Neighborhood Networks

**Personal Management Skills**

**Soft Skills Training Curriculum**

# Instructor Manual 

Table of Contents

**Lesson 1:**

Positive Attitudes and Behaviors: Values and Personal Ethics in the
Workplace........1

Lesson 2:

Positive Attitudes and Behaviors: Self-Esteem\--Taking Directions and

Accepting
Criticism.............................................................................10

Lesson 3:

Positive Attitudes and Behaviors: Self-Motivation and
Initiative........................20

Lesson 4:

Adaptability: Recognizing Strengths and Working with
Limitations....................31

Lesson 5:

Adaptability: Overcoming
Obstacles......................................................\...44

Lesson 6:

Adaptability: Recognition of and Respect for Diversity and
Change....................55

Lesson 7:

Responsibility: Resource
Management......................................................69

Lesson 8:

Responsibility: Time
Management...........................................................90

Lesson 9:

Responsibility: Money
Management.......................................................103

Appendix A: Exercises and Handouts

Appendix B: Course Slides

Appendix C: Letter to Employer and Certificate of Achievement

[A Note to Instructors]{.smallcaps}

**Why is this course important?**

Despite America's booming economy and unprecedented low unemployment
rates, some workers continue to have difficulty obtaining or maintaining
employment. According to researchers, one of the primary reasons is that
they lack *soft skills*. Soft skills, as defined in scholarly
literature, are non-technical skills, abilities, and traits required to
function in a specific employment environment. Soft skills are necessary
to work effectively as a member of a team, to learn or acquire the
technical skills necessary to perform a task, to inspire the confidence
of supervisors and management, and to understand and adapt to the
cultural norms of the workplace.

Studies reveal that a majority of entry-level jobs required these types
of social and interpersonal skills, and in one study, more than 85
percent of employers ranked soft skills among their most important
hiring criteria. National inventories consistently find that employers
list skills in communication, interpersonal relationships, and
problem-solving along with personal qualities such as self-esteem and
motivation as critical for workforce productivity.

**What are soft skills?**

Soft-skills typically fall into four categories:

-   [Problem Solving Skills]{.underline}: problem solving involves the
    identification of problems and the formulation and evaluation of
    alternative solutions by weighing risks and benefits.

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-   [Communication Skills]{.underline}: communication skills include the
    ability to speak well, listen well, give and understand
    instructions, and communicate in ways appropriate to the situation
    and audience.

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-   [Personal Qualities and Work Ethic]{.underline}: personal qualities
    important to job performance include self-esteem, self-management,
    responsibility, and motivation.

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-   [Interpersonal and Teamwork Skills]{.underline}: interpersonal and
    teamwork skills are those needed to negotiate with others, to
    participate as a member of a team, and to resolve conflicts
    maturely.

**How is this curriculum organized?**

Using this research, we designed this soft skills curriculum to assist
Neighborhood Networks centers that are either currently providing or
wish to provide job training services to residents. The curriculum
focuses on personal management skills---those skills and qualities one
needs in order to be mentally and emotionally prepared for employment.
Specific topics include, among others, taking direction and accepting
constructive criticism, the importance of self-motivation, problem
solving/overcoming common employment-related obstacles, adaptability,
and time management. The curriculum is designed to be flexible, such
that any Neighborhood Networks center using the curriculum could tailor
it to the specific needs of its residents.

As the table of contents indicates, there are nine lessons included in
this manual, each lasting approximately 45 minutes. Some are actually a
bit shorter, while a few are longer. However, the time guides are only
estimates and will vary depending on the level of class participation.
Instructors can structure sessions so that they are shorter or longer,
as time permits and according to the needs of the particular group.
Moreover, instructors can also structure the course in the manner that
works best for the participants. For example, you might conduct 3
three-hour workshops or you might decide to deliver a nine-week series
with one to two hour classes each week.

The Instructor Manual includes student exercises, instructor talking
points, and overhead slides. Activities are varied, including
role-playing and scenarios, group discussions, and individual exercises.
However, the material is presented only as a guide. Instructors should
feel free to improvise in any way they see fit. Instructors may wish to
add additional scenarios for discussion, create activities around
different topics, arrange field trips (e.g., to a local One-Stop center
or to a major employer in the area), or even schedule guest speakers. If
the instructor is training this course with a group of participants that
encounter difficulties with the text, instructors should spend some time
prior to the session compiling a list of definitions of difficult words
or phrases to avoid language barriers. Depending on the capacity of the
center, this curriculum could be taught as a stand-alone course or it
could be incorporated into a comprehensive job-training program that
also includes technical skills training, job placement assistance,
mentoring, and job retention services.

**How will residents obtain maximum benefit from this course?**

To ensure that this curriculum provides maximum benefit to residents,
instructors may wish to coordinate with their local Temporary Assistance
for Needy Families (TANF) Agency and/or employers. First, because TANF
recipients are required to work in exchange for assistance under the
Personal Responsibility and Work Opportunity Reconciliation Act of 1996
(a minimum of 30 hours per week as of January 1, 2000), instructors
should speak to their local TANF agency to determine how to obtain
certification for the curriculum so that participation in the course
would count towards recipients' work requirement.

Instructors may also wish to speak with any large employers in the area
to ensure that the curriculum covers appropriate topics and that
employers finds the curriculum valuable. For example, would employers be
more willing to hire an individual who has completed this course? If
not, what are they looking for? Are there additional topics they would
like to see included? Again, this curriculum was designed in a way that
allows each Neighborhood Networks center to tailor it to its own
specific needs.

To learn more about the TANF program, contact the Office of Family
Assistance at <http://www.acf.dhhs.gov/programs/ofa/>

To learn about the TANF laws and locate the TNF office in your state,
log onto the Welfare Information Network at
<http://www.welfareinfo.org/tanf.htm>

For Technical Assistance on how to connect to your local TANF office,
call the Neighborhood Networks Information Center toll-free at
1-888-312-2743 and press option 5 for Technical Assistance.

**Lesson 1**

**Positive Attitudes and Behaviors:**

**Values and Personal Ethics in the Workplace**

**Slide 1-A:** Positive Attitudes and Behaviors: Values and Personal
Ethics

**Estimated Training Time***:* 45 minutes

**Background:** This is the session title slide. Welcome the
participants to the session, entitled *Values and Personal Ethics in the
Workplace*. Announce the module and move quickly to the next slide.

**Slide 1-B:** Objectives

**Background:** The course objectives are outlined on the slide.
Objectives are:

-   To develop an understanding of how our values influence our approach
    to problem solving in the work environment.

-   To understand the link between values and behavior in the workplace.

-   To learn how to make decisions when values come into conflict.

**Exercise 1.1:** Lying Down on the Job

**Objectives:** To understand how one's values affect behavior and
interpersonal interactions in the workplace.

To learn how to make decisions when values come into conflict.

**Directions:** Distribute Exercise 1, entitled *Lying Down on the Job*.
Walk through the Talking Points below. Read the following scenario, or
request a volunteer to read it aloud. Follow with the open discussion
questions.

**Scenario:** You have been working for three months as a tele-marketer.
You really enjoy your new job and you are quite good at it. You just
received a new assignment, but your supervisor has asked you to pitch
the product in a dishonest manner. Your supervisor has asked you to lie
to the customers by assuring them the product is 100% safe, even though
the product has been recalled three times. Your supervisor tells you
that he is sure that the product is now safe. What do you do?

-   **Talking points to introduce the scenario:**

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-   Values play a key role in establishing and maintaining our identity.

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-   We generally go about our day to day business without thinking too
    consciously about our values.

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-   However, we do become aware of our values when another person or
    their actions challenges them.

-   This exercise is designed to stimulate discussion about how you
    would or should respond to a request that challenges your personal
    values.

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-   Instructor may wish to open the discussion with the following
    questions:

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-   How would you respond? If you pitch the product, you may be going
    against your values. If you don't, you will be going against your
    supervisor's request.

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-   What, if any, are the legal implications? Would this affect your
    response?

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-   If your supervisor told you that there were no legal implications,
    would you still pitch the product?

-   What would you do if your supervisor told you that you have to pitch
    the product or you would be fired?

After listening to the discussion, the instructor may notice that the
general consensus is to say no to the supervisor's request. If this is
the case, the instructor may wish to engage in a discussion on proper
ways to say no. Following are some tips:

-   Obtain as much information as possible to back up your decision
    (e.g., about legal issues).

-   Listen to everything before you decide

-   Postpone the decision and think about it.

-   Say no politely but firmly, explaining why you have made the
    decision.

-   Offer alternatives (e.g., is there a different project you could
    work on?)

# Exercise 1.1: Lying Down on the Job

**Objectives:** To understand your values and how they affect behavior
and interpersonal relationships in the workplace.

To learn how to make decisions when values come into conflict.

**Directions:** Read the following scenario. A group discussion will
follow.

You have been working for three months as a tele-marketer. You really
enjoy your new job and you are quite good at it. You just received a new
assignment, but your supervisor has asked you to pitch the product in a
dishonest manner. Your supervisor has asked you to lie to the customers
by assuring them the product is 100% safe, even though the product has
been recalled three times. Your supervisor tells you that he is sure
that the product is now safe. What do you do?

**Exercise 1.2:** The B.O.S.S.

**Objectives:** To understand how your values affect your interpersonal
relationships.

To identify appropriate responses to challenging workplace situations.

**Directions:** Distribute Exercise 1.2, *The B.O.S.S.,* to
participants. Walk through the Talking Points below. Read the scenario
aloud and ask the class to follow along. Follow with the open discussion
questions.

**Scenario:** You are working for a man who constantly puts down your
female co-worker when she is not around. Not only does your boss bash
your co-worker about the "terrible work she does," but he also makes
rude comments about her physical appearance. In addition, he tells very
offensive jokes, many of which are either sexist or racist. You have
been listening to your boss's comments for two months now. At the
beginning, you refrained from saying anything. You were concerned that,
as his subordinate, it may be out of line. However, your boss continues
to make very obnoxious comments, and you know that it makes others
uncomfortable as well. How would you handle this situation?

-   **Talking points to introduce the scenario:**

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-   Behavior in the workplace is a key issue. You may be put in a
    situation in which you feel uncomfortable about what your supervisor
    or a co-worker is saying.

-   Things you say or talk about at home or with friends are not
    necessarily appropriate for the workplace. Furthermore, how you
    respond to rude comments or behavior at home or with friends may
    also not be appropriate in the workplace.

-   Let's move to the next scenario and discuss possible responses one
    could make if in this or a similar situation.

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-   **Instructor may wish to open the discussion with the following
    questions:**

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-   How would you handle the situation?

-   What if the individual was a peer instead of your supervisor? Would
    that affect how you responded? Should it? What if it was a
    subordinate?

-   How might this affect your relationship with this person? Do you
    think it would make your work environment uncomfortable?

**Exercise 1.2: The B.O.S.S. ([B]{.underline}ig [O]{.underline}ffensive
[S]{.underline}exist [S]{.underline}upervisor)**

**Objective:** To understand how your values affect your interpersonal
relationships.

To identify appropriate responses to challenging workplace situations.

**Directions:** Read the following scenario. A group discussion will
follow.

You are working for a man who constantly puts down your female co-worker
when she is not around. Not only does your boss bash your co-worker
about the\
"terrible work she does," but he makes rude comments about her physical
appearance. In addition, he tells very offensive jokes, many of which
are either sexist or racist. You have been listening to your boss's
comments for two months now. At the beginning, you refrained from saying
anything. You were concerned that, as his subordinate, it may be out of
line. However, your boss continues to make very obnoxious comments, and
you know that it makes others uncomfortable as well. How would you
handle this situation?

**Slide 1-C:** Private Life vs. Public Life: Is Different Behavior
Required?

(Session Summary)

**Directions:** Wrap-up this session with a brief discussion about the
differences between how one behaves or acts in their "public life"
versus their "private life."

-   **Instructor talking points:**

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-   While values remain consistent, different behavior is often
    required.

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-   Your values are what make up your character and personality.
    However, your values do not necessarily govern your behavior.

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-   When in a work situation, you may be asked to do something that
    conflicts with your values. It is important to understand what your
    values are so that you can make appropriate decisions.

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-   In most cases, an employer will not fire you because you say no to a
    task. However, *how* you say no makes a big different.

-   Remember, you should not talk to your supervisor or a co-worker like
    you would talk to your friend.

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-   **Instructor should end the discussion by summarizing the key
    lessons learned and entertaining any last questions.**

**Additional Resource:**

Values, Attitudes and Lifestyles

Values play a key role in establishing and maintaining a person's
identity. People generally go about day-to-day business without thinking
too consciously about their values. However, since values play a key
role in a person's identity, they should also play a key role in
choosing the right career. Participants should click on the following
survey to discover one of the eight lifestyles.

<http://future.sri.com/vals/surveynew.shtml>

**Lesson 2**

**Positive Attitudes and Behaviors:**

**Self-Esteem\--Taking Directions and Accepting Criticism**

**Slide 2-A:** Positive Attitudes and Behaviors: Self Esteem---Taking
Direction and Accepting Criticism

**Estimated Training Time***:* 45 minutes

**Background:** This is the session title slide. Welcome participants to
the session, which is entitled *Self Esteem---Taking Direction and
Accepting Criticism*. Announce the module and move quickly to the next
slide.

# 

**Slide 2-B:** Objectives

**Background:** If doing one session at a time, the instructor should
begin by summarizing the key lessons learned from the previous session,
*Values and Personal Ethics in the Workplace*. Use the summary as a
transition into this session, which is a continuation of the "Positive
Attitudes and Behaviors" theme.

The course objectives for this session are outlined on the slide 2-B.
Objectives include:

-   To learn how to take direction from supervisors and co-workers.

-   To learn how to give and take constructive criticism.

**Exercise 2.1:** Accepting Criticism

**Objective:** To learn how to take direction from supervisors and
co-workers.

> To learn how to give and take constructive criticism.

