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Module 1: Personal DevelopmentFacilitator’s Manual Handout 1.1: Examples of Values, Beliefs & Desirable QualitiesFor each column, choose the top 5 values and mark them with an MILY/FRIENDSEMPLOYERMindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum 2016 Education Development Center, Inc. All Rights Reserved.Page 10

Module 1: Personal DevelopmentFacilitator’s Manual Activity 3: We Are All Unique Objectives -By the end of the activity, participants will be able to:a. Share some of their values, beliefs and interestsb. Realize that while there are similarities and differences amongst everyone, we are allunique individualsc. Develop self-worth Time Required: 30 minutes Methodology: large group activity, pair work, and discussion Materials and Preparation: manila paper, markers, tape Prepare 4 signs on manila paper or meta cards – Strongly Agree, Somewhat Agree,Somewhat Disagree and Strongly Disagree Review the list of statements to read to participantsSteps:1. Hang up the signs in each corner of the room. Explain that you will read a statement andthe participants will go to the corner of the room that says strongly agree, somewhatagree, somewhat disagree or strongly disagree, depending on their own view of thestatement.(5 min)2. Statements should be prepared beforehand and can reflect values, beliefs, interests,abilities, etc. Examples include: I believe respect is the most important I want to work in an office.value. I think people should be on time to work. I like to be a leader. Spending time with your family and I prefer socializing with friends in myfriends will keep you healthy.free time. I am a hard worker. I like action movies. I am well organized. I like to play sports. I like to read. I always respect my elders. I want to start my own business. I am a good problem solver. I want to work in construction. Everybody should be heard.For some of the items, ask participants why they chose their responses. Emphasize thateverybody has their own opinions, feelings, interests and skills. Sometimes we havesimilarities with others and sometimes we have differences. We are all unique.(15 min)Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum 2016 Education Development Center, Inc. All Rights Reserved.Page 11

Module 1: Personal DevelopmentFacilitator’s Manual3. Pair-share activity: Each learner will work with a classmate, who may be his/her closestfriend or anyone from the group that he/she is comfortable to work with. Given thecategories below, each will share his/her own thoughts after the other.a. Interestsb. Likesc. Ambitionsd. Perfect leadere. Principles in lifef. Beliefsg. Hobbiesh. Talentsi. Person you look-up to as a role model(10 min)Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum 2016 Education Development Center, Inc. All Rights Reserved.Page 12

Module 1: Personal DevelopmentFacilitator’s Manual Activity 4: My Skills and Qualities Objectives -By the end of the activity, participants will be able to:a. Identify skills and qualities that are important to them in general and for workb. Assess their own skills and qualitiesc. Begin to determine next steps in improving skills and qualities Time Required: 30 minutes Methodology: individual work, large group discussion Materials and Preparation: manila paper, markers, tape Handout 1.2: My Skills and QualitiesSteps:1. Explain to participants that values influence how we spend our time and also lead us todeveloping skills and qualities that are useful for work.Ask learners to go to Handout 1.2: My Skills and Qualities in their Participant’sHandbook. Ask them to choose the top 6 skills or qualities that they would like to use ina job and copy them in their notebooks. Then have them rate themselves for all the 6skills/qualities that they selected (using the 4 columns in the Handout). These skills andqualities can apply to work, to your education, or personal life. Emphasize that thisactivity is for themselves and they are not being given marks or being rated. It is to helpthem identify their skills and qualities.(10 min)2. Ask participants to draw a line down the center, creating 2 columns. They should writeStrengths on the left side and Areas for Improvement on the right side (use the manilapaper prepared beforehand to show where the line should go). They should look at the6 items they had circled at the beginning. If they rated themselves as very good or goodfor a skill/quality, it means it is a Strength. If they rated themselves not so good or needsto improve a lot, it is an Area for Improvement.(5 min)Have learners think about their results:a. How did I rate myself in each of the 6 areas that I selected?b. What skills/qualities can I improve under Areas of Improvement to turn them intoStrengths?Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum 2016 Education Development Center, Inc. All Rights Reserved.Page 13

