Tip1: Regardless of the module content and one’s knowledge on the matter, always bear in mind that you need to know as much information as possible about your participants and their specific life contexts/situations in other to make a worthwile and succesful training. Also note that the presented material and design should not be seen as set in stone. On the contrary, please feel free to adapt the content/legth/activities in accordance with the real needs assesed with you group of participants in order to achieve higher effectiveness.



10′Start with introducing yourself and playing an energizer NEVER HAVE I EVER (Ins-1) that will facilitate the process of getting to know each other. Then do the swift presentation of objectives and content of the training, expected outcomes and agenda (ppt-1).
10′Now ask everybody to agree on the rules that will be followed during the training. Ask the participants to suggest the rules and other trainer should write the rules on FC paper. Limit them to a max of 10 rules. If the group is non responsive and still shy, introduce the first rule yourself, e.g. Can we agree not to interupt one another while we talk? When all the rules are put down (secondtrainer) place the FC paper containing the rules on a visible spot in the room, e.g. on the nearby wall, so that everybody can see these rules during the entire training and so that trainer/s may, whenever necessary, reffer on them.
10′Continue introduction session with activity devoted to defying expectations of the module WASHLINE (Ins-2).


25′Second trainer opens introduction slide for this session ON FEARS (ppt-2). We start with an activity DRAW ME (Ins-3) that will boost our thoughts around commonly faced fears in life.
25′Do our fears differ based on the country we live in? Ask the group to connect the dots and guess which country youth fears match which image using the handout YOUTH FEARS AROUND THE GLOBE (Ins-4/HO-1). When discussing answers, open slide 2 of ppt-2.
30′After the exercise is complete and all participants were given the chance to present comment on the common fears young people have in their surroundings, lead trainer concludes discussion with question: ‘’do we know enough about fears after this discussion? Let’s see what we should be aware of when it comes to fears we have!’’

The second trainer now continues with Tutorial-1 ON FEARS (ppt-2). Deliver this unit in a form of input yet allow at every point elements of discussion (personal perceptions of participants in symptoms of fear they experience, good/bad sides are welcome).

20′Summing up takes place with questions and comments on session 2 led by the second trainer; he/she goes through the stated points so far and may ask the participants if they like the topic and if they feel good in a group. Finalizing the discussion, stay with the last slide of ppt-2 – introducing the next topic of how we react and should react to fears. Then invite participants to join you for a coffee/tea break and provide information on when to back in the room for the next session, where the WC is located, etc.


10′We start the session with the energizer TELL A STORY (Ins-5) related to fearful situation and a reaction to it – lead trainer may give key words to build the story around, e.g. toddler, well, mother, village…
The participants should stand in a circle. The purpose of this activity is to build a story with each participant contributing one sentence that must make sense, build on to the last sentence, and try to be grammatically correct. The activity continues until all of the participants have contributed or until the facilitator feels that the group has been energized.
20′Now move on with Tutorial-1 using the prepared slides under ACCOMODATING VS. FACING (ppt-3). Deliver this part as an input, yet be ready to also involve the participants actively by posing question such as: do you have an example of a situation when you accommodated/faced a fear, etc.
25′Use the next 20 minutes (15+10) to watch and discuss over a short movie dedicated to facing fears and why it matters to everyone available for watching online at https://www.ted.com/talks/luvvie_ajayi_get_comfortable_with_being_uncomfortable
The video material is self-explanatory and the second trainer may ask the participants to simply share their thoughts on the video and if they have any comments on it to share it with the group.
60′The discussion will smoothly lead into the next activity for participants – the role play on facing fears. For this closely follow the instructions provided FACE A FEAR (Ins-6).
Role plays may be led by the second trainer as well as the follow up discussions. Keep the time limit for groups in order for all the feedback to be obtained.
10′End the session with practical information about lunch and time when to meet at the training venue again. Before leaving create a positive atmosphere with a light game to play in a group. To accomplish this follow the inputs presented under SIGN OF FEAR (Ins-7).


10′Afternoon session starts with the energizer WORDS (Ins-8) that is done in order to grab the participants attentions back to where you left off.
30′After warm up game, we continue with Tutorial-1 on fears people face at their work place/on their jobs. Prior to using slides (ppt-4) in covering each of the aspects under this tutorial, try to involve participants– asks them first what do they think are common work place fears etc.


30′Tutorial-1 is used as a support theory framework for the session. Open the related slide in FEARS@WORK (ppt-4). Prior to giving inputs on the topic ask the participants if they have a story to tell about how they or somebody close to them overcame the fearful situation that emerged at their work place successfully. Facilitate the discussion by sharing your own story and then turn on the next slides to lead the participants through the important elements they should bear in mind when dealing with fears at their job place. Stress the importance of dos and don’ts in approaching job related fears.
60′In this session we continue the practical work through APPROACHING FEARS @WORK (Ins-9) using a role play method to present a real life situation at work and how to deal with it. Distribute HO-2 to the groups.