**Directions:** Distribute Exercise 2.1, entitled *Accepting Criticism.*
Ask for two volunteers to stand up in front of the class and act out
scenarios 1 and 2. Assign one student to be the supervisor and the other
to be the employee. Have the two "actors" read their lines from the
instructor copy found in your instructor guide (as it provides more
direction for the two individuals acting out the scenario). Have the
participants follow along on their handouts. You may choose to have the
same two volunteers act out each scenario, or you may ask for another
set of volunteers.

-   **Instructor may wish to begin the group discussion with the
    following questions:**

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-   How would you react to the criticism provided in each scenario? What
    do you think is the right way to handle the situation? (Note that
    there may be more than one "right" answer.)

-   How might the criticism each person received affect the way they
    felt about themselves? For example, how would you feel in the first
    scenario when you received negative comments as compared to the
    second scenario where the supervisor was more positive?

-   How might the supervisor's tone and body language---even though the
    message may have been the same---effect your response?

-   How is asking someone to do something different than telling someone
    to do something? Which do you prefer? (Note that while asking might
    be the preference, everyone must learn to take direction in either
    style.)

-   Would you feel differently about taking directions from someone who
    was younger than you? How about someone who has been with the
    company less

> time than you? What if you simply did not like the person? Would any
> of these factors affect how you felt about taking directions or
> accepting criticism?

-   Notice that in the first scenario, the boss did not tell the
    employee what to change. How is she/he supposed to know what to fix?

-   In general, when it is appropriate to try to figure something out
    for yourself and when it is appropriate to ask questions? Who do you
    ask? Are you afraid of asking a stupid question? Do you think that
    asking too many questions might make you look incompetent?

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-   **Talking points to conclude with:**

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-   Sometimes on the job we are assigned a task that seems too difficult
    for us to perform. Or, perhaps it is something that we have done
    before but maybe not in that particular context.

-   Asking questions does not mean that you are incompetent. No one
    knows the answer to everything.

-   There is no such thing as a stupid question. However, you should
    carefully think through the problem or question to make sure that
    you don't actually know the answer or that the answer isn't easily
    assessable (i.e., in the employee handbook you received on the first
    day.). You may also want to think of suggestions or alternative to
    demonstrate that you have thought through the question at hand.

-   Finally, you should be prepared when you go to ask questions, so
    that you know exactly what it is you are trying to learn and who is
    in the best position to help you.

-   Asking questions allows you to perform your job efficiently and
    correctly.

# 

# 

# Exercise 2.1: Accepting Criticism---Scenario 1 (Instructor Copy)

**Objective:** To learn how to take direction from supervisors.

To learn from and accept constructive criticism.

**Directions:** Ask for two volunteers to act out the following
scenarios. A discussion will follow.

\[Supervisor enters the room with a booklet in his or her hand. Employee
is sitting in a chair and looks up at the supervisor, with a startled
look on his or her face.\]

*Supervisor:* \[Looking sternly at the employee\]

> "So, this is the report that you gave me to review."

*Employee:* \[Smile\]

> "Yes. I put it on your chair before I left yesterday. Have you had a
> chance to look it over?"

*Supervisor:* \[Speak in a rude tone of voice\]

> "This is what you call a monthly report! How dare you give me this
> piece of junk! Not only did you not follow *any* of my directions, but
> this is the worst report I have ever received in my eight years at
> this company. I want you to redo this report before you leave today!"

# 

# Exercise 2.1: Accepting Criticism---Scenario 1

**Objective:** To learn how to take direction from supervisors.

To learn from and accept constructive criticism.

**Directions:** Follow along as two volunteers act out the following
scenarios. A discussion will follow.

*Supervisor:* "So, this is the report that you gave me to review."

*Employee:* "Yes. I put it on your chair before I left yesterday. Have
you had a chance to look it over?"

*Supervisor:* "This is what you call a monthly report! How dare you give
me this piece of junk! Not only did you not follow *any* of my
directions, but this is the worst report I have ever received in my
eight years at this company. I want you to redo this report before you
leave today!"

**Exercise 2.1: Accepting Criticism---Scenario 2 (Instructor Copy)**

*Supervisor:* \[Looking directly into the employee's eyes\]

"I got your report this morning."

*Employee:* \[Smile\]

> "Yes. I put it on your chair before I left yesterday. Have you had a
> chance to look it over?"

*Supervisor:* \[Continue with direct eye contact and smile\]

> "Yes, I have had a chance to look it over. First, thanks for your hard
> work and for getting it to me on time. However, it still needs some
> work. Do you have time to talk right now?"

*Employee:* "Sure."

*Supervisor:* "Great. Sections one and two only have a few revisions,
which I have outlined in the margins. Section three needs some more
detail, and sections four and five need to be reorganized. I've made
some suggestions to guide you, but if you have any questions, feel free
to come by my office. When do you think you can get the revised report
to me?"

**Exercise 2.1: Accepting Criticism---Scenario 2**

## 

*Supervisor:* "I got your report this morning."

*Employee:* "Yes. I put it on your chair before I left yesterday. Have
you had a chance to look it over?"

*Supervisor:* "Yes, I have had a chance to look it over. First, thanks
for your hard work and for getting it to me on time. However, it still
needs some work. Do you have time to talk right now?"

*Employee:* "Sure."

*Supervisor:* "Great. Sections one and two only have a few revisions,
which I have outlined in the margins. Section three needs some more
detail, and sections four and five need to be reorganized. I've made
some suggestions to guide you, but if you have any questions, feel free
to come by my office. When do you think you can get the revised report
to me?"

**Slide 2-C:** Summary

The instructor should again end the discussion by summarizing lessons
learned and entertaining any last questions.

Participants should have learned:

-   How to take criticism (both constructive and not-so-constructive)
    from supervisors and co-workers without taking it personally;

-   Appropriate responses to criticism; and

-   When and how to ask for further direction.

**Lesson 3**

**Positive Attitudes and Behaviors:**

**Self-Motivation and Initiative**

**Slide 3-A:** Positive Attitudes and Behaviors: Self-Motivation and
Initiative

**Estimated Training Time***:* 45 minutes

**Background:** This is the session title slide. Welcome the
participants to the session, entitled *Self-Motivation and Initiative*.
Announce the module and move quickly to the next slide.

**Slide 3-B:** Objectives

**Background:** If doing one session at a time, the instructor should
begin by summarizing the key lessons learned from the previous session.
Use this as a transition into this session, which is the third of three
lessons related to "Positive Attitudes and Behaviors."

Objectives for this session include:

-   To examine the importance of self-motivation in the workplace.

-   To distinguish between basic responsibilities and extra activities.

-   To learn appropriate ways "to take initiative" in order to develop
    skills on the job.

**Exercise 3.1:** Self-Motivation and Initiative

**Slide 3-C:** Self-Motivation and Initiative

**Objective:** To examine the importance of self-motivation in the
workplace.

**Directions:** If the group is five people or less, discuss the
questions as a whole group. Write participants' answers on a flip chart
for all to see. Take approximately fifteen minutes for the discussion.
If the group is more than five people, split the class into smaller
groups (preferably three to five people per group). Give the groups
approximately 10 minutes to answer the questions. Then have participants
reconvene to discuss their answers. Write all the answers on the flip
chart.

-   **Questions for the group to consider include:**

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-   Why is self-motivation important?

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-   What motivates you?

-   Who is responsible for motivating you? Your supervisor? Your peers?
    Yourself?

-   What happens if you don't take responsibility for motivating
    yourself?

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-   **Tell participants that self-motivation is also about going above
    and beyond normal work activities.**

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-   Why might someone want to do "extra" work, particularly if they are
    not getting compensated (monetarily) for that extra work?

1.  Prove yourself.

2.  Develop skills

3.  Career development

-   **Transition into Exercise 3.2:**

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-   Now that the class has had a chance to think about self-motivation,
    move on to the Exercise 3.2, which places the concepts of motivation
    and initiative into a real-life situation.

**Exercise 3.1: Self-Motivation and Initiative**

1.  **Why is self-motivation important?
    \_**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.  **What motivates you?**

> **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

3.  **Who is responsible for motivating you in the workplace? Your
    supervisor? Your peers? Yourself?**

> **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_What
> happens if you don't take responsibility for motivating yourself?**
>
> **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

4.  **Can you think of any situations in which you would want to take on
    extra work, even if you were not getting compensated for it? Why or
    why not?**

> **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Exercise 3.2:** Self-motivation

**Objective:** To examine the importance of self-motivation.

> To consider appropriate ways to take initiative in order to develop
> job skills and advance in your career.

**Directions:** Distribute Exercise 3.2 to participants. Read the
scenario aloud, or ask for a volunteer to read the scenario to the group
as everyone follows along.

**Scenario:** Jennifer just got hired as an office assistant in a dental
office. She is an extremely hard worker and is determined to prove
herself to her new employer. After a few weeks on the job, she comes up
with (what she considers to be) a better system for organizing the
patient files. To prove what a hard worker she is, Jennifer comes in
early one morning to get started on the project. When her supervisor
arrives at work, she is upset to see the files in disarray.

-   **Instructor may wish to open discussion with the following
    questions:**

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```
-   Do you think what Jennifer did was wrong? Why or why not?

-   What could she have done differently?

-   How do you know your limitations at work?

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```
-   **Instructor talking points:**

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```
-   What Jennifer did was not necessarily wrong, but she should have
    approached the situation in a different manner. While Jennifer's
    intentions were good, she should have ran her ideas past her
    supervisor to receive some feedback. Doing so would not only prove
    she is a hard-working employee with great ideas, but in addition, it
    would have prevented Jennifer from over-stepping her boundaries.

-   It is important to know your limitations at work, especially since
    every employee is responsible for their actions. It is also
    important to know the difference between taking the initiative and
    knowing your limitations.

# 

# Exercise 3.2: Taking Initiative

**Objective:** To examine the importance of self-motivation.

To take initiative in order to develop skills on the job.

**Directions:** Read the following scenario. A group discussion will
follow.

Jennifer just got hired as an office assistant in a dental office. She
is an extremely hard worker and is determined to prove herself to her
new employer. After a few weeks on the job, she comes up with (what she
considers to be) a better system for organizing the patient files. To
prove what a hard worker she is, Jennifer comes in early one morning to
get started on the project. When her supervisor arrives at work, she is
upset to see the files in disarray.

**Exercise 3.3:** Above and Beyond

**Objective:** To distinguish between basic responsibilities and extra
activities.

**Directions:** Distribute Exercise 3.3 to participants. Read the
objective and directions. If the group is five people or less, have them
develop a few responses on their own. If the group is larger than five
people, split the class into smaller groups (preferably between three to
five people per group). After 10-15 minutes, have the group reconvene
for a group discussion. Record participant responses on a flip chart.
Take 10-15 minutes for the group discussion.

-   **Examples of basic workload activities (included on the
    handout)*:***

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-   Clean number of guests rooms as assigned.

-   Clean guest bathrooms and sitting areas.

-   Make beds with clean linen and place clean linen in bathrooms daily.

-   Dust and vacuum rooms daily.

-   Empty wastebaskets and replace wastebasket liner daily.

-   Remove food trays, dishes, and glasses from rooms.

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```
-   **Examples of extra activities:**

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-   Return to rooms to replace missing items or to respond to specific
    guest request.

-   Maintain and track all cleaning supplies issued daily.

-   Assist with preventative cleaning program.

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```
-   **If participants are having difficulty developing ideas for "extra"
    activities, use the following scenarios to stimulate discussion:**

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```
-   The supervisor tells Laurie that the hotel has no tracking system
    for replacing items that housekeepers use and they are constantly
    running out of supplies.

-   Laurie has a knack for observing preventative measures. How could
    she use this skill to go above and beyond her basic
    responsibilities?

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```
-   **Instructor talking points:**

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```
-   These extra activities prove that Laurie is ambitious and
    hard-working, and will likely help her move ahead in the company.

-   As an employee, you should not overwhelm yourself with too many
    "extra" duties. However, if you have a special skill that will
    benefit the company, you should use it to its full capacity. Doing
    so will prove to your supervisor that you are motivated, therefore
    also proving that you are an asset to the company.

-   As we learned in the last exercise, it is always good to present
    your ideas or suggestions to your supervisor to receive approval.

# 

#  Exercise 3.3: Above and Beyond

**Objective:** To distinguish between basic responsibilities and extra
activities.

**Directions:** Read the scenario below and answer the question that
follows.

Laurie is working for a large hotel in their housekeeping division. Her
responsibilities include the following activities:

-   Clean the number of guest rooms as assigned.

-   Clean bathrooms and sitting areas.

-   Make beds with clean linen and place clean linen in bathrooms daily.

-   Dust and vacuum rooms daily.

-   Empty wastebaskets and replace wastebasket liner daily.

-   Remove food trays, dishes, and glasses from rooms.

What extra activities could Laurie perform that are not included in her
basic responsibilities?

-   \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

-   \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

-   \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

-   \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

-   \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

-   \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# Slide 3-D: Summary

The instructor should summarize lessons learned and entertaining any
last questions. Key lessons learned include:

# The importance of self-motivation in the workplace; 

# How to distinguish between basic workload and extra activities; and

# How to take initiative in order to develop skills on the job.

**Lesson 4**

**Adaptability:**

**Recognizing Strengths and Working with Limitations**

**Slide 4-A:** Adaptability: Recognizing Strengths and Working with
Limitations

**Estimated Training Time***:* 45 minutes

**Background:** This is the session title slide. Welcome the
participants to the session, entitled *Recognizing Strengths and Working
with Limitations.*

**Slide 4-B:** Objectives

**Background:** As always, briefly summarize the points made during the
previous session if necessary. This session is the first of three
related to adaptability. The course objectives are outlined on the
slide.

-   Objectives for the session are:

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```
-   To identify skills and personality strengths through personal asset
    mapping.

-   To examine the connection between personal strengths and
    job-specific skills.

## **Slides 4-C, 4-D:** Personal Asset Mapping 

**Objective:** To examine the connection between personal strengths and
job-specific skills.

**Background:** Asset mapping focuses on the skills of residents and the
resources of a community, as opposed to the needs-based approach, which
focuses on the limitations of residents and the problems within a
community. It is based on the principle that residents of any community
have control over their future because, together, they have the talents
and skills to accomplish the goals they set out to achieve. The purpose
of this exercise is to help participant identify their *personal* assets
and translate them into job-specific skills. Participants should realize
that skills are not only revealed in the workplace, but in one's
everyday life as well (e.g., home, social situations, etc.).

