1. Lesson Plan 1
Duration 2.5 hours
Aim:
That participants will identify areas of interest, values, skills and transferable skills.
At the end of this lesson the learner will
1. Have identified their interests.
2. Have identified their values.
3. Participate in group discussion. (What do employers want}
4. Have identified their Skills, Personal skills, transferable skills and specific skills
5. Identify skills relating to personal employability.
6. Identify experiences relating to personal employability
7. Prepare personal record
S.L.O.
Time
Mins
Resources/ Materials
Assessment
Flip Chart
Based on outcome of discussion and
encouraging participation by all.
10
Exercise on preconceived ideas and fears.
In groups get participants to answer the following: “What
fears, concerns and pre- conceived notions did you have
prior to coming here today” and “what do you expect
from this part of the training”.
Introduction to course and learning outcomes
Overhead projector
Computer
File listing same
Participation
5
Ice breaker: Use letters of your name to describe yourself
Flip Chart
Participation
5
Exercise sheet # 1
5
Activity/Method
1
5
10
Explain what personal employability is, i.e. interest,
values and skills. (Don’t go into too much detail on skills
wait until later to describe transferable).
Explain how to fill in sheet.
Fill in Exercise # 1 Interests
2
2
Explain what values are and why they are important.
2
10
Fill in Exercise # 2 Values
Exercise sheet # 1
3,5
10
Exercise on employability skills. In groups ask learners
to answer the question, what are employers looking for
and what employability skills are.
Flip Chart
Power Point
Feedback from groups
15
BREAK
BREAK
BREAK
4
7
Explain how skills can be broken down into personal,
transferable and specific skills and define each. Explain
employability skills.
4
4
4
5
5
5
Fill in Exercise # 3 Personal skills
Fill in Exercise # 4 Transferable skills
Fill in Exercise # 5 Specific skills
Evaluation
5
Sheets filled out.
Copy exercise # 3, 4, 5.
Sheets filled out.
Sheets filled out.
BREAK

2. 6
5
6
5
5
5
5
7
Explain the importance of being able to identify
experiences which relate to interests and skills
Complete exercise # 6 experiences relating to personal
employability (2 pages)
Experiences relating to interests
Experiences relating to personal skills
Experiences relating to transferable skills
Experiences relating to specific skills
Sheets filled out.
Copy exercise # 6
Explain what a personal record is.
Begin compiling personal record.
Copy exercise # 8
7
5
Recap &Evaluate session
Flip Chart
Sheets filled out.

3. Lesson Plan 2
That participants will recognise the importance of effective listening and have an opportunity to practise their communication skills.
Duration 2 hours
Aim:
At the end of this lesson the learner will
1.
2.
3.
4.
5.
List the barriers to communication.
Identify the key concepts of active listening.
List the key skills associated with empathic listening.
Recognise how our perceptions may hinder effective communication.
Have participated in role play in relation to assertive behaviour
S.L.O.
Time
Mins
Activity/Method
Resources
5
1.
Recap on last session and answer any
questions.
10
Break learners into pairs. Each pair should
have an "A" student and a "B" student. The A's
will speak for three minutes about a topic. B's
will experiment with being ineffective
listeners. Then A's and B's will switch. A's will
try being ineffective listeners and B's will
speak. Have one person observing. Debrief the
results as a whole group. What do ineffective
listeners do? Brainstorm a list:
Flip Chart
Topics for discussion??????
2,3
10
Now ask A's to speak about a different topic
for three minutes. B's will try to use empathic
listening techniques as effectively as possible.
Then the two will switch. Have one person
observing. Debrief. What worked, what didn't?
Flip Chart
3.
15
In groups think about the results of the last
exercises and list what makes a person a good
listener.
Flip Chart
Handout listening skills
3.
10
First Person Pronoun exercise.
Divide into pairs and have a conversation
with out using any personal pronouns. Use
active listening skills just learned.
Copy of activity
Assessment
Evaluation

4. 4.
Listening test to be read out only once. Once
they have finished, debrief their answers. Next,
read it a second time so that learners can follow
along with the questions. Write the word
assumption on the flipchart and discuss.
Why are assumptions sometimes
useful when we are listening?
How can they be harmful?
What kind of assumptions did you
make in the listening test?
Often we make assumptions based
on cultural norms. How might that
affect communication between
people from different cultures?
Listening test
15
5
15
Pass out the Optical Illusion handout. Ask
students to look at Edgar John Rubin's image
and to first write, then discuss what they see.
Discuss how our prejudices and assumptions
can affect the way we see and hear. Now ask
students to look at the picture of Kanizsa's
Triangle. Ask students to identify the number
of triangles in the picture.
Flip Chart/
15
Role play various scenarios and discuss what
happened and what could have been done
better.
10
Recap and evaluation
Flip Chart