Motivate! 10 Day Confidence & Motivational Training Programme

MOTIVATE!
10 Day Confidence & Motivational Training Programme
Aim of Programme:
To look at confidence and how it affects you
To increase participants feelings of self worth
Have an action plan for taking forward goals
Day 1
TIME
9.1510.00
TOPIC
Arrival/Group Welcome &
introductions
TUTOR ACTIVITY
Introductory Exercise (Icebreaker)
Mingling with a Mission
Objective
For everyone in the room to learn something
about each other, get participants talking and
beginning to relax with each other
Method
All participants (including facilitator) is given the
mission (scribed onto flipchart) to find out
something about each other that they wouldnt
know by looking at them.
Suggest participants prepare questions in
advance (that people would feel comfortable in
answering) and take notes if necessary. Once
completed the facilitator encourages the group to
identify some of the knowledge about each other
during the mingling process.
Introduction to MOTIVATE!
10.0010.10
Exercise: Whats on Top &

Temperature Check
STUDENT ACTIVITY
feel welcomed and safely
integrated into the group
know who the facilitator are
be familiar with venue/facilities
and aware of basic health and
safety procedures (including fire
evacuation procedures)
be aware of course content
RESOURCES
Flip Chart
Pens/paper
Take part in exercise.
How I am
feeling
worksheet HO
1
Housekeeping
Aims & Objectives of 10 day programme
Exercise: Whats on Top & Temperature Check

Objective
For participants to leave behind their immediate
issues, worries, frustrations, and concerns to help
enable them to focus on programme sessions.
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Participants register their own level of confidence
at this point in the day and note it privately for
later comparison.
Method
Whats on Top: Facilitator pairs the group and
invites them to talk to each other about anything
that may be bothering or distracting them (if feel
able and comfortable to do so). Alternatively
participants can register feelings anonymously on
pieces of paper placed into a box which can be
taken away or shared anonymously with the group
and capture (and scribe on flipchart) thoughts on
help/advice/support for coping/resolving etc.
Facilitator invites participants to speak privately
with them during break time.
Temperature Check: Participants are invited to
log privately on How am I feeling HO how
confident they are feeling on a scale of 1 to 10
(handout to be retained by them in their folders
and added to each day) Participants can also log
any emotions/feelings they have during the start
and close of each day until the end of the 10 day
programme
Materials
How am I feeling worksheet HO
10.10
10.20
Ground Rules
Take part in exercise

Ground rules
Objective
To ensure that all participants can participate in
the course and feel secure in doing so. Method
Facilitator to encourage the group to consider
content for a contract of rules to which the group
will sign up to. This will help maintain a secure
and safe-feeling environment for the remainder of
the course. The facilitator will make suggestions
as required. The contract is scribed onto
flipchart and retained on display throughout the
course.
Flip Chart
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Some basics to prompt from the group could be:
10.2010.40
Explorations Questions
10.4011.00
11.0011.15
Break
11.1512.15
Explore how confidence

and lack of can affect you
Personal Satisfaction
Wheel
Confidentiality
Honesty
Respect, listening and not interrupting
Giving time and space for others views and
opinions
Supporting each other
Not being made to do things
Recognising each others strengths and
weaknesses
Not judging
Willing to learn from each other
Having fun
Ask participants to think about there current

circumstances and what they want to get out of
the course?
Complete explorations questions
Complete handout 2
Explorations
handout 2
Ask participants to think about the following areas

of their lives career, money, health, friends/family,
significant other/ romance, personal growth, fun
recreation and physical environment. Ask them to
rate their personal satisfaction on the worksheet
Divide group into pairs and ask each participant to
cite a situation where they felt lacking in
confidence.
Complete Personal Satisfaction

Wheel handout 3
Personal
Satisfaction
Wheel
handout 3
In groups, one person takes several

minutes to describe their experience
etc while the other listens.
Flip Chart
paper
Pens
Divide group into pairs again, repeat process but

citing examples of confidence.
As above but citing experiences of

feeling confident.
Labels Exercise Split group into 2 groups. Ask I

group to write down all the negative words that
have been used to describe women/men. Ask the
other group to write down all the positive words
that have been used to describe them
(this will be more difficult)
12.15-
How do perceive
Split the group into groups of 2/3. Issue each
Students split into 2 groups
Cut out pictures and write brief
Magazines
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12.55
12.55-1.00
Confidence?
Evaluate the session