**Directions:** Begin the personal asset mapping exercise by having
participants turn to the Dictionary of Strengths (Exercise 4.1) in their
workbook. Give participants 5 minutes to review the list and select
between 5 and 10 characteristics they feel to be their strongest assets.
The instructor should remind participants that this list is not
all-inclusive; encourage participants to share any other ideas with the
class. The instructor may want to revise the list prior to the exercise
if they have other ideas. The instructor should be prepared with a
dictionary or working definitions of the words in case participants do
not understand all words. When participants are finished, move on to
Exercise 4.2.

Exercise 4.1: Dictionary of Strengths

A

-   Accurate

-   Ambitious

-   Articulate

-   Artistic

-   Assertive

-   Assume responsibility

-   Attentive to detail

# B

-   Bold

-   Broad-minded

-   Businesslike

# 

# C

-   Caring

-   Clear-thinking

-   Competitive

-   Confident

-   Consistent

# D

-   Dependable

-   Detail-oriented

-   Determined

# E

-   Eager

-   Efficient

-   Empathetic

-   Enthusiastic

# F

-   Firm

-   Flexible

-   Friendly

# G

-   Generous

-   Good-listener

-   Good-natured

# H

-   Helpful

-   Honest

# I

-   Imaginative

-   Independent

-   Individualistic

-   Intellectual

-   Inventive

# 

# K

-   Kind

-   Knowledgeable

# 

# L

-   Logical

-   Loyal

# M

-   Meticulous

-   Modest

-   Motivated

# N

-   Natural

# O

-   Open-minded

-   Organized

-   Original

## **P**

-   Patient

-   Persistent

-   Practical

# 

# Q

-   Quick-learner

# R

-   Realistic

-   Reliable

-   Responsible

-   Results-oriented

-   Risk-taker

# S

-   Self-confident

-   Stable

-   Strong-willed

-   Supportive

# T

-   Teachable

-   Tenacious

-   Thorough

-   Thoughtful

-   Tolerant

-   Trusting

-   Trustworthy

# U

-   Understanding

# V

-   Versatile

# W

-   Willing to learn new things

-   Wise

**Exercise 4.2: Recognizing Your Strengths**

**Objective:** The purpose of this exercise is to relate the strengths
identified by participants during the *Dictionary of Strengths* exercise
to job-specific skills.

**Directions:** Instructor should refer to examples on the sample
worksheet. Begin the discussion by asking participants how the example
in the third column translates into the employee skills in the second
column. Use the talking points below to stimulate discussion.

-   **Example 1 Talking Points:**

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```
-   Coordinating schedules and tracking all appointments in the
    date-book is a sign of organization. And, being organized shows that
    you have great attention to detail and are able to meet deadlines.

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```
-   The ability to change your schedule to accommodate important events
    shows that you are flexible. This flexibility demonstrates that you
    are able to prioritize your work and are open to change.

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```
-   **Example 2 Talking Points:**

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```
-   When people are coming to you for information and you always have a
    smile on your face, this is a sign of being enthusiastic/friendly.

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```
-   Having residents refer people to you and being ready to lend a
    helping hand are signs of being helpful.

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```
-   Enthusiasm and helpfulness translate into strong customer service
    skills.

**Exercise 4.2:** Recognizing Strengths (Continued)

**Directions (Cont'd):** After reviewing the examples, have participants
take 10 minutes to find a job that interests them using a newspaper, the
Internet, or the examples provided. Have participants complete Exercise
4.2 by writing down the job qualifications in the appropriate column.
Have the participants match the job qualifications to their own
personality strengths (as determined by the *Dictionary of Strengths*
exercise) and provide examples.

Remember that the main objective of this exercise is for the participant
to recognize the value of their strengths, so don't let the participant
spend all their time figuring out the job qualifications. Tell
participants that they should fill out one complete row first,
continuing on to other examples as time permits.

-   **If you find that participants are having difficulty identifying
    specific skills to write in the "Employee Skills" column, use the
    following questions to stimulate thought:**

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```
-   Why do my friends like me? Because I am friendly? Helpful? Kind?
    Loyal?

-   What are my hobbies? Do they involve organizing? Creativity?
    Persistence? Risk-taking?

-   Am I dependable and trustworthy?

```{=html}
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```
-   Am I motivated and eager to learn?

> After approximately 15 minutes, reconvene as a group and ask
> participants to share what they learned.

-   **Start the discussion by going around the room and asking each
    participant to tell the class about one of their examples.** Always
    encourage the participants by responding to their examples with
    positive feedback. Participants may give examples that others do not
    understand, so the instructor may have to help explain it or prompt
    the participant to expand on the example. Wrap-up this discussion by
    talking about what the participants learned during the exercise.

Exercise 4.2: Recognizing Your Strengths (SAMPLE)

+-----------------+-----------------------+----------------------------+
| **Recognizing   |                       |                            |
| Your            |                       |                            |
| Strengths:**    |                       |                            |
|                 |                       |                            |
| # Translating P |                       |                            |
| ersonality Stre |                       |                            |
| ngths into Job- |                       |                            |
| Specific Skills |                       |                            |
|                 |                       |                            |
| **Job Position  |                       |                            |
| and Title**:    |                       |                            |
| Administrative  |                       |                            |
| Coordinator     |                       |                            |
+-----------------+-----------------------+----------------------------+
| **Job**         | **Employee Skills**   | **Personal Example of How  |
|                 |                       | My Employee Skills         |
| **Q             |                       | Translate into Job         |
| ualifications** |                       | Qualifications**           |
+-----------------+-----------------------+----------------------------+
| **1.** Ability  | -   Organized         | Everyday I coordinate my   |
| to prioritize   |                       | schedule with my           |
| work, meet      | -   Flexible          | children's schedule. I am  |
| deadlines, and  |                       | able to change my schedule |
| great attention |                       | to pick up my children at  |
| to detail       |                       | school and take them to    |
|                 |                       | the doctor's office. I     |
|                 |                       | keep track of all my       |
|                 |                       | appointments in my         |
|                 |                       | date-book, which I carry   |
|                 |                       | around and consistently    |
|                 |                       | check.                     |
+-----------------+-----------------------+----------------------------+
| Customer        | -   Enthusiastic      | Everyday, someone new asks |
| Service         |                       | me about the current       |
|                 | -   Helpful           | happenings in our          |
| Se              |                       | neighborhood. The          |
| rvice-Oriented; | -   Friendly          | residents keep referring   |
|                 |                       | people to me because they  |
| Ability to work |                       | say I am ready to lend a   |
| well with       |                       | helping hand and always    |
| others          |                       | have a smile on my face.   |
+-----------------+-----------------------+----------------------------+

# Exercise 4.2: Recognizing Your Strengths

### 

### **Objective:** To examine the connection between personal strengths and job-specific skills.

**Directions:** Take 5-10 minutes to find a job that interests you using
a newspaper, the Internet, or the examples provided below. Complete the
worksheet by writing down the job qualifications in the appropriate
column. Match the job qualifications to your own personality strengths
(as determined by the *Dictionary of Strengths* exercise) and provide a
personal example.

*Job-finder Web sites:*

[www.careermosaic.com](http://www.careermosaic.com/)

[www.careerbuilder.com](http://www.careerbuilder.com/)

[www.careercity.com](http://www.careercity.com/)

[www.monster.com](http://www.monster.com/)

[www.idealist.org](http://www.idealist.org/)

[www.jobfind.com](http://www.jobfind.com/)

[www.careerexchange.com](http://www.careerexchange.com/)

[www.ajb.dni.us](http://www.ajb.dni.us/)

[www.careerexposure.com](http://www.careerexposure.com/)

[www.nationjob.com](http://www.nationjob.com/)

*Example One:*

## **Administrative Coordinator**

Responsibilities include the following tasks: assisting a Department
Manager and staff with word processing, filing, database administration,
and general administrative duties. Requires excellent skills in
Microsoft Word and Excel. Must possess a professional demeanor and have
the ability to interact with all levels of personnel, including
managers, supervisors, telephone interviewers, and support staff.
Ability to prioritize work and meet deadlines while providing strong
customer service with attention to detail a must. Some college with
excellent communications skills and 1-3 years related experience
preferred.

*Example Two:*

##### Indirect Sales Associate

If you are motivated, enthusiastic, and possess a "can-do" attitude,
this could be the opportunity you've been looking for! As Indirect Sales
Associate, you will work at selected retail stores to represent Company
X and its retail partners by providing top-notch service to customers.
In order to meet or exceed monthly sales quotas, you will actively
demonstrate all of the latest products and services. We will rely on you
to develop positive relationships with national retail partners, sharing
information and training associates on an ongoing basis. You will be
assigned one store to cover each weekend on a rotating basis.
Transportation is required. Company X provides the opportunity for
development found only in rapidly expanding organizations. Our program
offers a flexible schedule and opportunity to make great money.

*Example Three:*

##### Shovel Mechanic

An exciting and challenging job opportunity! Specific responsibilities
include lubricating and cleaning parts; repairing or replacing defective
parts; and welding and fabricating parts to properly repair shovels.
With our team-based management system, you will be responsible for
prioritizing and initiating projects and routine work; coordinating task
completion with other departments; and eventually, training new
mechanics. Minimum requirements include demonstrated communication and
interpersonal skills; demonstrated ability to train and mentor others;
strong planning and organizational skills; and an excellent safety and
attendance record.

*Example Four:*

##### Kid's Club Attendant

Duties and responsibilities include: coordinating and supervising games
and activities for children; providing care to children and attending to
their personal needs; and working with parents to answer inquiries and
take care of special needs. No experience is necessary, but a minimum of
one year of childcare experience is desired. Effective interpersonal
skills and strong oral communication skills a must.

*Example Five:*

####### After-School Program Staff

Several positions available for after-school program in elementary
schools:

-   Group Leaders: Responsible for the daily supervision of children.

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```
-   Workshop Assistants: Responsible for assisting Group Leader in the
    daily supervision of children.

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```
-   Activity Specialists: Responsible for developing and implementing
    "activity plans" for children. Plans will include athletics, arts &
    crafts, computer activities, dance, and music.

All candidates must enjoy working with children. Must be patient,
enthusiastic, and have a good sense of humor.

*Example Six:*

####### Program Organizer

Children's Garden provides a unique opportunity to work with the highest
caliber of therapeutic childcare professionals in a team atmosphere. The
program organizer will lead a small team with the objective of family
preservation and reunification when an out-of-home placement for a child
is threatened or has occurred. The process involves identifying and
evaluating child and family needs and developing and implementing
wide-ranging treatment plans and approaches. We are looking for dynamic
individuals who possess strong clinical skills and moral and
professional standards.

*Example Seven:*

**University/Community Liaison**

We need an outreach representative to coordinate and perform outreach to
universities and non-profit organizations. Primary responsibilities
include leading outreach efforts to universities and non-profit
communication channels, communicating directly with university-based
researchers and non-profit representatives, designing and coordinating
marketing and outreach campaigns, and other tasks as necessary. The
ideal candidate will have exemplary communication and problem-solving
skills and strong self-motivation. He or she will be good-natured,
persuasive, and a quick learner.

*Example Eight:*

**Program Coordinator**

Seeking Program Coordinator to work as part of a two-person team
responsible for the day-to-day operations of a teen empowerment site.
Responsibilities include facilitating group activities, training and
supervising youth, supporting youth in implementing social change
initiatives, working to improve the safety and overall health of the
school or community (including conflict resolution and crisis
management), collaborating on special projects with other local and
city-wide organizations, and participating in strategic planning
efforts. Additional qualifications include a passion for social justice
and an understanding of the socio-economic, educational, and political
challenges facing urban communities. Two years experience required.
Bilingual abilities a plus.

+-----------------+-----------------------+----------------------------+
| **Exercise      |                       |                            |
| 4.2**           |                       |                            |
|                 |                       |                            |
| **Recognizing   |                       |                            |
| Your            |                       |                            |
| Strengths:**    |                       |                            |
|                 |                       |                            |
| # Translatin    |                       |                            |
| g Personal Stre |                       |                            |
| ngths into Job- |                       |                            |
| Specific Skills |                       |                            |
|                 |                       |                            |
| **Job Position  |                       |                            |
| and Title:      |                       |                            |
| \_\             |                       |                            |
| _\_\_\_\_\_\_\_ |                       |                            |
| \_\_\_\_\_\_\_\ |                       |                            |
| _\_\_\_\_\_\_\_ |                       |                            |
| \_\_\_\_\_\_\_\ |                       |                            |
| _\_\_\_\_\_\_** |                       |                            |
+-----------------+-----------------------+----------------------------+
| **Job**         | **Personal Skills**   | **Example of How Personal  |
|                 |                       | Skills Translate Into Job  |
| **Q             |                       | Qualifications**           |
| ualifications** |                       |                            |
+-----------------+-----------------------+----------------------------+
| **1.**          |                       |                            |
+-----------------+-----------------------+----------------------------+
| **2.**          |                       |                            |
+-----------------+-----------------------+----------------------------+
| **3.**          |                       |                            |
+-----------------+-----------------------+----------------------------+
| **4.**          |                       |                            |
+-----------------+-----------------------+----------------------------+

# 

**Slide 4-E:** Summary

The instructor should end the discussion by summarizing lessons learned
and entertaining any last questions. Key lessons learned include:

-   Personal skills are developed and/or revealed not only in the
    workplace, but also through interactions with family, friends, and
    the community.

-   Whether or not these skills were learned on the job, they translate
    into specific, job-related skills.

Additional Resources:

Resources in this section focus on self-assessment in the areas of
personal interests, identifiable and transferable skills, personality
type, and values.

America's Career InfoNet

This one-stop shop, developed by the U.S. Department of Labor, links to
free online assessments and tests, fee-based assessments and testing
services, educational tests, and employee screening and testing. Guide
the participant through this Web site and suggest the appropriate tests
for the participant to take.

<http://www.acinet.org/acinet/resources/assessment.htm>

Career Key

Participants take the Career Key measure to identify their interests,
abilities and values. Based on the results, participants create their
list of personal career choices. Information on each occupation is
provided.

<http://www.ncsu.edu/careerkey>

What color is your parachute?

This Web site (JobHubtersBible.com) is the complement to the career
manual, "What Color is Your Parachute?" CTC staff should link to the
seven rules to taking [career
tests](http://www.jobhuntersbible.com/counseling/ctests.shtml#career tests)
and discuss them with the participant. Participants are then ready to
take the interactive [personality
tests](http://www.jobhuntersbible.com/counseling/ptests.shtml#personality tests).

[http://www.jobhuntersbible.com](http://www.jobhuntersbible.com/)

*Interests.*

Work Interest Quiz

The career toolbox uses a simple assessment to place people into two of
six work types. After taking the quiz, the participant should click on
the work type to discover the occupations that fit into his or her
particular personality type.

<http://www.myfuture.com/career/interest.html>

*Personality Type*

Myers-Briggs Test

The Myers-Briggs Type Indicator uses a four-letter unique pattern of
preferences that helps a person understand why they have personal
preferences and are good at certain occupations. Participants should use
this test for self-understanding and career exploration. Knowing one's
personality type will help the participant choose a career that will
hold his or her interest and tap into existing talents.

<http://www.humanmetrics.com/cgi-win/Jtypes1.htm>

Keirsey Temperament Sorter

Keirsey designed this test to discover a participant's personality by
understanding his or her patterns and preferences. Have the participant
take the test to determine his or her personality and use the knowledge
to establish career options that are compatible.

[http://keirsey.com](http://keirsey.com/)

*Skills*

Transferable Skills

Skills are not only gained through direct workplace experience, but also
in one's daily activities. Participants should identify their personal
assets and translate them into job-specific skills. The following link
leads participants to a checklist of skills that can be printed out and
referred to in determining the right career.

<http://nextsteps.org/net/career/81yecp1h.htm>

**Lesson 5**

**Adaptability:**

**Overcoming Obstacles**

**Slide 5-A:** Adaptability: Overcoming Obstacles

Estimated Training Time: 30 minutes

**Background:** This is the session title slide. Welcome participants to
the session and continue to the next slide.

# Slide 5-B: Objectives

**Background:** As always, the instructor should begin by summarizing
key lessons learned from the previous session. If sessions are conducted
back-to-back, the instructor can move directly into the objectives of
this session, which include:

-   Learning to think "outside the box" to identify creative solutions
    to common employment obstacles; and

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```
-   Understanding the nine-step decision making process.

**Exercise 5.1:** Overcoming Obstacles

**Objective:** To learn problem-solving techniques in order to overcome
common employment-related obstacles.

**Directions:** The instructor may conduct this session in one of two
ways. Presented are three potential obstacles that an individual may
need to deal with when either looking for a job or on the job. The
instructor may choose to go through each scenario, soliciting ideas for
overcoming the challenge, or may go through one scenario in detail
(using the "Nine-Step Process" described below). If time allows, the
instructor may wish to go through each scenario using the Nine-Step
Process. Instructor may want to write the Nine-Step Process on a flip
chart.

-   **Talking points to introduce the lesson:**