5′End the day with oral summarizing of learning points from that day. Ask somebody among participants to do it instead of you.
5′Before evaluation of the day 1 takes place, close the session with the icebreaker HOT CHAIR (Ins-10).
10′Use a CREATIVE EVALUATION (Ins-11) method for evaluation of the first training day. Complete the sentence evaluation is particularly welcome for larger groups. On large sheets of paper posted on a room’s walls, write open-ended sentences directed at the evaluation criteria you wish to examine. For example, “The program could be improved by…” or “I enjoy working for this company because…” Distribute sheets of paper with these lines written down (HO-3) and ask participants to complete the sentences. After 5 minutes, ask (a few) participants to read their answers. Collect all the sheet and make a summary that can be passed on to participants later on.



30′Open slide 1 in the presentation ON DREAMS (ppt-5). Start the day with summing up of what was covered the day before, present the agenda of the day in front of you (ask 2 volunteers to do this part).
Then go through the comments received regarding evaluation of day 1 and discuss with the participants any open issues and how the inputs received will be integrated into the training day 2.
40′In this session participants are invited to day dreaming exercise in which they picture perfect themselves in 10 years period following the DAY DREAMING (Ins-12) activity. This is the individual exercise which will relax the participants, and will also introduce some relevant elements of dreams you as a trainer will be discussing later on (realistic dreaming, personal vs. business life dreams and dilemmas/balance, etc.). Allow each participant enough time to present their picture perfect. Praise the participants for their openness and shared dreams.
60′Now the second trainer may lead the group through Tutorial-2 on understanding dreams, their importance and other relevant things to consider as presented in ON DREAMS (ppt-5). Open discussion OUR CHILDHOOD AND ADULTHOOD DREAMS (Ins-16) during the tutorial. The tutorial ends with the final slide inviting the participants to now think of the strategies how to make their dreams a reality.


30′Tutorial-2 is used as a support theory framework for the session.
Open introduction slide DREAMS@WORK (ppt-6). During this session participants will learn on dreams young people and adults have at their jobs/work place and how they respond to these – what they can do to accomplish them. Open this segment with discussion OUR DREAMS JOBS (Ins-14) on how the participants see themselves when it comes to having a dream job. What are their dream jobs? What skills do they need? What strategies have they come up with in order to make their job related dreams a reality.
25′Now watch a video to learn on what other young people say on the topic across the world. Use a video Young people and work: dreams and readiness that is available online at the following web address https://www.youtube.com/watch?v=ZbfVROfHz1Q; discuss the open questions and comments on the video with the participants. This part of the session may be led by the second trainer. Ask the participants of they liked the video, do they agree, why/why not, do they find it motivational, was there anything that surprise them, etc.
30′Then go back to the tutorial part to make sure participants have structured inputs on the dreams at work place and what are the techniques that could be used in fulfilling them (Tutorial-2 tips & tricks) in DREAMS@WORK (ppt-6).
10′Before breaking up for lunch, end the session in a positive, motivational fashion presented in JUST BECAUSE (Ins-13).


10′The whole afternoon session is devoted to simulation of the way we could approach our big dreams in order to make them a reality. The sessions begins with the energizer that should boost the participants presents on the module after lunch break. Use SUPER MODEL (Ins-14).
80′In this part of the session 4 simulation exercises should be covered as per detailed instructions and materials given (HO-5.1, HO-5.2, HO-5.3, HO-5.4, HO-5.5, HO-5.6, HO-5.7). The idea behind the exercises is to lead the participants from big dreams to their real possibilities for accomplishment. It should be motivational and inspiring and done depending on the number of participants either in small groups or individually. Either way make sure all the participants are invited to present/comment on their work.
45′Continue with covering the final 3 simulation exercises as per detailed instructions and materials given (HO-5.1, HO-5.2, HO-5.3, HO-5.4, HO-5.5, HO-5.6, HO-5.7). The idea behind the exercises is to lead the participants from big dreams to their real possibilities for accomplishment. It should be motivational and inspiring and done depending on the number of participants either in small groups or individually. Either way make sure all the participants are invited to present/comment on their work. This part could be led by the second trainer.
15′Allow the reflection of the whole process to take place with all the participants. What are they thoughts on the process of making a dream a reality? Discuss any open ended issues faced during the process and ask them how they felt. If and what did they learn from the exercise about themselves and the others, etc.


15′Begin the closing session by inviting a volunteer participant to wrap up the module.
End the training with evaluation using the evaluation sheet provided in the materials. While the second trainer distributes the evaluation forms, lead trainer may ask the participants what they most and least liked in the training and what could have been done better by the trainer/s and by themselves.
5′After discussion ask them kindly to fill down the EVALUATION FORM (HO-4).
10′When evaluation is completed, ask participants to end the training with relaxing closing game OUR WISH UPON A STAR (Ins-15). Say farewell and make sure the group has your contacts to keep in touch. Provide information on any possible follow up activities.

Introduction notes

Training design