Temperature Check
group with magazines and ask them to cut out

pictures which portray confidence. Stick pictures
on to flip chart sheets explaining reasons for
choices.
explanation for choice.
Ask participants to complete temperature check

worksheet
Complete How am I feeling

worksheet?
Pens
Scissors
Prit Stick
Flip chart
paper
SESSION PLAN FOR CONFIDENCE BUILDING

DAY 2
TIME
9.15-9.30
9.30- 11.00
TOPIC
Coffee recap of previous class
and outline of objectives of
todays topic Confidence
Building - the next step
How confident are you?
This exercise highlights how
confidence can vary between
situations and between
participants in the group.
TUTOR ACTIVITY
Ensure everyone comfortable and clear on
objectives.
STUDENT ACTIVITY
Discuss any worries or fears about
the course.
RESORCES
Flip Chart
Tutor describes an imaginary line in the

room that has a scale attached to it, with
not all confident at one end of the line to
very confident at the other end of the line.
Students to physically position

themselves on line.
Handout 4
Participants enter into discussion.
Flip Chart
Paper
Pens
Describe each situation in turn (see

handout A) and ask each participant to
physically place herself on the imaginary
line according to how confident she
generally feels in each situation.
11.00-11.15
11.15
1.00pm
Break
Adopting positive strategies
in order to take the first tiny steps
forward.
Tutor asks participants to work in pairs and

identify 2 things they would like to do but
cant. Ask them to list what would help
them achieve their goal.
Break the goal down into small, achievable
sections.
Role Plays: Picking particular scenario
from the imaginary line task, split the
group into 2 and ask for one person out of
each group to reinact the scenario.
Learners split into groups and a
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volunteer from each reinacts a
scenario
1.45 2.30
Props
( glasses;
train table
etc)
Flip chart
Recap of objectives.
Ask questions
TOPIC
Recap of previous class
and outline of objectives of
todays topic What type of
personality are you?
What kind of personality are
you?
TUTOR ACTIVITY
objectives.
STUDENT ACTIVITY
the course.
RESORCES
Flip Chart
Powerpoint
Tutor circulates personality test for

participants to complete. Ask each
participant to put 10 ticks against the
words which most describe her and
crosses against the words which least
describe her.
Students to complete personality

profile and discuss results
Personality
test handout
5
Pens
Flip Chart
Participants work on an individual

basis.
Flip Chart
Paper
Handout 6
Pens
DAY 3
TIME
9.15-9.45
9.45 - 11.00
Aims:
To enable participants to view
their personality positively
Rationale:
To provide an opportunity for
self-evaluation
In pairs, compare lists.

Ask each participant to choose 2 positive
traits and to describe 2 recent situations
where she has displayed those qualities.
In the group, ask each participant to share
with the others three of her positive traits.
11.00-11.15
11.15 12.15
BREAK
How others see me
Aims:
To enable assessment of
personal strengths and
weaknesses
To invite constructive comment
from people near you.
Tutor gives out handout 6 and asks

participants to fill in first section identifying
2 things they like about themselves and 2
things they would like to change.
Ask them to ask 3 people they are close to
(family etc..) to fill in the other sections for
next session (this can be done for
homework)
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12.15-12.45
Balloons Exercise.
Aims:
To boost confidence
To create a framework for
compliments to be made
Rationale:
This encourages participants to
verbalise positive validations of
each other.
12.45-1.00 pm
Question and Answer Session
Tutor gives out handout 7 and asks each

participant to write name on bottom in the
square.
They then pass their paper to their
neighbour on the left who has to fill in a
balloon writing in something positive about
the named person. Everyone then passes
the paper on to the person on the left and
so on until your paper comes back to you.
Each participant is given an

opportunity to read through their
own paper, asking them to read to
the rest of the group 2 of the things
written about them.
Flip chart and