```{=html}
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```
-   It is common for an employee to come across a situation in the work
    environment without knowing the best way to handle it.

-   For example, sometimes we are assigned a task that seems too
    difficult for us to perform. Or, perhaps we are assigned more work
    than can reasonably get accomplished.

-   To be successful in the workplace, an individual must be flexible
    and must be able to think "outside the box" to develop solutions.
    These are critical skills that will enable you to solve problems at
    home and at work.

-   This exercise is designed to help participants think critically to
    overcome obstacles they may encounter in the work environment.

```{=html}
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```
-   **The Nine-Step Process.** When complicated situations arise, it
    sometimes helps to use a specific decision-making process to ensure
    that you carefully consider all of the alternatives, as well as the
    consequences of each alternative. One such process is the "nine-step
    process." The steps include:

1.  **Define to the best of your ability the decision that needs to be
    made.**

> Is it really your decision? Why is it important to you?

2.  **Write down as many alternative responses as you can think of.**

> Don't be judgmental with yourself. Let your imagination run free.

3.  **Research the alternatives.**

> If you only came up with a few, you may want to check with trusted
> friends, family members, professional organizations, etc.

4.  **Sort through all your alternatives.**

> You may want to rank them according to your values. Cross off those
> that conflict with your values.

5.  **Visualize the outcomes of each alternative.**

> Picture how this outcome would look and how you would feel. You may be
> able to cross off more.

6.  **Do a reality check: Which alternative is most realistic?**

> Which of the ones left are most likely to happen? Cross off those that
> are unrealistic.

7.  **Make the decision.**

> Review remaining possible choices and outcomes and decide which ones
> feel most comfortable. Sometimes the choice seems right but not the
> outcome. Other times the choice seems hard but you know the outcome is
> right.

8.  **Just do it.**

> Once you have made your decision, get going on it. Do not start
> worrying and second-guessing yourself. Remember, you usually have the
> option of changing your mind later.

9.  **Review how it is going.**

> At some points along the way check to see if the outcomes are what you
> expected. You may need to make some adjustments. Do you have enough
> information? What else do you need to know? You can usually change
> your mind.

**Scenario 1:**

Katie has been working at CBA, Inc. for one year. Because of her proven
efficiency and high quality work, her managers have been giving her a
lot of work. Every day the piles continue to build up on her desk.
Unfortunately, it has gotten to the point that it is no longer
manageable for Katie to complete all of the work on her own. Jim, her
colleague, does much of the same work that Katie does, but he does not
seem to be consistently busy like Katie. The only way for Katie to
complete her responsibilities is to stay late at least two nights per
week. This is a problem for Katie because she does not have anyone to
care for her children if she is late. What should Katie do?

**Talking points for Scenario 1:**

-   Katie has been given too much work and needs to decide how to
    approach the situation in a professional manner.

-   Some alternatives include telling her boss that she cannot keep up
    with all of her work, finding alternative daycare until she can get
    caught up, and asking Jim to take on some of her workload. What are
    the pros and cons of each alternative?

-   How should Katie choose between the options? Consider the
    consequences of each alternative, including the financial impact of
    additional daycare as well as the impact of each alternative on
    Katie's career development.

-   Which decision is the most realistic? If you were in this situation,
    what would you choose to do?

**Scenario 2:**

Anthony is a 23-year-old ex-offender. When he was 19, he was a member of
a gang and committed armed robbery. He served one year in jail and was
released on good behavior. While in jail, he began to turn his life
around. He started by getting his GED, as well as taking courses offered
by a local college program. Now that he has been released from prison,
is about to join the workforce. However, he must declare on all his job
applications that he has served time. Anthony has applied for five
different positions, but has yet to make it to the face-to-face
interview to explain how he has turned his life around. What can he do?

-   **Talking points for Scenario 2:**

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```
-   All employers have the legal right to ask an applicant if they have
    been convicted of a crime. And it is the legal obligation of the
    applicant to answer the question honestly.

-   Unfortunately, when a candidate does answer yes, it may cause the
    employer to think twice before interviewing the candidate for a
    position.

-   In the eyes of the employer, Anthony may be viewed as dangerous,
    dishonest, or a threat to others (because of his past behavior).

-   Therefore, Anthony must "sell himself" to the employer on the
    application. It is important for Anthony to stress all special
    skills and experiences that make him a perfect candidate for the
    position. Anthony must also point out how he has changed, what he
    has learned from the experience, and how this all relates to him
    being a good match for the company.

-   Anthony has made a mistake, but from each mistake a lesson is
    learned. Anthony has suffered the consequences and now is ready to
    start his life over.

-   It is imperative that the ex-offender highlights his/her selling
    points and can genuinely answer what they have learned from this
    experience (instead of ignoring it or trying to hide it.)

**Scenario 3:**

Susan is a 31-year-old single mother of two. The children range in age
range from 14 months to two years. She has been working for the same
employer for three months, has not missed a day of work, and has
consistently been on time. Her children are not old enough for school
yet, so Susan must wake up extra early to bring her children to daycare.
To reduce the costs of daycare, Susan's mother baby-sits the children
twice a week. However, Susan's mother has been sick with a cold for the
past week. Unknown to Susan or her mother, the children have caught the
cold. Susan's mother is too weak to care for the sick children and the
daycare provider will not allow sick children in their care. Susan is
expected to attend a meeting at work, so it is important for her to be
there on time. How should Susan handle this unexpected turn of events?

-   **Talking points for scenario 3:**

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```
-   Ask the participants for possible solutions to this problem. As the
    instructor, make sure all answers are grounded in reality.

-   Some possible alternatives for child care:

> \-- Another family member or close relative
>
> \-- A trustworthy neighbor.
>
> \-- A friend that is a stay-at-home mom or that works an afternoon or
> evening shift.

-   Other alternatives include rescheduling the meeting or perhaps
    working from home (and participating in the meeting through a
    conference call).

# Handout 5.1: Overcoming Obstacles (Scenario 1)

Katie has been working at CBA, Inc. for one year. Because of her proven
efficiency and high quality work, her managers have been giving her a
lot of work. Every day the piles continue to build up on her desk.
Unfortunately, it has gotten to the point that it is no longer
manageable for Katie to complete all of the work on her own. Jim, her
colleague, does much of the same work that Katie does, but he does not
seem to be consistently busy like Katie. The only way for Katie to
complete her responsibilities is to stay late at least two nights per
week. This is a problem for Katie because she does not have anyone to
care for her children if she is late. What should Katie do?

**Handout 5.1: Overcoming Obstacles (Scenario 2)**

Anthony is a 23-year-old ex-offender. When he was 19, he was a member of
a gang and committed armed robbery. He served one year in jail and was
released on good behavior. While in jail, he began to turn his life
around. He started by getting his GED, as well as taking courses offered
by a local college program. Now that he has been released from prison,
is about to join the workforce. However, he must declare on all his job
applications that he has served time. Anthony has applied for five
different positions, but has yet to make it to the face-to-face
interview to explain how he has turned his life around. What can he do?

**Handout 5.1: Overcoming Obstacles (Scenario 3)**

Susan is a 31-year-old single mother of two. The children range in age
range from 14 months to two years. She has been working for the same
employer for three months, has not missed a day of work, and has
consistently been on time. Her children are not old enough for school
yet, so Susan must wake up extra early to bring her children to daycare.
To reduce the costs of daycare, Susan's mother baby-sits the children
twice a week. However, Susan's mother has been sick with a cold for the
past week. Unknown to Susan or her mother, the children have caught the
cold. Susan's mother is too weak to care for the sick children and the
daycare provider will not allow sick children in their care. Susan is
expected to attend a meeting at work, so it is important for her to be
there on time. How should Susan handle this unexpected turn of events?

**Slide 5-C:** Summary

The instructor should end the discussion by summarizing lessons learned

and entertaining any last questions. Key lessons learned include:

# The importance of thinking "outside the box" to develop creative solutions to common employment-related obstacles; and 

# The importance of using a decision--making process when complicated situations arise. 

# 

**Lesson 6**

**Adaptability:**

**Recognition of and Respect for Diversity and Change**

**Slide 6-A:** Adaptability: Recognition of and Respect for Diversity
and Change

**Estimated Total Training Time***:* 45 minutes

**Background:** This is the session title slide. Welcome participants to
*Recognition of and Respect for Diversity and Change*, the third of
three lessons related to adaptability. Announce the module and move
quickly to the next slide.

**Slide 6-B:** Objectives

**Background:** Summarize the points made from the last session, if
necessary. The course objectives for this session are outlined on the
slide. They are:

-   To explore the concept of diversity.

-   To be exposed to basic Equal Employment Opportunity (EEO) laws.

-   To learn about prejudice and discrimination, and how they impact our
    ability to function in the workplace.

**Slides 6-C, 6-D, 6-E:** Stereotypes, Prejudices, and Diversity

**Objective:** To explore the concept of diversity

**Background:** Begin the discussion by asking for definitions of
stereotypes, prejudice, and diversity. Ask participants to expand using
personal experiences as examples. Use a flip chart to record
participants' thoughts.

-   **Talking points as an introduction to the discussion:**

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-   *Stereotype*: conforming to a fixed or general pattern; especially a
    standardized mental picture that is held in common by members of a
    group and that represents an oversimplified opinion, affective
    attitude, or uncritical judgment."

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```
-   *Prejudice:* a preconceived judgment or opinion; an adverse opinion
    or leaning formed without just grounds or sufficient knowledge; an
    irrational attitude of hostility directed against an individual,
    group, race, or their supposed characteristics"

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```
-   *Diverse*: of a different kind or character; varied or multiform.

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```
-   **Instructor may want to use the following questions to spark
    discussion**:

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```
-   In what ways are we, as humans, alike? In what ways are we
    different?

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```
-   What are some stereotypes or prejudices that you have?

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```
-   What attitudes toward people who are different from you did you
    inherit from your parents or ancestors?

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```
-   What things do you do differently than your parents, such as foods
    you eat, music you like, people you admire, where you live, etc.?

```{=html}
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```
-   Think of one stereotype (racial, sexist, etc.) you hold that you
    wish you could erase from your mind. Where did this stereotype come
    from? Does it affect your attitude or behavior? Why might this
    stereotype be problematic in the work environment?

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```
-   Name one positive thing that you have learned from someone who is
    different from you.

Take a few answers for each question and limit the discussion to 15-20
minutes.

-   **Use the following points as a transition into the next section:**

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-   Although we are all different, we still share similarities. These
    differences and similarities are what make us human and what make
    life interesting.

-   Nonetheless, accepting differences can sometimes be difficult. In
    the work environment, however, it is essential to be sensitive to
    people of all backgrounds. Getting along with others is an essential
    workplace skill.

-   Everyone has different skills and talents; it is important to
    remember that diversity is a strength.

