Activities
RİGHTS AT WORK FOR YOUTH
The Guide with the six sessions is available at: https://www.ilo.org/wcmsp5/groups/public/—ed_emp/documents/instructionalmaterial/wcms_310206.pdf |
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Format: (face to face, online, both) | Face to face |
Learning objectives: |
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Description: | The overall purpose of this training material is to provide a framework for facilitators to design learning sessions on rights at work.
The Guide is organized around six sessions. The sessions can be split up, lengthened or shortened to meet the objectives of the trainer/facilitator and his or her organization. Activities can be modified according to participants’ learning styles, the availability of learning time and national laws and circumstances. Sessions can be organized as follows:
Each session identifies the learning objectives, individual and group activities and the approximate time needed for delivery. Templates for individual and group exercises are appended to the Toolkit.
Learning objectives:By the end of this session participants will be able to:
Delivery Time: 120 minutes Activities:Activity 1. At work: Flash the labor standards! Purpose: This is a brainstorming exercise aimed at getting participants to think about, and discuss, hours of work, overtime, night work and rest periods. How: It builds on the Rights@Work Cards that summarize the minimum standards in these areas and with flip-charts that list the pros and cons for workers and employers. After the facilitator has introduced the relevant national standard on the Rights@Work Cards, one of the participants lists on the flip chart the answers provided by participants on the advantages and disadvantages for both workers and employers. Activity 2. There isn’t much left at the end of the month: My pay slip. Purpose: Reading a payslip might not be the most appealing part of a job, but being able to do so will help participants understand why the money they receive in their pay checks is less than the gross amount that was agreed upon. How: the facilitator should obtain a copy of a payslip from the participants’ country (ensuring the employee’s name and any identification numbers are included) and explain participants the concepts of gross wage, deductions and net pay (take-home pay. Activity 3. Speed advising. Activity 4. Chief, just one last question … Negotiating working time and pay. Purpose: Both activities are aimed at practicing the knowledge acquired on hours of work, wages and annual leave. How: The facilitator should organize a role-playing exercise. In the Activity 3, participants are divided into two equal groups. One group comprises young workers who are having problems in their job, and the other comprises “counsellors” who provide advice on how to solve these problems. Each participant in the group of young workers picks up a card summarizing a real-life situation (an example is provided in the Toolkit). The situation is reported to one of the counsellors who, in 2-3 minutes, should provide advice on how to sort out the problem. Every 3-5 minutes, the facilitator will swap the counsellors, so that the young worker gets to report. The Activity 4 simulates a negotiation on salary and working time. Participants are divided into two groups: employers and workers. Each group is provided with its own role- cards and instructions. The first task for each group is to decide on the negotiation strategy to be used. Once this is settled, each group nominates a spokesperson who will be responsible for negotiating with the other party’s representative. The facilitator should allow the parties to negotiate for approximately 15 minutes. At the end of the role-play, the facilitator should initiate a discussion with participants on the strategy used, whether it was effective and what they would change if they were asked to re-play the roles. |
Notes for the facilitator/trainer: | The facilitators can design their own workshops by tailoring the information and tools contained in the guide to the country specific context. Annexes offer a set of guidelines for facilitators to design, delivery and validations of the training workshops. |
Debriefing questions: | The facilitator should conclude each group activity with a debriefing session where participants are given the opportunity to share their experiences and impressions.
The debriefing questions for session 4 should encourage participants to respond to the following questions.
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Material/equipment needed (if applicable) | The material consists of a guide for facilitators and toolkit that provide hands-on examples of recruitment places and workplace situation. This guide contains several individual and group activities, learning resources, a glossary and a summary of key international labor standards.