markers
Handout 7
Ask questions
Flip chart and

markers
Handouts
After giving everyone an opportunity to

read through their own paper, ask each
participant to read to the group 2 of the
things written about them.
Ask questions
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DAY 4
TIME
Day 4
9.15 10.15
TOPIC
Aim
* Be aware of the
importance of well
developed
communication skills
* Understand the
importance in
employment of working
as a team member
* Appreciate the
importance of personal
presentation in seeking
employment
Communication,
Personal
Presentation &
Teamwork
TUTOR ACTIVITY
Emphasis the value of each of the components

by sketching Communication, Personal
Presentations and Team Work in three
combined circles on a
Flip chart (see worksheet for more information)
explain the dependency links.
Explain that the session will be covering the key
elements of communication in terms of
Listening, Questioning and non verbal
communication.
STUDENT ACTIVITY
RESORCES
Participate in discussion and exercise
Picture
Pens
Paper
Communication is a vital element in everyday

lives and is one where we can all expect to go
on learning and improving. Good
communication skills can be of benefit to you
when: seeking information, being interviewed,
negotiating for better conditions & making
complaints etc.
What is communication?
Exercise: Ask for someone to volunteer and to
describe a picture to the group. The group will
then draw the picture as described. This is one
way communication only and no questions can
be asked by the group.
Discuss the previous exercise by asking
Discussion
Flip chart
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questions- Was it difficult? Why was it difficult?
-
Assumptions made
Misheard
Unable to ask questions
No check for understanding
No feedback
One-way communication
All of the above are communication barriers

Ask participants
Discussion
What are the different methods/opportunities for
communicating?
Flip chart
-Verbal
- Written
- 1:1 interviews
- Meetings
-Presentations
10.15-11.15
Listening
Discuss the different components of

communication.
Exercise: What percentage of time do you think
the average person spends listening to others?
On a flip chart write the following:
Listening =
Speaking=
Reading=
Writing=
FACTS to pass to participants
Listening =45%
Speaking= 30%
Reading=16%
Writing=9%
Unfortunately listening is grossly underrated skill
and this is failing often leads to major
breakdowns in communications. But listening is
Discussion
Flip chart
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a skill which can be developed. We normally
act as passive recipients of verbal information
and consequently miss a lot of detail. If we
listen actively we will remember much more.
Discussion
Flip Chart
Discussion
Flip Chart
Tutor to read a short paragraph once,

participants may take notes if they wish but
cannot ask any questions.
You are the Captain of a short hop jet known
as B-400c. It leaves Heathrow at 0800 with 60
passengers.
At Birmingham 20 people get off and 30 people
get on
At Leeds 10 people get off and 6 people get on
At Edinburgh of the people now get off
Final destination
Aberdeen and remainder of the people leave
completed journey
What is the make, model and colour of the
Captains car?
So why dont people listen?
-
Not trained to listen

Speed of thought (we think faster than
we talk)
Outside distractions
You infer- make interpretations and
judgements
Want to speak and therefore interrupt
You are preparing your reply whilst they
are talking
Hold a different view
Hear what you expect to hear rather
than the intended message
Wrong/inappropriate language eg
jargon
Fear of being exposed
Heard it all before- switch off
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Listening is an active and not a passive skill and
we need to listen for a variety of reasons
-
To be polite
To obtain information (eg directions or
instructions)
Out of interest for the person or the
topic
To help our understanding of the other
persons situations or ideas
To find fault in whats being said
For new ideas and approaches
What are the actions which identify a good

listener?
-
Discussion
Flip Chart
answers
seeks clarification
Summarises
Eye contact
Nodding gestures
To actively listen is to interpret all the messages

received and conclude what response is
required.
The response may be
A question
A confirmation
A simple statement
An acknowledgement
Or may be no need to respond
Flip chart
Good guide to listening (put on flip chart)
Look interested
Inquire with questions
Stay on track- dont let your mind wander
Test understanding
Evaluate what you are hearing
Never interrupt
11.15- 11.30
11.30-12.00
BREAK
Non Verbal
Ask participants to think for a moment about
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communication
face to face communication and write down how

much information is conveyed by each of these
elements
WORDS =
TONE =
NON VERBAL COMMUNICATION =
Discussion
Write down
Display answers on a flip chart