    **Handout 6.1:** Equal Employment Opportunity Laws

    **Slides 6-F, 6-G, 6-H, 6-I:** Equal Employment Opportunity Laws

**Objective:** To expose participants to basic Equal Opportunity Laws.

**Background:** Distribute Handout 6.1, entitled *Equal Employment
Opportunity Laws*. This handout summarizes Equal Employment Opportunity
laws and provides suggestions on where participants can go for help if
they feel they have been discriminated against. The point of this
activity is simply to give participants a brief overview of applicable
laws. Instructors should note that local anti-discrimination laws vary,
and as a result, they may need to do some research prior to the session.

# Handout 6.1: Equal Employment Opportunity Laws

See: [www.eeoc.gov]{.underline}

-   [Title VII of the Civil Rights Act of 1964 (Title
    VII)](../../laws/vii.html) prohibits discrimination on the basis of
    race, color, religion, sex, and national origin.

```{=html}
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```
-   Title VII applies to employers with fifteen (15) or more employees

```{=html}
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```
-   [Age Discrimination in Employment Act of 1967
    (ADEA)](../../laws/adea.html) prohibits age discrimination against
    individuals who are forty (40) years of age or older.

```{=html}
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```
-   The ADEA applies to employers with twenty (20) or more employees

```{=html}
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```
-   [Title I of the Americans with Disabilities Act of 1990
    (ADA)](../../laws/ada.html) prohibits employment discrimination
    against qualified individuals with disabilities.

```{=html}
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```
-   The ADA applies to employers with fifteen (15) or more employees

```{=html}
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```
-   [Equal Pay Act of 1963 (EPA)](../../laws/epa.html) prohibits wage
    discrimination between men and women in substantially equal jobs
    within the same establishment.

```{=html}
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```
-   The EPA applies to most employers.

```{=html}
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```
-   The state and local laws prohibit discrimination on the basis of:
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

-   Your local office of EEOC is located at:
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

-   Your local office of \[Human Rights\] is located
    at:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Exercise 6.2:** Prejudice

**Objective:** To learn about prejudice and discrimination, and how they
affect our ability to function in the workplace.

**Directions:** Hand out the scenarios from Exercise 6.2 one at a time.
Read the first scenario aloud (or ask for a volunteer to read the
scenario) and then proceed with a group discussion.

# Scenario 1:

You have been an order puller in a warehouse for one year. You are good
at your job, and everyone knows it. You work so efficiently that you
often manage to get done early. Your supervisor recently recognized your
hard work by giving you a raise.

Then one day, your supervisor approaches you and tells you that the
owner's son, whom you heard through the grapevine has flunked out of
college and wrecked the SUV his parents bought him for high school
graduation, is going to start working with you. Your supervisor informs
you that you will be responsible for training him. You also find out
that he is going to be making the same amount of money that you are
making after an entire year.

-   **Instructor may wish to use the following questions to stimulate
    discussion:**

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```
-   First, how do you feel?

-   What is your impression of the owner's son?

-   How is he different from you?

-   How will training him affect your ability to get your own work done?

-   Are there other ways you could interpret this added responsibility?

-   Might the circumstances be different than you assume? For example,
    suppose you find out that he had an illness that caused him to flunk
    out of school and get into a car accident. How do you see perceive
    him now?

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```
-   What are some ways to handle this situation that also work to your
    advantage?

# Scenario 2:

You have been working for seven months as the receptionist for a small
firm. Of the 25 employees, you are the only person of your ethnicity who
works there. And you are the only receptionist. The other employees
include sales people, technicians, four or five secretaries, a couple of
mid-level managers, and the owner. You have become quite efficient at
your job, and on some occasions, have even done the work of secretaries
when they needed help or were out sick.

During your seven months, the company has hired outside to fill two
secretarial vacancies. You had not really been aware of the vacancies
because you were happy with your job and were busy learning your
position. However, you have come to find out that at least two of the
secretaries on staff began as the receptionist and were subsequently
promoted to secretary.

One day you look up and two people are coming in to be interviewed for
yet another secretarial position. You knew nothing about the opening,
although it soon becomes apparent that other staff members did. Later
that day, you go to the boss and say that you didn't know about the
opening and are interested in interviewing for the position. She
apologizes and says that she already selected someone. What do you do?
Is it discrimination?

-   **Instructor may wish to open discussion with the following
    questions:**

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```
-   If you were the receptionist, how would you feel?

-   Do you think she is being discriminated against? Why or why not?

-   What should the receptionist do?

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```
-   **Suggestions for what the reception may want to do include:**

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```
-   Get more information about the job duties and the qualifications of
    the individuals that were selected (including those who were
    promoted).

-   Talk to the individuals who were promoted to learn what steps they
    took (perhaps they were more proactive).

-   Ask the boss why you weren't considered, if there is a possibility
    for you next time, and what can you do to prepare.

-   If warranted, go to the local human rights commission to explore
    your rights and options for filing a complaint.

-   If necessary, begin seeking another job opportunity that offers more
    growth and upward mobility.

#  Exercise 6.2: Prejudice (Scenario 1)

**Objective:** To learn about prejudice and discrimination, and how they
affect our ability to function in the workplace.

**Directions:** Read the following scenario. A group discussion will
follow.

You have been an order puller in a warehouse for one year. You are good
at your job, and everyone knows it. You work so efficiently that you
often manage to get done early. Your supervisor recently recognized your
hard work by giving you a raise.

Then one day, your supervisor approaches you and tells you that the
owner's son, whom you heard through the grapevine has flunked out of
college and wrecked the SUV his parents bought him for high school
graduation, is going to start working with you. Your supervisor informs
you that you will be responsible for training him. You also find out
that he is going to be making the same amount of money that you are
making after an entire year.

**Exercise 6.2: Prejudice (Scenario 2)**

# 

You have been working for seven months as the receptionist for a small
firm. Of the 25 employees, you are the only person of your ethnicity who
works there. And you are the only receptionist. The other employees
include sales people, technicians, four or five secretaries, a couple of
mid-level managers, and the owner. You have become quite efficient at
your job, and on some occasions, have even done the work of secretaries
when they needed help or were out sick.

During your seven months, the company has hired outside to fill two
secretarial vacancies. You had not really been aware of the vacancies
because you were happy with your job and were busy learning your
position. However, you have come to find out that at least two of the
secretaries on staff began as the receptionist and were subsequently
promoted to secretary.

One day you look up and two people are coming in to be interviewed for
yet another secretarial position. You knew nothing about the opening,
although it soon becomes apparent that other staff members did. Later
that day, you go to the boss and say that you didn't know about the
opening and are interested in interviewing for the position. She
apologizes and says that she already selected someone. What do you do?
Is it discrimination?

**Handout 6.3:** Autobiography in Five Short Chapters

**Objective:** To understand the difficulty of adapting to change and
overcoming prejudices or stereotypes.

**Directions:** Distribute Handout 6.3, entitled *Autobiography in Five
Short Chapters*. Ask the group to follow along while you read.

-   **Use the following questions to stimulate discussion.**

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```
-   What does this reading tell us about change?

> \[Sometimes people do not want to change their way of doing something,
> even though there may be an easier or more efficient way. And, even
> when people *do* want to change, they may find it exceedingly
> difficult.\]

-   Everyone has likely been in this situation before. Ask for
    volunteers to share examples of time when they could not overcome a
    habit or preconceived notion.

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```
-   If you could change one thing about yourself, what would that be?

-   How is the ability to be flexible and adapt to change important in
    the workplace?

# 

#####  Handout 6.3: Autobiography in Five Short Chapters 

# 

#### **I**

I walk down the street.

There is a deep hole in the sidewalk.

I fall in.

I am lost . . .I am helpless.

It isn't my fault.

It takes forever to find a way out.

#### **II**

I walk down the same street.

There is a deep hole in the sidewalk.

I pretend I don't see it.

I fall in again.

I can't believe I am in this same place.

But, it isn't my fault.

It still takes a long time to get out.

#### **III**

I walk down the same street.

There is a deep hole in the sidewalk.

I *see* it there.

I still fall in . . .it's a habit . . .but,

My eyes are open.

I know where I am.

It is *my* fault.

I get out immediately.

#### **IV**

I walk down the same street.

There is a deep hole in the sidewalk.

I walk around it.

##  **V**

I walk down another street.

### 

### 

### 

### By Portia Nelson

*There's A Hole in My Sidewalk*

(Hillsboro, OR: Beyond Words Publishing, 1992)

**Slide 6-J:** Summary

As always, the instructor should end the discussion by summarizing
lessons learned and

entertaining any last questions.

During this lesson, participants should have learned:

-   The importance of diversity.

-   How stereotypes and prejudice can be a detriment to personal growth
    in the workplace.

-   Appropriate ways to handle instances of prejudice and/or
    discrimination.

-   The importance of adapting to change.

    Lesson 7

    Responsibility:

    Resource Management

    Slide 7-A: Responsibility: Resource Management

    [E]{.smallcaps}stimated Training Time: 1.5 hours

    Background: This is the session title slide. Welcome participants to
    the session, entitled *Responsibility: Resource Management*.
    Announce the module and move to the next slide.

    Slide 7-B: Objectives

    Background: This lesson begins the first of three on personal
    responsibility. Objectives for this session include:

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```
-   To identify priorities within our lives.

-   To identify resources available within the community.

-   To learn how to effectively use resources to assist in balancing
    competing priorities (e.g., family and work).

    Exercise 7.1: Priorities, Responsibilities, and Conflicting
    Interests

    **Objectives:** To identify priorities, and to identify ways to
    balance competing priorities.

**Directions:** Distribute Exercise 7.1 to participants. Instruct the
group to take a few minutes to answer the first question in the
workbook. Ask individuals to volunteer priorities from their list and
write these on a flip chart where everyone can read it. Ask about the
following topic areas to prompt the group to think broadly: family,
health, finances, intellectual, social, professional, and spiritual.

Focus the group on work by asking the following questions:

-   Why are these people and/or things important?

-   In particular, why is it important to work?

-   How does working affect other priorities? (Be open to both positive
    and negative impacts of work, but try to focus on the positive.) For
    example:

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-   Positive: If I work, I can ensure that my children have enough to
    eat. Or, when I work, I get a chance to do and learn new things.

-   Negative: Going to work takes time away from spending time with my
    children. Or, my job never teaches me the things I really want to
    learn.

Once the group has taken about five minutes to acknowledge the challenge
of combining other priorities with work, ask the group to answer the
second question in the workbook.

-   How can a working person balance work and other responsibilities?

Ask each person to share at least one idea. Encourage the group to write
down ideas they learn from others in the group. Following are some
examples to use if the group is reluctant to offer ideas or has
difficulty coming up with examples:

-   If you have an infant: You will have to find reliable, affordable
    infant care, and perhaps work only part-time until you and your baby
    become comfortable being separated.

-   If you volunteer at the Neighborhood Networks center: You could only
    do volunteer activities on weekends and days off.

The next exercise, Resource and Asset Mapping, will provide knowledge of
resources that can help each person balance competing priorities.

Exercise 7.1: Priorities, Responsibilities, and Conflicting Interests

Directions: Take a few minutes to think about your priorities and answer
the first question in the space provided. Think about such things as
your family, friends, spirituality, health, finances, etc. You will then
have the opportunity to share your ideas with the group.

1.  What are your priorities? What things are most important for you to
    do or accomplish?

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.  What does an individual need to have or do to balance work with
    other responsibilities?

    You may want to add responses that you hear from others in the
    group.

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Exercise 7.2: Resource Mapping

**Objective:** To identify community resources that can support a
working person.

> To learn to think broadly and creatively about the resources in the
> community.

Background: In the previous discussion, the participants examined the
priorities in their lives. In so doing, they may have realized that
their priorities sometimes conflict. This exercise helps participants
identify resources within their community that can help them balance
these competing priorities. This exercise provides the foundation for
organizing all the supports that someone will need while working or
looking for work. The resource list that will be created from this
exercise will be referred to in future exercises. Emphasize to the class
that they need to keep the list "alive" by using it regularly and
updating it when they find new resources.

Materials Needed: To help the group complete their asset map, you will
need to bring resources from which they can find community
organizations, agencies, and individuals providing support services.
Examples of resources include:

-   Community newspapers

-   Local magazines

-   Church bulletins or newsletters

-   City or regional newspaper

-   Phone book

-   List of United Way agencies

-   List of training programs from a One-Stop career center

To create the resource map, you will need a large writing surface such
as a chalkboard or a flip chart. Bring several markers so that the whole
group can be physically involved in mapping the organizations and
services found in their community. Before class, draw the outline of the
asset map on the flip chart or poster board. Instructor may want to
identify key community resources prior to teaching the lesson.

Slides 7-C, 7-D: Sample Resource Map and Resource List

-   **What are resources?**

In order to create a resource map, the group needs to understand what is
meant by resources. In this exercise, the skills and capacities that
support a person working or seeking work are of highest interest. The
group may say that anyone or any organization could be a resource.
That's true; there are many useful individuals and organizations in
every community, most of which are not being fully utilized. These
include churches, social and fraternal organizations, government
agencies, private citizens, and non-profit organizations.

-   Getting Started on the Resource Map

# [The Group Map]{.underline}

Begin the mapping exercise by writing the names of resource
organizations within circles (see the example on the next page). Let the
group browse through the resource lists you have brought and brainstorm
from their own knowledge and experiences. At this point, don't worry
about location or phone numbers; that information is not needed until
the items on the map are put into a resource list for each person to
take home.

Once you feel like the group has exhausted possible resources, begin
identifying the asset that each provides. Write the programs, services,
or benefits in the rectangles attached to the circle of the resource
organization. Try to stay focused on services that support employment
efforts or address challenges to employment (e.g., transportation or
childcare).

# [The Personal Map]{.underline}

To make the community asset map more personal, each person should draw
their personal resources on the blank diagram of circles and rectangles.
In addition to community organizations, they can also use the names of
friends, family, clubs, or any other personal resources that may be
available to them.