Module 1: Personal Development3. Process the exercise with the whole group by asking them:Facilitator’s Manual(5 min)Debriefing Questions:a. How did this activity of selecting and assessing your skills and qualities helpyou?(It helps me identify what skills/qualities are important to me, my strengths andweaknesses in particular areas, possible areas of employment and next steps.)b. Were all of their preferred skills/qualities in the strengths column? For those that werenot, what does one do?(Need to set goals and make a plan of action; identify steps to take to improve the skill –resources, training, )Emphasize that everybody has strengths and areas for improvement. The next activity isgoing to focus on setting goals, which is a first step in helping to move skills/qualitiesfrom the right side to the left side.4. Application of learning:Option 1: Write an essay. Select three areas for improvement and write about the stepsthat you will take to improve oneself.Option 2: Choose an object that represents yourself and write how that object relates toyour skills and qualities.Have learners use the writing space at the end of Session 1 of Module 1 in theirPartcipant’s Handbook to complete these writing assignments.(10 min)“LOW LITERACY ALTERNATIVES"Read 1.2: Skills and Qualities out loud with participants instead of having themdo it on their own. Before going through the list ask them to give examples ofskills or qualities they would like to use on a job. Once they have a sense of that,it will be easier to go through the list with them. Another idea is to not use thelist at all and have participants think about the top 5 - 10 skills and qualities theywould like to use on the job. They could then divide these according to their ownstrengths and weaknesses. If participants are not comfortable with writing, theycould draw symbols or use objects in the room to represent the skills & qualities.Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum 2016 Education Development Center, Inc. All Rights Reserved.Page 14

Module 1: Personal DevelopmentFacilitator’s Manual Handout 1.2: My Skills and QualitiesRate yourself and put an in the appropriate box.very goodgoodnot so goodneeds toimprove teousable to work in teamsable to lead othersable to work withoutsupervisioncreativeself- confidentorganizedlearn quicklyhardworkinguse money wiselygive advice to peoplecommunicate clearlymake decisionswritesupervisesolve problemsMindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum 2016 Education Development Center, Inc. All Rights Reserved.Page 15

Module 1: Personal DevelopmentFacilitator’s ManualSESSION 2: SETTING & ACHIEVING GOALS Activity 5: Introduction and Process for Setting and Achieving Goals Objectives ‐By the end of the activity, participants will be able to:a. Identify long and short term goalsb. Identify the steps needed to reach a goal, possible obstacles and needed resources Time Required: 1 hour 30 minutes Methodology: individual work, pair work, large group discussion Materials and Preparation: manila paper, markers, tape, crayons or markers Prepare a manila paper with the drawing of a tree with all its parts stating what theyrepresent: values/skills (roots), strength (trunk), goals in the near future (branches),obstacles (thorns), resources needed (leaves), goals in the far away future (fruits) Handout 1.3: Setting and Achieving Goals Handout 1.4: Steps for Achieving My GoalsSteps:1. Explain to participants that the last session’s activities on identifying values, skills andqualities serve as a foundation for this session’s activity on setting goals and makingplans. Key topics include:Key Topics Setting long and short term goals Identify steps, time frame and resources needed to carry out goals (plan)Ask participants to think about the values and skills they have identified from the lastactivity. Ask: How can you apply these values and skills to your future?(5 min)2. Ask participants to go to the writing space at the end of Session 2 of Module 1 of theirParticipnat’s Handbook. Ask them to draw a large tree that includes the roots, trunk,major branches, smaller branches, leaves, flowers and thorns. Explain that the growthof a tree is like the growth and development of a person. The parts of the treerepresent the following:Roots: their values and skillsTrunk: areas in their lives that give them strength – friends, family, church, mosque,work placeBranches: goals in the near future (what they want to do or accomplish soon)Thorns: obstacles they might meet along the wayMindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum 2016 Education Development Center, Inc. All Rights Reserved.Page 16

Module 1: Personal DevelopmentFacilitator’s ManualLeaves: resources that they will need to reach goals (people, information)Flowers: goals in the far away future or future achievements(10 min)3. Once they have prepared their drawings, show the tree in the manila paper that youcreated as a reminder of what each part means. Ask participants to label their trees withtheir own information.(15 min) What were the values and skills they identified in the previous activities? Theycan put those near the roots. Who are the people or what are the places that give them strength? What are their short term goals (in the near future)? What are the obstacles they think they may encounter? What kind of resources or people will they need? What are their long term goals (in the far away future)? LOW LITERACY ALTERNATIVES Label the tree parts together, asking a volunteer to come up who can be amodel. As you do the roots, for example, have everyone do their roots in theirhandbooks. Provide individual help as needed.Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum 2016 Education Development Center, Inc. All Rights Reserved.Page 17