WORDS = 10%
TONE = 35%
NON VERBAL COMMUNICATION =55%
Discussion
What are the forms of non- verbal behaviours?
Discussion
Flip Chart
Pens/paper
Flip chart
Facial expression
Body Posture
Gesture
Eye contact
Emotion
Distribute handout ( Non verbal communication

your perceptions)
What do these examples of non-verbal
communication convey to you?
Complete handout
Discuss
Non verbal
communicatio
n
Hand out
Discussion
Discuss responses (tutors copy provided)

Emphasise wide range of perceptions
Emphasise importance of facial expressions
It is not only what you say that
communicates- it is also very much how you
convey it. If the message is right and the
non verbal communication is wrong, it will
affect the outcome.
12.00- 12.45
Teamwork
Definition of Teamwork
Sharing, understanding, respecting,
encouraging each team member.
Definition on
Flip Chart
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Ask participants
Discussion
What is a team?
A team is a group of people who share certain
tasks or goals.
Teamwork means that members of a team:
Depend on each other- their combined talents
and efforts are essential to accomplishing their
goals
Are willing to work together- co-operation is
the foundation of any good team
Are committed to achieving team goals
true team members will put team goals before
individuals interests
Exercise on teamwork
Introduce and carry out Exercise CHAOS as

follows:
Hand out recording sheet to all participants and
ask them to go round the room and get a
signature of the people who have done the
things on the list.
While this exercise is taking place the trainer
monitors the activities and provides feedback on
how the group acted eg. Polite, demanding,
information giving/seeking, cooperative,
secretive.
Ask participants What does teamwork offer
Team Member.
Answers
For many people teamwork offers:
1. Social interaction and chance to make
friends
2. Another support system
3. A sense of belonging
4. A chance to learn from others
5. A sense of achievements when a job is
Take part in exercise
Handout/
exercise
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well done
6. Challenges
7. Motivation
Day 5
TIME
9.15- 10.15
TOPIC
Make an I want list
TUTOR ACTIVITY
Tutor to ask participants to think about the
journey from where they are to where they want
to be. I other words what does success look
like to you?
One of the main reasons why most people dont
get what they want is they havent decided what
they want.
Make an I want list
One of the easiest ways to begin clarifying what
you truly want is to make an list of
(List on flip chart)
10 things you want to do
10 things you want to have
10 things you want to do before you die
STUDENT ACTIVITY
Make a list on a piece of paper
RESORCES
Flip chart
Piece of
paper
Work in groups of two and discuss

questions on flip chart
Flip chart
Make a list of 20 things you love to do and then

think about what you can make a living doing
some of those things.
Examples: love sport= sports coach
Love travel= write travel articles
Love films= camera operator
Love animals= vet assistance
10.15- 10.45
Interests and Passions
When we do what we feel passionate about we

lose ourselves, feel totally motivated and often
do well.
Tutor asks participants to break into groups of
two and work through the following questions
(Put questions on flip chart)
How do you use your leisure time?
MOTIVATE!
What would you be rather doing?
What inspires you?
When have you been absorbed that you didnt
notice?
Tutor asks group to feedback what there
interests are and how this can be related to the
working environment.
10.45- 11.00
11.00-11.20
BREAK
Personal strengths &
professional strengths
11.20-1.00
Achievements &
Recognition
Tutor asks the group to pick three significant

people at least one of whom know them in a
work training capacity and asks them to tell
them what there greatest strengths are. Ask
participants to pick three professional and three
personal strengths that strike them as both true
and enjoyable. For each of the three provide an
example from there life or work which
demonstrates how they have used it
successfully. Look at what was enjoyable and
cam easily to them.
This can be discussed at the next session.
Many people never stop to review and
acknowledge their own achievements. As a
result they may have a different view of
themselves and their potential. This exercise is
designed to help you take stock and appreciate
your achievements to date.
Create a list of the following:
Professional achievements
- Your three favourite employment roles
to date with your most important or
enjoyable achievements and how you
made a difference and added value.
(max 3 roles and 100 words per role)
Personal achievements
- Awards, degrees and major achievements
from your life outside of work, including any past
and present voluntary or community activities.
Participants to speak to three

significant people at least one of
whom know them in a work training
capacity and asks them to tell them
what there greatest strengths are.
List personal and professional

achievements
Paper/ pen
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Week 2
Day 6
TIME
9.15-9.30
9.30-11.15
TOPIC
Recap of previous class
and discuss homework
on Personal strengths &
professional strengths
from previous class
Outline objectives for
todays topic How can
I overcome my lack of
confidence with
reference to work?
TUTOR ACTIVITY
Homework ask participants to discuss
personal & professional strength.
STUDENT ACTIVITY
To feedback to group
RESORCES

objectives.
Tutor to write questions on flip chart
What are your concerns about entering
employment
What relationship problems have
happened in your previous work history
that you are concerned might happen
again?
Do you have an up to date CV?
Have you had interview experience?