Photocopies, papers, pencil. |
Allocated time: | The entire sessions will take approximately 780 minutes |
How can this activity be adapted in a different setting (online or face-to-face)? | The activity can be done by Zoom or another virtual platform. The participants can be split into groups using the feature of Zoom platform. The presentation of the activity can be prepared digitally through power point for example and be facilitated using the shared screen feature. The activity materials can be sent previously by email in a PPT file to be completed in a personal computer. |
WHAT TO DO IF YOU ARE BEING TREATED UNFAIRLY AT WORK
The Resource Pack with where you can find this activities is available at: https://www.citizensinformationboard.ie/downloads/training/rights_entitlements_young_people_2010.pdf |
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Format: (face to face, online, both) | Face to face |
Learning objectives: |
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Description: | The Activity resource pack contains 6 topics:
1. Shopping: consumer rights, refunds, gift vouchers and deposits, making a complaint, online shopping, mobile phones, buying illegal products, buying stolen goods, ethical buying. 2. Work: rights and entitlements of employees, minimum age for working, paying tax, payslips, problems in the workplace. 3. School: laws relating to education, school rules, how breaches of rules are dealt with, State examination regulations, rights of access to school reports, early school leaver options. 4. At home: rights associated with family life, the Constitution and the family, one-parent families, custody and access, changing your name, lists of organisations which support young people. 5. Leaving home: what does home mean, different types of housing options, renting accommodation, homelessness. 6. Travel and transport: driving regulations, applying for a driving licence, student travel passes, applying for a passport, visas for working and studying abroad, European Health Insurance Card, travel insurance, dealing with a crisis when abroad.
Learning objectives:
Activity 1. Problems at work: Knowing your rights and entitlements when things go wrong in work is very important. Of equal importance is knowing how to resolve problems that arise. Do you go in with all guns blazing or do you bury your head in the sand? Hopefully neither! This section asks students to make suggestions on how to sort out problems in the most appropriate way possible. It is important to emphasize that when students have the law on their side, they should know that they can exercise their legal rights. Purpose: To explore approaches to problems that can arise in work. How: Hand out student worksheet 4: Problems at work. Divide the class into 5 groups. Depending on how much time is available, give at least one problem to each group and ask them to discuss how they would deal with it. Invite others to give feedback and look at whether there are consequences for the approaches suggested. Activity 2. Steps in solving problems: There is often more than one way to solve a problem. The approach can vary depending on the problem, the situation, the employer, the options for support and negotiation, and the possible consequences. Purpose: Students work out how to approach the problem in the case study below, How: Ask students in groups of four to discuss what Niamh should do. Then look at the various approaches and discuss the merits of each. Case study: Niamh has been working weekends in a large retail store for the last four months. Everything was going very well until her new supervisor started giving her grief over the smallest of things, often in front of customers. Her colleagues feel she is being picked on for no reason. Niamh knows the manager is very pleased with her work. Activity 3. What approach would you take?: This section gives students the opportunity to combine what they have learned and take on the role of advising someone who has a problem at work. You can choose either the role play activity or the case studies below. Purpose: To show that communication skills are key to resolving a work problem How: Photocopy and distribute the scenario and role play which depicts a “what not to do” approach. After the role play, have a class discussion about what went wrong and what should have been done differently. Then, repeat the role play taking the feedback on board. |
Notes for the facilitator/trainer: | Many of the activities require the students to have access to a computer. It’s preferable if the facilitator/trainer can incorporate the computer activities in each topic into the classroom sessions using your school’s computer facilities, but if this is difficult, then the students can complete the exercises using a home computer or the computer facilities in their local library. Many of the activities are internet searches and the recommended websites are given at the beginning of each topic and at each activity. These websites will lead them quickly to the right information. It is not recommended that the students look randomly on the internet.
Each topic stands alone. You don’t need to have covered the first topic before you move on to the second. |
Debriefing questions: | – What difficulties emerged during the activities?
– What do you take with you from these activities? |
Material/equipment needed (if applicable) | Photocopies of the activities, computers, internet, papers, pencil. |
Allocated time: | Approximately, each activity will take between 20-30 minutes. |
How can this activity be adapted in a different setting (online or face-to-face)? | The activity can be done by Zoom or another virtual platform. The participants can be split into groups using the feature of Zoom platform. The presentation of the activity can be prepared digitally through power point for example, and be facilitated using the shared screen feature. The activity materials can be sent previously by email in a PPT file to be completed in a personal computer. |
DECİSİON MAKİNG ACTİVİTY FROM COLORADO EDUCATION INITIATIVE
The resource where you can find this activity is available at: http://www.coloradoedinitiative.org/wp-content/uploads/2014/10/Grade-MS-Decision-Making.pdf http://www.coloradoedinitiative.org/wp-content/uploads/2014/10/Grade-HS-Decision-Making.pdf |
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Format: (face to face, online, both) | Face to face |
Learning objectives: |
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Description: | This six-page resource gives teachers a great outline for introducing students to the steps of decision making.
