of Jemal Discussions: • Do you think the division of tasks fair for both of them? • What do you think they could do differently?
- 55. A typical day for a husband and wife - Beza and Jemal Beza and Jemal live in the village and they don’t own any land. They have two children who both attend school, one boy who is aged 10 years and one girl who is 7 years old. They live together in one rented room, but they do not have running water or a toilet in their house. Jemal works some days as a day-laborer on construction sites, but the work is not regular, and usually he only works 2 or maybe 3 days in a week. Before her children started school, Beza stayed at home. She nurtured her children from a very early age when her time allowed. But going to the market, preparing meals, keeping the home and outside area tidy and clean, and providing love and care for her children took all of her time. But it was very hard for the family to manage financially with only one part-time income earner. When Beza’s son was old enough to take his sister to and from school, Beza started a small business to sell coffee on the roadside close to where there are some government offices, about a 15 minute walk from her home. She tried to set up her stall early so she can sell to customers who are going to work. Lunchtime and at the end of regular working hours were also be very busy for her so she liked to keep her stall open as much as possible. Beza and Jemal were both raised to expect that women will do all the household tasks, so this is what they practice in their household.
- 56. Exploring gender differences How do you describe Sex and Gender? • “Sex” - physical and biological differences between males and females • “Gender” - cultural expectations of men and women, and is determined by culture
- 57. Child Nurturing Care • What are the elements of nurturing child growth and development? • Given nurturing children is the responsibility of both mothers and fathers, and siblings (girls and boys) what women and men can do to realize each component then?
- 59. Healthy timing and spacing of pregnancy Group 1: Favouring family planning Group 2: Resisting family planning • Are you using family planning or not? It is your decision. For learning let you debate on it in group. • Spaced pregnancies allows nurturing children well - better child health and education • Income-based family planning – aligning number of children and spacing and timing of their births with the income and life vision of the family. • Health Extension Worker working in local health post can provide you more information about family planning
- 60. Time Management: How to Get Things Done 8
- 61. Time Management • Do you ever feel like there’s not enough time in the day? We all get the same 24 hours – so why do some people seem to achieve more with their time than others? • “Time management” is the process of organizing and planning how to divide your time between different activities • Good time management unlock many benefits: Do more in less time, less stress, better reputation, having time with family and friends. • Good time management takes a shift in focus – away from doing a lot of busy activities to actually achieving results. • Being busy isn’t the same as being effective. For many people, the busier they are, the less they actually achieve!
- 62. Avoid / minimize time wasting activities …? Talking too long to customers Making many mistakes Delaying, postponing some tasks Not delegating tasks Taking too long/many breaks Long call with family or friends Gossiping Watching TV/ listening radio for too long Social media during work hours Receiving non-work related visitors Excessive social events - funerals, festivities Which ones you want to avoid or minimize from now on then?
- 63. Saving time! Techniques to help you save or manage your time? 1. Completing a simple diary or “activity log” for a few days to analyze how you spend your time 2. Creating a daily, prioritized “to do” list in your coaching notebook 3. Set weekly activity goals
- 65. Conflict is … ● Incompatibility of interest between people ● It is inevitable; it is a normal part of our life ● It could have a positive or negative outcome ● If handled well, it is an opportunity to change ● Managing or resolving conflict requires skills
- 66. Conflict and Causes of Conflict • People living or working together have different knowledge, perspectives, interests, values, etc • Sometimes differences lead to conflict – incompatibilities, clashes • Being in conflict teams do not produce Major causes of conflict • Unclear responsibilities • Competition for resources • Different interests
- 67. Specific sources of conflict in a group? • Late coming or absenteeism • Individual dominance • Lack of clarity - goals • Lack of accountability • unequal treatment of members • Unfair use of resources & benefits • Misuse of resources • Lack of commitment • Politics, ethnic matters • Clash of personalities • Biasness of facilitator
- 68. A Simple Conflict Management Model 1. Acknowledge the conflict 2. Understand the conflict Situation 3. Agree on the Solution 4. Reviewprogress
- 69. Conflict resolution skill cards • Identify your conflict resolution cards and post it onto the wall. Raise the issue early Manage your emotions Show empathy Active listening Constructive feedback
- 70. 9.4 Conflict management simulations – using the five kills Family Conflict You learn from your gossipy neighbour that your daughter is planning to apply to attend high school in a kebele 150 kms from your home. She has already applied to the school, and has looked in the kebele for boarding. You are very upset, as you do not want her to be vulnerable in the city. Business Conflict Your friend owns a small vegetable selling business and is having trouble attracting customers. Your kiosks are near each other at the market. One of your customers whispers to you that she is telling your customers that you use poor quality seeds and too much pesticide to grow your vegetables. You have noticed some of your usual customers buying vegetables from her.
- 71. Workplace Conflict You work in a local hotel as a housekeeper. Your manager tells you and your co-worker to clean all the bedrooms on the second floor as fast as possible as a tour group was arriving soon. The rooms are very dirty because construction workers slept in the rooms. Your co-worker soon disappears to another place in the hotel, leaving you with an impossible task. You find her in the kitchen talking to a waitress.
- 72. Accessing Support / Review / Celebrate 10
- 73. Accessing Government services • What offices, services or resources are available to help you in your community? • Service providers in your community include Government, NGOs and even private organizations • Some of the services are related to meeting your family needs for health, educational, finance, .business licenses, land registration, market information, employment options, etc.
- 74. Be Confident and Communicate • Now that you are aware of the many support services available to you. How can you access to them then? • Do you feel uncomfortable, nervous or are afraid of approaching service providers? What are the reasons for your feelings? • It is your basic human right to get support when you need it, and it is the responsibility of the government to provide you support. • So, prepare yourself and feel confident when going to offices of service providers?
- 75. Review and refresh life skills competencies Appropriate Workplace Habits, Attitudes and Behaviors 1. Dress neatly and appropriately for work. 2. Be on time. 3. Contact your supervisor if you are going to be late or must be absent 4. Manage your time well and work with focus. 5. Speak politely and with a respectful tone of voice to co-workers. 6. Be honest. 7. Keep discussions and interactions related to work. 8. Keep a positive attitude. 9. Be respectful of others and of your work environment. 10.Avoid personal mobile phone usage in the workplace.
Editor's Notes
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