the course. Identify one real barrier
that affects confidence ref work. Prior
discussion has identified this as lack
of It skills/CV writing/ Application
Forms/Interview Skills.
Flip Chart
Powerpoint
Ask participants to think of any other barriers

they feel they may have in relation to work.
11.15- 11.30
11.30-1.00pm
BREAK
Work Works
This session enables participants to look at

specific barriers and discuss ways of tackling
them.
Facilitator can use their discretion in this
session and cherry pick barrier exercises
dependant on the need of the group
Financial help when returning to work
(mandatory)
Managing household income when
returning to work
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Maintaining motivation during work

search or other activity
Assessing good quality childcare
Comparing childcare options
Objective
To consider specific return to work barriers and
identify information resources, tips and
techniques to help tackle/overcome these
issues
Method
Depending on number of exercises being used
in this session, break participants in groups of
corresponding number ie
Group One Financial help when returning to
work (mandatory)
Group Two Managing household income
when returning to work
Group Three Maintaining motivation
If both childcare exercises required
Group One
Financial help when returning to
work
Group Two
Managing money or Maintaining
motivation
Group Three Assessing good quality childcare
Group Four Comparing childcare options
Ask each group to consider their set exercise by
issuing the relevant barrier worksheet and
instructions. (Each group is set a different
exercise with the relevant worksheet containing
full task instructions)
MOTIVATE!
Week 2
DAY 7
TOPIC
TUTOR ACTIVITY
Job Match ONE

Recognising job
opportunities
Objective
For participants to
become more familiar
with the construction and
language of job
advertisements to enable
job opportunities relating
to required skills,
knowledge and personal
strengths
Break into small groups. Issue participants with

Recognising job opportunities HO
STUDENT ACTIVITY
RESOURCES
TIME
9.15 10.15
Task instructions
Invite participants to look at the three adverts from a
selection of real jobs. The objective is for groups to
identify and highlight each skill, personal strength
and quality and area of knowledge detailed in
adverts 1-3 (highlight each on the page by circling
or underlining) The purpose of this exercise is for
them to acknowledge that without clearly identifying
what each job specifically requires they may miss a
job opportunity through lack of attention or lack of
confidence; sometimes feelings intimated by the
selling style of the job advert and job title.
Split participants into pairs. Issue Discovering a
unique you HO. Reassure participants
that this task is not a test of language but an
opportunity to ensure we understand the
meaning/definitions of common words and
phrases used in job advertisements.
Participants for whom English is their
second language may need closer
supervision and support during this
exercise.
Flipchart ANY WORDS AND PHRASES NOT
FAMILIAR TO GROUP. Facilitator to provide
definitions and scribe the task.
Task instructions.
Invite participants to complete section 1 of task by
Materials
Recognising job opportunities
HO
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selecting six words/phrases that they feel
best describes them. Identify these by
circling/underlining their choice.
10.15-10.30
Job Match TWODiscovering a
unique you
Objective
To enable participants to
identify their
individual sets of
personal strengths
and qualities
through connecting
with language
used in job
opportunities
Ask participants to look at section 2 of task and

consider their reasons for their selection. Two
questions to assist with this task are:
Can you recall an activity or event when you
have demonstrated this strength or
quality?
Has another person described you by using one
of your selected words/phrases. Do you
know why?
NB: Section 2 is purely a focus exercise for the
next task in Job Match Exercise THREE and NO
written work is required to complete section 2
Reinforce to group how utilising these

words/phrases on application forms/CV/at
interview promotes their key strengths and
abilities as well as good preparation for
competency styled selection interviews when
interviewees are asked to give specific
examples to back up and illustrate key
strengths ie good time management, works
well under pressure.
Next session
Explain that in the next exercise the group will
begin to provide evidence (examples) that they
have just been considering in section 2.
Materials
Discovering a unique you
HO
MOTIVATE!
10.30-10.45
Job Match THREE Promoting