# The Resource List

From the resource maps, each person completes the process by organizing
the resources into a list that they can take home. Instruct participants
to categorize the services provided by each resource, describe the
service, and add phone numbers and addresses. Note that the description
of services and contact information may need to be completed on the
participant's own time (e.g., as a homework assignment).

Sample of Community Resource Map

#  

#  Exercise 7.2: Resource Mapping

**Objective:** To identify community resources that can make working or
looking for work

easier for you.

> To help you to think broadly and creatively about the resources in
> your community.

Directions: As a group, you are going to create a map of community
resources. Take your time to think about anything that can be a
resource: a community organization, a large or single-person business, a
government agency, a church, or even your neighbor. There are many
resources available to all of us, some of which we aren't even aware.

1.  Look through newspapers, phone books, and any other lists of
    community organizations, government agencies, and businesses for all
    types of resources and services within your community. Write the
    names of these resource providers on the map for the group.

2.  Next, write the service or benefit that the organization provides.
    It does not have to be something you have used or expect to use.
    Although, if you write it down, you will be aware of the service
    when you, or a friend, need it.

3.  Repeat steps 1 and 2 for your personal resource map, filling in the
    spaces on the blank map provided. In addition to the community
    organizations and businesses listed on the group map, consider the
    following things:

-   Who (personally) do you know? What organizations do you belong to
    that may offer a resource just for you?

-   What resources do these people provide? A car? A skill? Live near
    your child's school?

1.  Look at the group map and your personal map and put these resources
    into a list that you can use at home. The sample list can help you
    organize each community resource by category. For example, if the
    church provides both childcare and a support groups, you would write
    the church information in both categories. Then, you don't have to
    remember all the church's activities.

> Add the name, number, address, and other details of each organization
> in the proper column on the resource worksheet. Do not limit yourself
> to this worksheet -- add any new categories you think you may need and
> add as many pieces of paper as necessary. It is better to have too
> many resources on hand than too few.

Personal Resource Map

Community Resource List

+--------------------+---------------+--------------------------------+
| Category of        | Person        | Description of Services &      |
| Resource           | /Organization | Availability                   |
|                    | Phone &       |                                |
|                    | Address       |                                |
+--------------------+---------------+--------------------------------+
| Example: One-Stop  | WorkSource,   | Job bank, training vouchers,   |
|                    | 768-1988 400  | career counseling.             |
|                    | Fairfax Ave.  |                                |
|                    |               | Open M-W-F 9am-5pm, T-Th 9-7pm |
+--------------------+---------------+--------------------------------+
| Child Care         |               |                                |
+--------------------+---------------+--------------------------------+
| -   All day        |               |                                |
+--------------------+---------------+--------------------------------+
| -   Emergency Only |               |                                |
|     (e.g., sick    |               |                                |
|     child or       |               |                                |
|     provider)      |               |                                |
+--------------------+---------------+--------------------------------+
| -   Weekends       |               |                                |
+--------------------+---------------+--------------------------------+
| -   Evenings       |               |                                |
+--------------------+---------------+--------------------------------+
|                    |               |                                |
+--------------------+---------------+--------------------------------+
|                    |               |                                |
+--------------------+---------------+--------------------------------+
| Transportation     |               |                                |
+--------------------+---------------+--------------------------------+
| -   Public         |               |                                |
|     Transportation |               |                                |
+--------------------+---------------+--------------------------------+
| -   Taxi           |               |                                |
+--------------------+---------------+--------------------------------+
| -   Friend with    |               |                                |
|     Vehicle        |               |                                |
+--------------------+---------------+--------------------------------+
| -   Car repair     |               |                                |
+--------------------+---------------+--------------------------------+
|                    |               |                                |
+--------------------+---------------+--------------------------------+
| Finances           |               |                                |
+--------------------+---------------+--------------------------------+
| -   Bank           |               |                                |
+--------------------+---------------+--------------------------------+
| Category of        | Person        | Description of Services &      |
| Resource           | /Organization | Availability                   |
|                    | Phone &       |                                |
|                    | Address       |                                |
+--------------------+---------------+--------------------------------+
| Finances           |               |                                |
+--------------------+---------------+--------------------------------+
| -   Credit         |               |                                |
|     Counseling     |               |                                |
+--------------------+---------------+--------------------------------+
|                    |               |                                |
+--------------------+---------------+--------------------------------+
|                    |               |                                |
+--------------------+---------------+--------------------------------+
| Social             |               |                                |
| Service/Support    |               |                                |
+--------------------+---------------+--------------------------------+
| -   Financial      |               |                                |
|     Assistance     |               |                                |
+--------------------+---------------+--------------------------------+
|                    |               |                                |
+--------------------+---------------+--------------------------------+
|                    |               |                                |
+--------------------+---------------+--------------------------------+
| Health             |               |                                |
+--------------------+---------------+--------------------------------+
| -   Emergency room |               |                                |
+--------------------+---------------+--------------------------------+
| -   Clinic/Family  |               |                                |
|     Doctor         |               |                                |
+--------------------+---------------+--------------------------------+
|                    |               |                                |
+--------------------+---------------+--------------------------------+
|                    |               |                                |
+--------------------+---------------+--------------------------------+
| Career             |               |                                |
+--------------------+---------------+--------------------------------+
| -   Job counselor  |               |                                |
+--------------------+---------------+--------------------------------+
| -   Community      |               |                                |
|     College        |               |                                |
+--------------------+---------------+--------------------------------+
| -   One-Stop       |               |                                |
|     center         |               |                                |
+--------------------+---------------+--------------------------------+

  --------------------- --------------------- --------------------------------
  Category of Resource  Person/Organization   Description of Services &
                        Phone & Address       Availability

                                              

                                              

                                              

                                              

                                              

                                              

                                              

                                              

                                              

                                              

                                              

                                              

                                              

                                              

                                              

                                              

                                              
  --------------------- --------------------- --------------------------------

Exercise 7.3: Preparing for Emergencies and Unexpected Events

**Objective:** To develop the skills to thoroughly assess situations
that arise unexpectedly.

To use community resources effectively.

Directions: If there are more than five people in the group, divide the
class into small groups to discuss each scenario. Try to keep the groups
limited to three or four people each. Give the class a few minutes to
identify what Beth needs in each situation. Then have each group share
what needs they identified. Finally, have the class brainstorm community
resources that could be used for the situation.

Read the following directions to the group:

-   I am going to read three different scenarios to you. They all deal
    with issues that Beth will face in the process of interviewing for
    and starting a job.

-   For each scenario, think about how you would advise Beth to deal
    with the challenges and opportunities she is facing.

-   Where can she find the assistance that she needs?

-   Take plenty of time to assess the entire situation and consider all
    possible resources.

    Scenario 1

Good news. Beth's cousin, Toni, has found a job opportunity for her. The
receptionist at her dentist's office quit and they need to hire someone
immediately. Toni told her dentist what an organized and enthusiastic
person Beth is, and that she'd be great for the job. The dentist said
that if she can come in for an interview on Thursday with a list of
references, they would consider her for the job. Today is Monday.

Some facts about Beth:

-   She has a three-year-old son;

-   She lives four miles from the dentist's office;

-   She has never had a job before; and

-   She is a volunteer at the Neighborhood Networks center and her
    church.

To make sure that Beth doesn't forget any details of preparing for the
interview, think only about the question in the first column: What does
she need? Think about everything she will need for herself and for her
family in order to get to the interview, as well as everything she will
need during the interview.

-   **Sample responses**. Use the completed table and questions below to
    give clues to the group about different types of needs. However, try
    not to tell the group directly what Beth might need. The responses
    in the boxes are not "right answers," rather some possible responses
    to help you assist the group as they think about their options.

```{=html}
<!-- -->
```
-   The dentist asked that Beth bring references. Is there anything else
    that Beth should prepare and bring? Perhaps a resume or letters of
    recommendation/support.

```{=html}
<!-- -->
```
-   If Beth has a young son, how will she find time to prepare for and
    attend the interview?

  ----------------------------------- -----------------------------------
  **What must Beth do to be ready for Community resources Beth can use
  an interview on Thursday?**         

  Clothes for an interview            Friend, Salvation Army

  Time to prepare for the interview   Done while her son takes a nap

  Resume, list of references          Neighborhood Networks center

  Transportation                      Bus -- call for schedule

  Practice interview questions        One-stop career center

  Three hours of child care, during   Her cousin
  interview                           
  ----------------------------------- -----------------------------------

# Exercise 7.3: Preparing for Emergencies & Unexpected Events (Scenario 1)

Good news. Beth's cousin, Toni, has found a job opportunity for her. The
receptionist at her dentist's office quit and they need to hire someone
immediately. Toni told her dentist what an organized and enthusiastic
person Beth is, and that she'd be great for the job. The dentist said
that if she can come in for an interview on Thursday with a list of
references, they would consider her for the job. Today is Monday.

Some facts about Beth:

-   She has a three-year-old son;

-   She lives four miles from the dentist's office;

-   She has never had a job before; and

-   She is a volunteer at the Neighborhood Networks center and her
    church.

To make sure that Beth doesn't forget any details of preparing for the
interview, think only about the question in the first column: What does
she need? Think about everything she will need for herself and for her
family in order to get to the interview, as well as everything she will
need during the interview.

When you think you have covered everything necessary to be ready for the
interview, look at your community asset map and list for where Beth can
find help in preparing for the interview.

  ---------------------------------- ------------------------------------
  **What must Beth do to be ready    **Community resources Beth can use**
  for an interview on Thursday?**    

                                     

                                     

                                     

                                     

                                     

                                     

                                     

                                     
  ---------------------------------- ------------------------------------

Exercise 7.3: Preparing for Emergencies and Unexpected Events (Cont'd.)

Again, read the scenario to the group and help them think through the
issues that Beth is facing.

# Scenario 2

Congratulations! Beth got the job. Can you believe they need her to
start working on Monday? That leaves her only three days to find
reliable and affordable childcare for her three-year-old son. She has
called a few day care centers and made two disheartening discoveries:
(1) her son does not have all the immunizations needed to attend a
licensed day care; and (2) the day care centers require payment after
the first two weeks-- but she won't get paid and have enough money for
four weeks. What can Beth do?

-   **Instructor tips:** Within this scenario, Beth will need to prepare
    for three situations:

```{=html}
<!-- -->
```
-   The temporary situation if she cannot get her son immunized before
    work begins;

-   The permanent routine she will need to establish for working; and

-   The back-up plans she will have to develop at the beginning so she
    is ready for any emergencies that may arise.

> Again, use the following table only to help the participants if they
> are having difficulty completing the exercise.

  ----------------------------------- -----------------------------------
  **What does Beth needs to           Community resources Beth can use
  accomplish before she can begin her 
  new job?**                          

  Have son immunized ASAP             Health department

  Take son to health clinic while she Family, who can act as guardian
  works                               

  Find temporary child care           Church

  Find financial aid for child care   Welfare office

  Child care in case son gets sick    Child care referral agency

  Transportation for alternative      Block club
  child care                          

                                      

                                      
  ----------------------------------- -----------------------------------

# Exercise 7.3: Preparing for Emergencies & Unexpected Events (Scenario 2)

# 

Congratulations! Beth got the job. Can you believe they need her to
start working on Monday? That leaves her only three days to find
reliable and affordable childcare for her three-year-old son. She has
called a few day care centers and made two disheartening discoveries:
(1) her son does not have all the immunizations needed to attend a
licensed day care; and (2) the day care centers require payment after
the first two weeks-- but she won't get paid and have enough money for
four weeks. What can Beth do?

  ---------------------------------- ------------------------------------
  **What does Beth needs to          Community resources Beth can use
  accomplish before she can begin    
  her new job?**                     

                                     

                                     

                                     

                                     

                                     

                                     

                                     

                                     

                                     

                                     
  ---------------------------------- ------------------------------------

Are there any emergency situations for which Beth should make plans?

Exercise 7.3: Preparing for Emergencies and Unexpected Events (Cont'd.)

### **Scenario 3**

Beth has been working as a receptionist in the dental office for six
months now. She is good at her job, but she doesn't find it very
challenging. She would prefer to be one of the dental hygienists, as it
seems more interesting and she knows that she could make more money as a
hygienist. Unfortunately, Beth is concerned that she does not have the
time or money for the required training. What can Beth do?

-   **Instructor tips:** This scenario is a bit different than the first
    two. Beth is now facing a decision and will need to use
    informational resources, while in the other scenarios Beth typically
    needed some type of service. Prompt the group with these questions:

```{=html}
<!-- -->
```
-   What does Beth need to know?

-   What does Beth need to do?

-   Where can Beth find the information?

-   Where can Beth find the appropriate service or program?

> Use this completed table only if the group is having difficulty
> identifying Beth's needs or resources. Encourage them to create a list
> of questions that Beth would need to answer.

+---------------------------------+------------------------------------+
| **What does Beth need to do to  | Community resources Beth can use   |
| explore and pursue a new        |                                    |
| career**                        |                                    |
+---------------------------------+------------------------------------+
| Type of training                | Dentist, co-workers                |
+---------------------------------+------------------------------------+
| Time required for training      | Community college                  |
+---------------------------------+------------------------------------+
| Costs of training               | College and job center             |
+---------------------------------+------------------------------------+
| Actual increase in income       | One-Stop job center                |
| expected                        |                                    |
+---------------------------------+------------------------------------+
| # Do I have time for training?  |                                    |
+---------------------------------+------------------------------------+
| Will my current childcare be    |                                    |
| enough?                         |                                    |
+---------------------------------+------------------------------------+
| Do I need to be in the home     |                                    |
| more?                           |                                    |
+---------------------------------+------------------------------------+
|                                 |                                    |
+---------------------------------+------------------------------------+

# Questions to wrap-up the session:

-   Did Beth use the same resources for each situation? What was the
    same? What was different? Why?

-   What do you need to do to make sure you can you use resources when
    you need them?

-   Are there any calls or contacts you can make ahead of time to become
    familiar with the resources in your community?

-   What are some new resources you discovered in this exercise?