Module 1: Personal DevelopmentFacilitator’s Manual4. Have a 2 3 participants share their drawings with the large group.(10 min)5. The branches represent goals – where people want to reach or what they want toaccomplish. Ask them: What do you think you will need to do to reach one of your goals(in one of the branches)?To help learners identify steps to reach goals, use the illustration of the steps inHandout 1.3: Setting and Achieving Goals in their Handbook. The top represents a goaland the stairs represent the steps that you need to take to reach a goal.(15 min)6. Ask learners to work in pairs. Tell them to use the information on their own trees andchoose one goal (one per learner). A goal that they want to achieve in 1 year from now.Explain that it is important to prioritize goals, for example, they may not be able toreach all goals in one year.To help learners choose their goal, explain that goals should be: SMART (Handout:1.3 in their Handbook), and review this Handout together in a large group.Once each learner has ONE goal in mind, ask them to identify the steps to reach theirgoal. Ask them to work in pairs to fill out each step in the table of Handout 1.4: Stepsfor Achieving My Goals in their Hanbook. What is the first step you need to take? Bywhen? What do you need?While learners work in pairs, you may remind them of the following Guiding Questions:What steps do I need to take to reach my goal?What abilities and experience do I already have that I can use?By when do I need to achieve each step?What do I need to achieve each step? Skills, capital, people’s support (20 min)‘LOW LITERACY ALTERNATIVESWriting goals: If participants are not comfortable writing, they can draw pictures orsymbols that represent their goals and then explain them to their partner or the group.7. Bring everyone together and invite 2-3 pairs to share the goal that they worked on andthe steps that they identified to reach that goal.Ask the following questions and discuss in a large group:Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum 2016 Education Development Center, Inc. All Rights Reserved.Page 18

Module 1: Personal Development-Facilitator’s ManualHow do you think what you learned today can help you plan for your your work inthe future? For your career in the future?[Can use the same process to identify the seps I need to achieve a work goal, or acareer goal, or any goal in my life.]-Think of the last activities (in Session 1). When planning for your work or career inthe future, how important do you think are your skills, qualities, and values?[When planning for my career or my work in the future, it is important toremmeber and to take into account my qualities, skills, values, and everything thatmakes me as a person. Knowing a skill (how to do something well) is very helpful,but is not enough and it is not the only think that matters at work. Values andqualities are also very important.]Explain that they can use these steps to get closer to any type of goal they may have,personal, educational, or career and work-related.They will use these steps and will practice how to prioritize when planning for aCommunity Service project in another Module.(15 min)Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum 2016 Education Development Center, Inc. All Rights Reserved.Page 19

Module 1: Personal DevelopmentFacilitator’s Manual Handout 1.3: Setting and Achieving GoalsMindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum 2016 Education Development Center, Inc. All Rights Reserved.Page 20

Module 1: Personal DevelopmentFacilitator’s ManualSetting GoalsWhat is your vision of success? The image is different for each of us. For one person it's workingin an office setting, for another it is being a successful farmer.Goals should beSMART:Example that cannot bereachedExample that can bereachedSpecificI will become rich.MeasurableI will attend Saturday classes.AchievableI will become president of thePhilippines by next year.RealisticI will become a player of one ofthe famous Philippine BasketballAssociation teams.I will find a construction job.I will earn P5,000.00 permonth.I will attend Saturdayclasses three times permonth.I will become the presidentof the youth group in ourbarangay by next year.I will play basketball withthe basketball team in ourbarangay.I will find a construction jobin the next 2 months.Time FramedSteps to Setting and Achieving GoalsSetting goals is more than deciding what you want to do. It involves figuring out what you needto 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 toget there. Your goals are your road map. Follow them and you'll be well on your way.1. Where do I want to be in the next 3 months, 6 months, 1 year?Example: By the end of the year, I want to graduate from secondary school.Example: To graduate from secondary school, I will participate in an evening study group. Iwill study for one hour every evening. I will seek extra help from the teachers when I needit. I will improve my basic math skills 2. What must I know to get there?Example: In order to improve my basic math skills I will need to have a better foundation inthe basic topics.Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum 2016 Education Development Center, Inc. All Rights Reserved.Page 21

Module 1: Personal DevelopmentFacilitator’s Manual3. What steps must I take in order to know and be able to do these things?Example: To improve my basic math skills, I will need to identify a math tutor who can spendtime with me each week. To participate in an evening study group, I will need to ask myfriends and teachers of existing study groups including the days and times they meet.4. What abilities and experience do I already have that are going to help me take these steps?Example: I will talk to people I know who are in my youth group, ask friends and teachersinvolved in on-going study groups, etc.5. What obstacles might be in my way and how can I deal with them?Example: It will be difficult to find time to participate in an evening study group because Itake care of my younger siblings. I will see if I can get assistance from friends and see ifthere are any day time study groups.6. What should I do first, second and so on?Sources:Carney, Susan. Goal Setting for Teens: Helping Kids Define and Meet Their Objectives.

Module 1: Personal Development “Mas mabuting pinag‐iisipan ang kinabukasan habang ikaw ay nasa kasalukuyan.” One better thinks of the future while in the present. Personal Development Objectives By the end of the module participants will: Identify their values, skil