yourself to others
Objective
develop their individual
set of evidenced key
strengths and qualities
Break group into pairs and issue promoting

yourself to others HO Encourage each pair to
explore ideas together for each of them making sure
that any examples are very specific and NOT I am
organised because I organise my children
Task Instructions
Explain this exercise is designed to encourage
participants to write down examples that they can
use to promote themselves on application
forms/CV/at interview. Ask each participant to
select four of their selected words/phrases from
Job Match exercise TWO
Highlight the worked examples at the top of
promoting yourself to others HO
STRENGTH 1: Quick to learn
Materials
Promoting yourself to others
HO
MOTIVATE!
Why? Because my college tutor said how quickly
and accurately I worked through my course
exercises
STRENGTH 2: Creative
Why? Because friends comment on how well I use
colour and design in my rooms at home
10.45-11.00
Job Match FOUR

Create the right
job for you
Objective
see their own work ideas
and aspirations; their own
personal skills and
strengths and experience
created in the form of a
personalised job
advertisement.
Ask participants to work individually on this task but

encourage discussion with their immediate
peers/facilitator and issue create the right job for
you HO. Reinforce to participants that this is
not a test of their written capabilities so they do
not need to create a fully worded advertisement
but simply add ideas and words under each
paragraph prompts numbered 1 4 on the
worksheet overleaf
Task instructions
Introduce this task by reminding participants of the
key components of a job advertisement (that we first
looked at in Job Match Exercise ONE):
Job role
Work environment
Candidate skills and experience
Candidate personal strengths and qualities
Candidate knowledge
Explain that the aim of this task is to create an

advertisement that describes them and any ideas
they have for a job/career (if they are unsure on a
job role or environment that they may be suited to,
encourage them to describe a job they had or
someone close to them had to enable them to start)
Facilitator to read out to the group the job
advertisement headed Part time positions in
Fashion Retail on create the right job for you
HO
Materials
Create the right job for you
HO
What is your job title
HO
MOTIVATE!
Issue the worksheet headed What is your job
title? and explain that each of the questions
headed 1 4 directly relate to the type of
content provided in the Part time positions in
Fashion Retail (parapgraphs 1 4)
Facilitator to read through questions 1 4 to ensure
that participants are clear on what information is
needed
NB Suggest facilitator may need to scribe
another example job advertisement on the
flipchart to show how participants can approach
this task. Suggest facilitators use their current job
or a previous job as an example
STRESS to participants that they are at a very
early stage of self awareness/self development and
not to expect self promotion to come easily at this
stage. The Job Match set of exercises has been
designed to help them see themselves in a
structured way and show them their own skills,
experience and personal strengths
11.00-11.15
BREAK
11.15- 12.00
Applying for success:
Applications
Objective
For participants to
consider how people are
appointed and the skills
and tools needed to
market themselves and
get through an application
process
Break into groups of 3-4. Explain to the group that

this task enables them to look at the process of
recruiting an individual to a specific job. Each of the
smaller groups forms the selection panel that
decides which candidates meets the job
requirements most closely.
Issue handouts:
job specification/person specification for
part time receptionist
application form: Brown
application form: Gray
application form: Blue
Task instructions
Invite each group to examine each of the three
Materials
Recruitment Exercise Job
Spec HO
Completed Applications Form
Samples x 3 HO
MOTIVATE!
application forms and look for evidence of the
relevant skills and experience required; taken from
the person specification (essential and desirable
skills) and tasks within the job specification then
decide as a selection panel whom to interview.
Feedback
Facilitator to encourage feedback which highlights
spelling mistakes and differences in the quality of
content and the ability to provide evidence of
suitability for the job
Facilitator gathers feedback from the main group on
their first impressions of each application and draws
together a list of dos and donts of selling
techniques when looking to impress a prospective
employer. Use flipchart to capture answers
12.00 -12.45
Applying for Success:

CV workshop
Objective
To raise awareness of
tips and techniques that
strengthen presentation
and content of a CV
Break into small groups of 3/4 and issue two

examples of CVs (one poorly presented with
inappropriate information and errors, the other
clearly presented with succinct but appropriate
information).
Task instructions
Ask each group to discuss the presentation style
and content of each CV and encourage them to rate
(ie their likes and dislikes) on each CV based on:
initial impression
style and layout
content
clarity of information
Feedback
Scribe all feedback on flipchart. Ask each group in
turn to feedback on their discussions (start with the
poorly presented CV) and ask for a single
positive/negative from each group and rotate until a
sufficient list is scribed.
Turn group attention to the well presented CV and
feedback facilitate feedback as previously
Materials
Bad CV HO
Good CV HO
CV top tips HO
CV template HO
MOTIVATE!
NB: HIGHLIGHT THAT BOTH CV EXAMPLES
ARE THE SAME PERSON demonstrating how
important presentation and clearly focused
information is in making a positive impact.
ISSUE CV Top Tips handout and blank CV
template which participants could adopt for future
reference. Facilitator to walk through each
handout and draw out key features.
12.45-1.00
Evaluation of the days

training
Ask participants to bring in details of

qualifications etc to help draft a CV the next day.
TOPIC
Introduction
CV
Interview techniques
practical
Objective
To demonstrate two
styles of interview
selection which focuses
on specific techniques
TUTOR ACTIVITY
STUDENT ACTIVITY
RESOURCES
Do up a CV
Facilitator to issue competency based selection
interview HO to participants and explain to group
that the task is for them to observe a role play and
ask for a volunteer to act as the interviewer
Draft CV
CV template
Day 8
TIME
9.15-9.30
9.30-10.15
10.15-11.00
Task instructions
Facilitator to read through the scene setting of the
interview and begin
Facilitator to ensure all participants have good sight
lines of the role play and vocal level is sufficiently
high for all participants to hear
Facilitator asks volunteer interviewer to ask three
specific interview questions that are contained on
competency based selection interview HO
What attracted you to our organisation?

What skills do you believe you are
bringing to this role?
Can you give me an example of how you
manage your time?
MOTIVATE!
Facilitator has two versions of interview to
perform
Version One
Candidate shifts in chair, has closed body language,
looks down when speaking, has noticeable habits
and gives short answers to questions. Answers to
questions are contained in Version 1: left hand side
of table on competency based selection interview
HO
Version Two
Candidate is nervous, has open body language,
smiles, holds eye contact and tries to give full
answers to questions. Answers to questions are
contained in Version 2: right hand side of table on
competency based selection interview HO
Limit comments from participants observations
by explaining to group that further discussion,
feedback and exploration is scheduled for the
next session after morning break.
11.00-11.15
11.15-12.00
Break
Interview practice
break out session
Objective
experience a brief
interview process playing
roles with differing
perspectives
Invite participants to break into groups of 3 (or 4 as

size of group dictates) and ask them to agree who
will play
the interviewer
the interview candidate
silent observer x 2 (if groups of four)
Encourage all participants when playing the
candidate role to use their own answers to the
interview questions (by referring to their job match
exercises from Day 2 on personal strengths and
skills).
Any participants unsure of using their own answers
can use the scripted answers from competency
based selection interview HO
Facilitator to ensure each group rotates roles so
that each participant gets to play an active role
(either interviewer/candidate) and an observer
Materials
Competency based selection
interview HO
MOTIVATE!
TIME
12.00-1.00pm
TOPIC
within the remaining session timeframe

TUTOR ACTIVITY
STUDENT ACTIVITY
RESOURCES
STUDENT ACTIVITY
RESOURCES
Feedback from interview practice