# Exercise 7.3: Preparing for Emergencies & Surprises (Scenario 3)

Beth has been working as a receptionist in the dental office for six
months now. She is good at her job, but she doesn't find it very
challenging. She would prefer to be one of the dental hygienists, as it
seems more interesting and she knows that she could make more money as a
hygienist. Unfortunately, Beth is concerned that she does not have the
time or money for the required training. What can Beth do?

  ---------------------------------- ------------------------------------
  **What does Beth need to do to     Community resources Beth can use
  explore and pursue a new career?** 

                                     

                                     

                                     

                                     

                                     

                                     

                                     

                                     

                                     

                                     

                                     
  ---------------------------------- ------------------------------------

Did you discover any new resources or uses of the resources during this
exercise? If so, write them here.

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Slide 7-E: Summary/Review of Resource Management

As you summarize key lessons learned, keep in mind the following points:

-   **Become familiar with community resources.** Remind the group to
    add resources to their list as they discover them and to keep the
    list where it is easily accessible. For some resources, individuals
    may need to gather information or establish/ strengthen a
    relationship before an emergency arises. (For example, it would have
    been helpful if Beth would have known that day care centers
    typically require certain immunizations.) For personal resources in
    particular, it is a good idea to make certain that friends or family
    members are able and willing to help.

```{=html}
<!-- -->
```
-   **Identify the unique needs of each situation.** Before jumping into
    action, most situations require time for planning. The first step of
    planning is to identify what needs to be done or what questions need
    to be answered. It is always a good idea to make a list.

```{=html}
<!-- -->
```
-   **Identify personal and community resources that can help.** Even
    though one should organize their questions and needs before
    considering available resources, participants may feel the need to
    re-assess the situation as they go (depending on what resources are
    available to help).

## 

In the resource mapping exercises, we developed skills for balancing
competing priorities and effectively managing resources available within
the community. In the coming sessions, we will develop skills for better
managing *ourselves*---how to better organize our time and money. Both
of these are always in short supply, so we'll work through exercises
that help us get the most out of each.

Lesson 8

Responsibility:

Time Management

**Slide 8-A**: Responsibility: Time Management

**Estimated Training Time***:* 60 minutes

**Background:** This is the session title slide. Welcome the
participants to the session, entitled *Time Management*. Announce the
module and move quickly to the next slide.

**Slide 8-B:** Objectives

**Background:** The course objectives are outlined on the slide.
Objectives are:

-   To identify how participants allocate their time during a typical
    day;

-   To learn how to establish and follow a schedule to promote a more
    effective use of time;

-   To learn the importance of monthly schedules and weekly and daily
    "to do" lists; and

-   To learn what to do when schedules "break down."

**Exercise 8.1:** 24 Hours a Day

**Directions:** Distribute Exercise 8.1, *24 Hours a Day*, to
participants. Have participants consider a typical weekday and determine
(approximately) how much time they spend on each activity.

-   Instructor talking points to introduce the exercise:

```{=html}
<!-- -->
```
-   Do you ever have one of those days when you have a hundred things to
    do and barely get one thing done? That was my day today. Well, at
    least I made it here.....

> Open the discussion to everyone:

-   Do you ever have one of those days? Why do we often feel like we
    don't have enough time?

-   What things take more of your time than you would like?

-   What things take more time than you would expect?

-   What do you do when you feel like you have too many things to do in
    a day or a week? Too many errands, too much work, too many
    responsibilities?

**Exercise 8.1: 24 Hours a Day**

**Objective:** To identify how you spend your time on a typical day.

**Directions:** Think about a typical weekday. How much time
(approximately) do you spend on each activity?

> \_\_\_\_\_ Sleeping
>
> \_\_\_\_\_ Cooking and Eating
>
> \_\_\_\_\_ Getting ready for the day
>
> \_\_\_\_\_ Working
>
> \_\_\_\_\_ School/Training
>
> \_\_\_\_\_ Entertainment (TV, sports, socializing, etc.)
>
> \_\_\_\_\_ Taking care of children
>
> \_\_\_\_\_ Commuting to work and/or taking children to daycare or
> school
>
> \_\_\_\_\_ Housework (repairs, cleaning, grocery shopping, etc.)
>
> \_\_\_\_\_
> Other\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_
> Other\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> **\_\_\_\_\_ TOTAL**

-   Did your time add up to more than 24 hours? Where can you cut back?

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

-   Do you have time left in the day? What can you do with this extra
    time?

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Exercise 8.2: Day Planner

**Slide 8-C:** Sample Schedule

**Background:** In the last exercise, each participant should have
gained a general idea of how they spend their time during an average
day. They also began to identify activities to which they may need to
devote more or less time. This next exercise is a more detailed approach
to time management. Each participant will prepare a detailed schedule of
his or her day. This exercise also requires those who are not currently
working full time to see how their day would have to change if they were
working eight hours a day.

Help the group think creatively about how to rearrange their time. If
someone is not currently working, make suggestions for using evenings,
weekends, lunch breaks, and even transit time (if the individual is
using public transportation) to accomplish tasks they are accustomed to
doing during the week.

-   Take a few minutes and ask for suggestions on how to fit numerous
    priorities into one week.

-   Encourage the group to share ideas and help one another create their
    schedules.

-   Remind the group about activities that are often overlooked when
    scheduling:

```{=html}
<!-- -->
```
-   Transportation time, including possible traffic jams;

-   Dressing and grooming time;

-   Getting children ready for the day; and

-   Anything else you wish to add.

## **Exercise 8.2: Day Planner**

**Directions:** Now that you have had time to think generally about how
you allocate your time during the day, you are going to prepare a daily
schedule. While you are free to determine how much time you want to
devote to particular activities, *everyone's schedule must include eight
hours of work.* If you are not currently working (or not working
full-time), this exercise will give you an opportunity to envision what
your day would look like if you were.

During this exercise, consider how to organize your time more
efficiently so that you can accomplish all of the "necessary" tasks
(work, housework, etc.) while still having time for the things you enjoy
(playing with your children, socializing with friends, etc.). Think
about ways to consolidate activities, and don't forget about weekends,
lunch breaks, and days off. If you decide to assign certain activities
that you normally do during the week (e.g., grocery shopping) to the
weekend, you may want to note that below the schedule.

+----------------+-----------------------------------------------------+
| **Exact Time** | Activity                                            |
|                |                                                     |
| **(e.g.,       |                                                     |
| 8:15-10:30)**  |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+
|                |                                                     |
+----------------+-----------------------------------------------------+

Notes:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Exercise 8.3:** Beyond Scheduling: Dealing with Unexpected Events

**Background:** In the next exercise, participants are asked to consider
what to do when faced with an unexpected event. The situation is that
the participants' transportation has failed (if they drive, their car
broke down; if they take public transportation; they missed the last bus
for an hour). The instructor should help each individual think through
what they must do from the point that they realize they are going to be
late for work.

-   Before work:

```{=html}
<!-- -->
```
-   Call work and tell them. (Very important!) Where is a phone?

-   Find alternative transportation. Who can drive or do you have money
    for a different ride?

-   Make sure your child can get to school or day care.

-   Call the school or day care.

```{=html}
<!-- -->
```
-   Plan for after work:

```{=html}
<!-- -->
```
-   Will you have to work later?

-   Will this change the time that your child must stay at day care?

-   Will this affect your transportation home?

## **Exercise 8.3: Beyond Scheduling: Dealing with Unexpected Events**

Great scheduling! Unfortunately, things don't always go according to
plan . . . .

Assume that your transportation to work failed. If you drive, your car
broke down; if you take the bus, you missed the last bus for an hour.

-   How are you going to get to work?

-   How will you rearrange your schedule?

-   What resources from the resource mapping exercise can you use?

**Ways in which your schedule would change:**

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Resources you would draw upon:**

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

Exercise 8.4: Don't Forget "To Do"

Slide 8D: Don't Forget "To Do"

Background: In the last two exercises, the group has had the opportunity
to prepare a regular schedule and practice responding appropriately to
interruptions in their schedule. "To Do" lists are a way to keep track
of the uncommon or more intermittent activities that fit into a
schedule.

### **The Monthly Calendar**[^1]

Have participants begin with the "big picture" by using a monthly
calendar. Participants should brainstorm events that take place every
other week, once a month, once a year, etc. Examples of common events to
include on the monthly calendar are:

-   Due dates for bills

-   Meetings of clubs, social events, etc.

-   Doctor's appointments

-   Special work meetings

-   Birthdays

For activities not assigned to a specific date (e.g., an oil change for
your vehicle), help individuals identify a completion date based on when
the individual has time and the importance of the activity.

For this activity, emphasize the importance of writing things down so
they are not forgotten. Taking a few minutes to make a list or add to a
calendar can save time, money, and stress. It can save time by looking
at the list for errands that can be done in one trip, save money by
mailing bills before late fees occur, and reduce stress by knowing that
you won't forget important dates or events.

The whole family or household can use the same monthly calendar. Keeping
everyone informed will make it easier if you need to share a car or need
someone's help. Listing when bills are due will help children in the
house to be aware of how many things must be paid for each month, even
if they don't see exactly how much everything costs.

Instruct participants to add to their monthly calendar as you find out
about new events or make new appointments.

Weekly (or Daily) "To Do" Lists

Even though you do the same things on most days, what needs to be
accomplished sometimes changes from day to day or week to week. In fact,
there might be some weeks (or days) when you need to accomplish more
than you can even remember! A daily/weekly "To Do" list can help you
keep track of everything. And writing things down will allow you to "map
out" your time in a more efficient way (e.g., grouping activities or
errands).

Exercise 8.4: Don't Forget "To Do"

### 

Directions: Even if you have your "regular" routine down, things
sometimes change from day to day or week to week. "To Do" lists are a
great way to keep track of the uncommon or more intermittent activities
that fit into a schedule.

First begin with a monthly calendar. For Neighborhood Networks centers
with Microsoft Word on their systems, we recommend Instructors have
participants create a calendar using the Microsoft Calendar Wizard on
Microsoft Word. (See example on the next page). The Calendar Wizard
isn\'t installed in a typical setup. You can obtain the Calendar Wizard
by downloading it from the Microsoft Web site on the World Wide Web at
[**http://office.microsoft.com/downloads/9798/wdtmgmt.aspx**](http://office.microsoft.com/downloads/9798/wdtmgmt.aspx).
Once you download the file, you will receive instructions on its use.
This wizard creates a Monthly Calendar.

Examples of common events to include in the calendar are:

-   Due dates for bills

-   Meetings of clubs, social events, etc.

-   Doctor's appointments

-   Special work meetings

-   Birthdays

Your whole family or household can use the same monthly calendar.
Keeping everyone informed will make it easier to remain organized and
get things done on time.

After you create your monthly calendar, create a weekly "To Do" list for
next week. A weekly "To Do" list will be much more detailed than a
monthly calendar. Although you should begin with events or activities
from your monthly calendar, you will also want to include day-to-day
activities, such as grocery shopping, going to the bank, getting the oil
changed in your car, making an important phone call, etc.

As you create your list, be sure to establish priorities. Do some
activities have specific timelines (e.g., a rent payment or a dentist
appointment)? Are some things more important to you (e.g., visiting your
grandmother versus washing the laundry)? Keep these things in mind as
you establish your list.

Use this space to write a list of what you need to do this week (and
when):

1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

6.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

7.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

8.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

9.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

10.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Exercise 8.4: Don't Forget "To Do" (Cont'd.)

### 

The Monthly Calendar

+--------+---------+---------+----------+---------+---------+---------+
| **Su   | #       | **Tu    | **Wed    | **Thu   | **F     | **Sat   |
| nday** |  Monday | esday** | nesday** | rsday** | riday** | urday** |
+--------+---------+---------+----------+---------+---------+---------+
|        | 1       | 2       | 3        | 4       | 5       | 6       |
+--------+---------+---------+----------+---------+---------+---------+
| 7      | 8       | 9       | 10       | 11      | 12      | 13      |
+--------+---------+---------+----------+---------+---------+---------+
| 14     | 15      | 16      | 17       | 18      | 19      | 20      |
+--------+---------+---------+----------+---------+---------+---------+
| 21     | 22      | 23      | 24       | 25      | 26      | 27      |
+--------+---------+---------+----------+---------+---------+---------+
| 28     | 29      | 30      |          |         |         |         |
+--------+---------+---------+----------+---------+---------+---------+

Slide 8-E: Summary

The instructor should end the discussion by summarizing lessons learned
and entertaining any last questions.

In the time management session, participants should have learned:

-   How they currently allocate their time during a typical day;

-   How to establish a schedule to promote a more efficient use of time;

-   The importance of using monthly schedules and weekly and daily "to
    do" lists; and

```{=html}
<!-- -->
```
-   What to do when schedules "break down."

######## Special Note to Prepare for Next Session

In the next session, each participant will develop a personal budget.
Instruct the group to bring records of bills, receipts, pay stubs, and
etc. for the next meeting. Also advise them to bring calculators if they
have one.

**Lesson 9**

**Responsibility:**

**Money Management**

**Slide 9-A**: Responsibility: Money Management

**Estimated Training Time***:* 1.5 hours

**Background:** This is the session title slide. Welcome the
participants to the session, entitled *Money Management*. Announce the
module and move quickly to the next slide.

**Slide 9-B:** Objectives

The course objectives are outlined on the slide. Objectives are:

-   To learn how to set and follow a household budget;

-   To develop a better understanding of financial resources, including
    potential pitfalls in financial management.

```{=html}
<!-- -->
```
-   To learn how to purchase large items responsibly;

-   To understand the importance of building a strong credit history;
    and

-   To learn *how* to build a strong credit history.

    Background: Just like making lists of special activities and events
    can help individuals manage their time, developing a budget will
    help individuals manage their money. The following budget exercises
    and discussion will give participants the skills and knowledge to
    help them make the most of their money.

At the end of the previous session, the instructor should inform the
group that they will be developing a budget and ask them to bring in
records of bills, pay stubs, receipts, and anything else that is
applicable. Note that participants may not have the information or time
necessary to complete their budgets in detail during the session. As a
result, participants may want to continue to work on their budgets at
home.