Students make decisions every day, however, many of the decisions they see and experience may not have been carefully considered. It is important for students to understand that the use of this skill will allow them to sort through problems, brainstorm options, analyze the positive and negative outcomes, and then implement and reflect on the choices they make. This process gives students the ability to make decisions individually, or collaboratively, to improve their quality of life. The decision-making model involves five basic steps.
By understanding how to make good decisions students will learn that they will have more control over their lives. Activity: How: Step 1: Identify the Decision to be Made:
Step 2: Brainstorm Possible Options and Step 3: Identify Possible Outcomes Step 4 – Make a Decision and Follow Through Analyze the outcomes under each option. Make a decision and defend your choice.
Step 5: Reflect on the Decision that was Made: After your decision has been made, reflect on the outcome of the decision. Include the answers to these questions in your reflection.
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Notes for the facilitator/trainer: | It is a good idea to have the 5 steps of the decision-making mode posted in the room or available as a handout. The model and an example should be shared with students during the teaching of the skill.
The facilitator can prepare the activity with a quick brainstorming before your class to ensure that your students stay on track throughout the lesson. |
Debriefing questions: | – What difficulties emerged during the activity?
– What do you take with you from this activity? |
Material/equipment needed (if applicable) | Papers, pens, markers etc
The model resources and photocopies of the activities. |
Allocated time: | |
How can this activity be adapted in a different setting (online or face-to-face)? | The activity can be done by Zoom or other virtual platform The presentation and brainstorming can be prepared digitally through power point for example, and be facilitated using the shared screen feature. The activity materials can be sent previously by email in a PPT file to be completed in a personal computer. |
GLOBAL ACTION
The resource where you can find this activity is available at: |
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Format: (face to face, online, both) | Face to face |
Learning objectives: |
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Description: | The idea of these activities is to see how learners initially respond to a stimulus about a global issue with a focus on whether they see the potential for change, how they think change can happen (with the involvement of different actors, namely politicians, businesses, the public, and themselves) and what they see their role as being in this process (as a “global citizen”).
There are three possible activities which can be used to evaluate their responses. The stimulus can be anything related to a global issue they have been learning about (for example, a news report, web page or something from a textbook). One source of such stimulus are the short video clips about a number of important global issues located in the Explore Global Issues are of the SFYouth website. Activity 1: Bees and flowers Place around the room on large sheets of paper the following statements:
After you have shown them the stimulus, ask learners to move around the room to discuss any of the statements they choose. Encourage them to either be a “bee” which means moving between different ideas, or a “flower” which means staying to discuss one idea in more depth. At the end, ask learners to move to the statement they feel most strongly about, and ask learners to explain why they chose that statement. You can use where learners stand and what they say to assess both the group and the individual responses. Activity 2: Dartboards*
*A dartboard activity is a way of assessing quickly how “close” learners are to achieving a learning outcome. If a learner feels they totally agree with the statement, they put a cross/mark in the middle. If they feel very far away from agreement they put their cross/mark near the edge, or somewhere in between, depending on how strong their confidence is. Activity 3: Personal response
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Notes for the facilitator/trainer: | Space needed for five large sheets of paper to be stuck up and for learners to gather around them.
The first two activities are designed to give you a sense of how the whole class generally feels about how change happens and their own sense of being a global citizen. The third is more individual, and also less interactive/more formal. Teachers can choose how to use the activities (or adapt them) depending on the group and what they want to focus on. |
Debriefing questions: | |
Material/equipment needed (if applicable) |
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Allocated time: | Approximately, each activity will take between 20-30 minutes. |
How can this activity be adapted in a different setting (online or face-to-face)? | The activity can be done by Zoom or other virtual platform the presentation and brainstorming can be prepared digitally through power point for example and be facilitated using the shared screen feature. The activity materials can be sent previously by email in a shared PPT file to be completed in a personal computer. |