Capture observations and feelings generally from
the group and scribe on flipchart. Also ask for
specific feedback:
from candidates perspective

from observers perspective
from interviewers perspective
Facilitator to highlight issues around use of tone and

speed of voice/body language, answers using
specific examples, etc and how these can impact on
overall interview performance
Encourage group to feedback without reference
to another participants performance to ensure
comfort level of all participants
Day 9
TIME
TOPIC
Role Play Selection
Interviews
Objective
gain practical
experience of a
role play style of
selection interview
TUTOR ACTIVITY
Break groups into pairs and issue role play
selection interviews HO
Facilitator to explain that this type of interview can
be frequently used in shortlisting candidates for
customer services type roles.
Facilitator to introduce the practical exercise to
support the role play selection interview
Task instructions
Facilitator to introduce both exercise one and two.
Issue role play selection interviews HO. Instruct
pairs to agree who will start as the customer in
exercise one to ensure they swap over to customer
services assistant in exercise two
Facilitator to allow 5 minutes at the start of each
MOTIVATE!
exercise so that the customer services assistant
can prepare their selling script ie product
description, its value and benefits eg
jumper/handbag/scarf and caravan holiday. Remind
participants that the role play selection
interviews HO has product benefits under each
sale item;
For example: Cardigan: soft, washable with pearl
buttoning detail down front and on cuffs. Available
in six colours
REASSURE participants that this is a new area
of interview for many of them and this task is
about awareness and familiarisation of this style
of interview selection and NOT about interview
performance
ADVISE participants that there are organisations
that can assist with interview performance coaching
who can help them.
Timings:
Exercise One 10 mins
Includes preparation time for customer services
assistant to consider product benefits of
cardigan/handbag/necklace and refer to role play
selection interviews HO for ideas
Exercise Two 10 mins
Includes preparation time for customer services
assistant to consider product benefits of caravan
holiday and refer to role play selection interviews
HO for ideas
Brief recap to focus participants on the value of
using preparation time effectively before role-play
selection interview begins. Advise participants that
Marks & Spencer use role-play selection interviews
for their customer services role.
MOTIVATE!
Materials
Role play selection interviews HO
Day 10
TIME
9.15- 9.30
TOPIC
Job Search
9.30-11.00
Group & 1 to 1 career

sessions
11.00-11.15
11.15-12.45
BREAK
Welfare Rights Advisor
12.45-1.00
EVALUATION
Organise Guest speakers

Visits
TUTOR ACTIVITY
Ask participants to look at jobs sites on the internet
and local newspapers to find a suitable job that
they would like to apply for. Ask participants to look
at what qualifications they need and qualities to
apply.
Qualified careers advisor will discuss job and
training opportunities to participants. Advisor will
then carry out an individual career session with
each participant.
Advisor will meet individually to each participant to

carry out better off calculation, to discuss benefit
entitlement and funding opportunities
Tutor to give out evaluation forms
STUDENT ACTIVITY
Internet and
newspapers to source
jobs
RESOURCES
Internet/ newspapers
Complete evaluation
forms
Evaluation Forms

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MOTIVATE!

10 Day Confidence & Motivational Training Programme

To look at confidence and how it affects you

To increase participants feelings of self worth

Have an action plan for taking forward goals

Exercise: Whats on Top &

Take part in exercise.

Exercise: Whats on Top & Temperature Check

Take part in exercise

Explore how confidence

Ask participants to think about there current

Ask participants to think about the following areas

Complete Personal Satisfaction

In groups, one person takes several

Divide group into pairs again, repeat process but

As above but citing experiences of

Labels Exercise Split group into 2 groups. Ask I

Split the group into groups of 2/3. Issue each

Students split into 2 groups

Cut out pictures and write brief

Evaluate the session

group with magazines and ask them to cut out

explanation for choice.

Ask participants to complete temperature check

Complete How am I feeling

SESSION PLAN FOR CONFIDENCE BUILDING

Tutor describes an imaginary line in the

Students to physically position

Participants enter into discussion.

Describe each situation in turn (see

Tutor asks participants to work in pairs and

Learners split into groups and a

Tutor circulates personality test for

Students to complete personality

Participants work on an individual

In pairs, compare lists.

Tutor gives out handout 6 and asks

Tutor gives out handout 7 and asks each

Each participant is given an

Flip chart and

Flip chart and

After giving everyone an opportunity to

Emphasis the value of each of the components

Participate in discussion and exercise

Communication is a vital element in everyday

All of the above are communication barriers

Discuss the different components of

Tutor to read a short paragraph once,

Not trained to listen

What are the actions which identify a good

To actively listen is to interpret all the messages

Ask participants to think for a moment about

face to face communication and write down how

Display answers on a flip chart

What are the forms of non- verbal behaviours?

Distribute handout ( Non verbal communication

Discuss responses (tutors copy provided)