Exercise 9.1: Setting and Following a Household Budget[^2]

**Slide 9-C:** Steps for Budgeting

**Background:** This slide provides an overview of the four primary
steps in developing a household budget. The steps include:

1\. Identify income.

2\. Identify expenses.

3\. Compare income and expenses.

4.  Establish priorities and make changes.

    Slide 9-D: Step 1 - Identify your income

    **Background:** Walk the group through each step, beginning with the
    detailed list of income sources. Instruct participants to include
    all income that comes into the household that can be used for
    expenses. For example, if an elderly parent lives in the house and
    collects Social Security, only count it as income if the parent
    helps pay for household expenses. Do not count the money if the
    parent holds onto the money and uses it only for savings or personal
    expenses.

Make sure that each category is clear to the entire group by asking for
examples of each source. Following are some explanations and/or tips for
items that may be especially confusing:

-   **After-tax wages**: Also known as "take home pay." It is the actual
    paycheck one receives after taxes are withheld.

-   **Child support**: Only include support actually received, not
    support that is due or unclear if it will be paid.

-   **SSI:** SSI is formally known as Supplemental Security Income and
    is commonly referred to as "disability." Unlike Social Security, it
    is not based on age.

**TANF (Temporary Assistance to Needy Families)**: This assistance is
commonly referred to as "welfare" or "public assistance." TANF has a
different name in each state (e.g., in Minnesota it is known as the
Minnesota Family Investment Program, or MFIP). Instructors should be
familiar with the program in their state. To learn more about the TANF
program, contact the Office of Family Assistance at
<http://www.acf.dhhs.gov/programs/ofa/>. To learn about the TANF laws
and locate the TNF office in your state, log onto the Welfare
Information Network at <http://www.welfareinfo.org/tanf.htm>.

-   **Food stamps**: You may count that as income since it replaces cash
    at the grocery store.

-   **Tax refunds**: It is difficult to estimate tax refunds. If
    participants received refunds in the past and their income has
    remained relatively constant (assuming the same number of
    deductions), they may wish to use previous refunds as an estimate.
    Instructors should also distribute the handout on the Earned Income
    Tax Credit (EITC) and explain how the program works. The instructor
    should go through an example and approximate how much an individual
    could collect through the EITC program.

-   **Other**: Ask the group if there are other sources that should be
    added to the list or that need explanation

    Providing Calculation Assistance

To help the group approximate each source for a month, you may need to
help with adding and averaging. The following example can be used for
any category where income changes from month to month:

Shawna works full-time as a waitress in a restaurant. She also cleans
houses during the holidays to make extra cash. Her take-home pay over
the last three months is as follows:

December............\$750

January ............\...\$550

February .............[\$575]{.underline}

**Total ............\....\$1,875** ⇒ **\$1,875 ÷3 = \$625**

Slide 9-E: Step 2 - Identify Expenses

**Background:** For this part of the budget exercise, the challenge is
to remember all of the smaller expenses, such as bus fare or fast food.
Ask for many examples in the "other household expenses," "personal," and
"miscellaneous categories." People are likely to have overlooked these
types of costs.

As with income, you may need to help participants average expenses over
several months. You may also need to offer guidance on multiplying daily
expenses to find the cost for the entire month. A common example
involves transportation costs:

-   The bus costs \$1.10 per trip. Thus, Jan spends \$2.20 per day
    commuting to and from work (\$1.10 \* 2 trips = \$2.20). Jan works
    every "business day" (Monday-Friday), and there are approximately 22
    business days every month. So, it costs Jan \$46.40 per month to
    ride the bus to work (\$2.20 \* 22 days = \$46.40).

Participants should also approximate how often they (and family members)
ride the bus on weekends and how much that adds to total transportation
costs.

Remind the group that they should review their expenses and income every
two to three months since both can change frequently.

Slide 9-F: Step 3 - Comparing Income and Expenses

**Background:** Each group member should refer back to the totals from
steps 1 and 2 to fill in the blanks. Instruct them to then subtract the
expenses from the income.

Your total monthly income (from step 1)...................\$
\_\_\_\_\_\_\_\_

Your total monthly expenses (from step 2) ................\$
\_\_\_\_\_\_\_\_

Money remaining each month ...............................\$
\_\_\_\_\_\_\_\_

Is there money left or are expenses greater than income? Even if the
entire group has money left, continue to *Step 4: Setting Priorities and
Making Changes*. If some participants have more expenses than income,
don't point them out as the only individuals who need to re-evaluate
their budgets. Present *Step 4* as a way to stay within budget and/or
save for emergencies or special purchases.

**Slide 9-G:** Step 4 - Establish Priorities and Make Changes

When expenses exceed income, or if you want to save more money, there
are two options:

-   Increase Income

-   Cut Expenses.

## 

## **Slide 9-H:** Increasing Income 

This slide lists some ideas for increasing income, such as looking for a
better paying job, taking a second job, and turning a hobby into extra
income. Ask the group for other ideas. Instruct the group to write these
ideas on the lines provided.

Next, ask the group what community resources they could use to pursue
any of these ideas/options. Refer back to the resource map they
completed in Lesson 7.

## **Slide 9-I:** Cutting Expenses 

Cutting expenses may be a more realistic short-term option for having a
balanced budget than increasing income. Emphasize to the group that
there are many things they can do to immediately reduce their expenses.
Give everyone a chance to share their ideas for how to cut household
costs. Some suggestions:

-   Always pack lunches and snacks instead of purchasing them at
    restaurants or cafeterias;

-   Reduce electricity and heating bills by turning off lights when you
    leave a room and by turning down heat during the day and/or at night
    when you go to bed.

Again, encourage the group to record the ideas in the space provided.

# Exercise 9.1: Setting & Following a Household Budget[^3]

**Directions:** Even if you are working full-time, you need to know the
limits of your paycheck. The best way to ensure you have enough money
for necessities is to develop a spending plan, otherwise known as a
budget. A budget is your financial "road map." It helps your dollars
stay on track so that you can reach your goals, and it prevents you from
taking unnecessary and expensive detours.

Developing a budget involved 4 steps:

-   Identify your income

-   List your expenses

-   Compare income and expenses

-   Set priorities and make changes

#### **Step 1: Identifying Income**

+------------------------------------------------+---------------------+
| ##### Sources                                  | #                   |
|                                                | #### Monthly Income |
+------------------------------------------------+---------------------+
|                                                |                     |
+------------------------------------------------+---------------------+
| After tax wages (yourself)                     | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| After-tax wages (others in household)          | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Tips or bonuses                                | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Child support                                  | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Unemployment compensation                      | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Social Security or SSI                         | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Public Assistance                              | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Food Stamps                                    | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Tax Refunds (EITC)                             | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Interest                                       | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Other                                          | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
|                                                |                     |
+------------------------------------------------+---------------------+
| Total Income                                   | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+

If your income is different each month, you can calculate your monthly
income by averaging the income you earn over a few months. Consider the
following example:

> Shawna works full-time as a waitress in a restaurant. She also cleans
> houses during the holidays. Her take-home pay for the last three
> months was:
>
> December............\$750
>
> January ............\...\$550
>
> February ..............[\$575]{.underline}
>
> Total ................\$1,875 *\$1,875 divided by 3 = \$625*

# Exercise 9.1: Setting & Following a Household Budget (Cont'd.)

#### 

#### **Step 2: Identify Expenses**

+------------------------------------------------+---------------------+
| ##### Sources .                                | ##### Per Month     |
+------------------------------------------------+---------------------+
|                                                |                     |
+------------------------------------------------+---------------------+
| Rent or mortgage                               | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Heating fuel and electricity                   | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Water                                          | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Telephone                                      | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Other household expenses (cable TV, newspaper) | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Groceries                                      | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Snacks, meals eaten out                        | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Transportation (bus fare, car repair, gas,     | \$ \_\_\_\_\_\_\_   |
| etc.)                                          |                     |
+------------------------------------------------+---------------------+
| Auto insurance premiums                        | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Doctor and dentist bills                       | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Child care                                     | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Taxes (car or home, income if you own a        | \$ \_\_\_\_\_\_\_   |
| business)                                      |                     |
+------------------------------------------------+---------------------+
| Pet care                                       | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Union dues                                     | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Clothing/uniform                               | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Loans                                          | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Credit cards                                   | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Personal (toiletries, allowances, hair care,   | \$ \_\_\_\_\_\_\_   |
| etc.)                                          |                     |
+------------------------------------------------+---------------------+
| Miscellaneous (gifts, vacation, school)        | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
| Savings                                        | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
|                                                |                     |
+------------------------------------------------+---------------------+
| Total Expenses                                 | \$ \_\_\_\_\_\_\_   |
+------------------------------------------------+---------------------+
|                                                |                     |
+------------------------------------------------+---------------------+

Some expenses, such as car insurance, are only due every three or six
months. It is a good idea to figure out how much you should save each
month to pay these bills. To do this, divide the amount of each payment
by the number of months between payments. You may even want to ask your
insurance company if you can pay it monthly.

Example: Car insurance is \$270 for 3 months =\> \$270/3 = \$90 per
month.

# Exercise 9.1: Setting & Following a Household Budget (Cont'd.)

#### 

#### **Step 3: Comparing Income and Expenses**

Your total monthly income (from step 1)...................\$
\_\_\_\_\_\_\_\_

Your total monthly expenses (from step 2) ................\$
\_\_\_\_\_\_\_\_

The amount remaining each month .........................\$
\_\_\_\_\_\_\_\_

-   Do you have money left at the end of the month? What will you do
    with it?

-   Are your expenses more than your income? What can you do to change
    this?

```{=html}
<!-- -->
```
-   Plan to re-evaluate your budget every 2 to 3 months as your income
    and

expenses may change frequently.

# Exercise 9.1: Setting & Following a Household Budget (Cont'd.)

#### **Step 4: Establishing Priorities and Making Changes**

Don't feel badly if your expenses exceed your income. It happens to
virtually everyone at some point! The most important thing to do when
this happens is to look carefully at your budget to figure out how you
can get back on track. Getting back on track usually means increasing
income, cutting expenses, or both.

-   Option 1: Increase your income.

> There are many ways to increase household income. Is there a spouse or
> other family member who isn't working outside the home? Maybe he or
> she could consider a part-time job.

What are other ideas? Resources:

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> Are there resources available in your community to help you pursue
> these ideas? You may want to refer back to the resource mapping
> exercise for ideas.

-   Option 2: Cut your expenses.

> Take a look at your expenses and see where you can save more money.
> Even small changes add up over time. Maybe you can take a brown bag
> lunch to work. You might also ask your electricity or heating
> suppliers about budget billing. It can spread your costs over 12
> months so you are not hit with huge bills during the winter months.
> What are other ideas?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# Handout 9.2: The Earned Income Tax Credit

**The Earned Income Tax Credit (EITC):**

**Extra Money for People Who Work**

**What is the Earned Income Credit?**

> The EITC is a special tax benefit for working people who earn low or
> moderate incomes. It has several important purposes: to reduce the tax
> burden on theses workers, to supplement wages, and to make work more
> attractive than welfare.

Workers who qualify for the EITC and file a federal tax return can get
back some or all of the federal income tax that was taken out of their
pay during the year. They may also get extra cash back from the IRS.
Even workers whose earnings are too small to have paid taxes can get the
EITC. What's more, the EITC reduces any additional taxes workers may
owe.

**Who can get the EITC and how much is it worth?**

Single or married people who worked full or part time at some point
during 2000 can qualify for the EITC, depending on their income.

-   Workers who were raising one child in their home and had family
    income of less than \$27,413 in 2000 can get an EITC of up to
    \$2,353.

-   Workers who were raising more than one child in their home and had
    family income of less than \$31,152 in 2000 can get an EITC of up to
    \$3,888.

-   Workers who were not raising children in their home but were between
    ages 25 and 64 on December 31, 2000 and had income below \$10,380
    can get an EITC of up to \$353.

**How does the EITC work?**

-   *Eligible workers can get a check from the IRS.* Ms. Berger has two
    children in college and earned \$19,000 in 2000. Her federal income
    tax for the year was \$660, all of which was withheld from her pay.
    She is eligible for an EITC of \$2,439. The EITC pays her back the
    \$660 she paid in income tax and gives her an additional cash refund
    of \$1,779.

-   *Eligible workers who don't owe federal income tax can get a check.*
    Mr. Smith has no children. He worked part time in 2000 earning
    \$4.900. Because of his low earnings he had no income tax taken out
    of his paycheck and owes nothing to the IRS. His earnings entitle
    him to an EITC check for \$347.

-   *Eligible workers pay less in taxes.* Mr. and Mrs. Johnson have two
    children. They earned \$26,000 in 2000 and owe the IRS \$1,000 more
    than what was withheld from their pay during the year. But their
    income also makes then eligible for an EITC of \$964. The EITC
    reduces the additional taxes they owe from \$1,000 to \$34.

**How do you get the EITC?**

-   Workers raising children in 2000 must file either form 1040 or 1040A
    and *must* fill out and attach Schedule EITC. Workers with children
    *cannot* get the EITC if the file form 1040EZ or fail to attach
    Schedule EITC. Married workers must file a joint return to get the
    EITC.

-   Workers who were not raising children in 2000 can file any tax form
    -- including the 1040EZ. These workers write "EITC" (or the dollar
    amount of their credit) on the Earned Income Tax Credit line on the
    tax form. They do not file Schedule EITC.

-   A correct name and Social Security number must be provided for every
    person listed on the tax return and schedule EITC. If this
    information is incorrect or missing, the refund will be delayed.

**Workers raising children can get the EITC in their paychecks!**

Workers who are raising children can get part of their EITC in their
paychecks throughout the year and part in a check from the IRS after
they file their tax return. This is called the advance payment option.

**Workers can get FREE help filing their tax forms**

Many families that apply for the EITC pay someone to complete their tax
forms. This can cost \$25 to \$65. Getting a "quick tax refund" that
comes back in a few days costs even more. Paying for tax preparation
takes away from the value of the EITC. But low-income workers can get
free help with tax preparation through a program called VITA (Volunteer
Income Tax Assistance).

**Does the EITC affect welfare benefits?**

In most cases, the EITC does not affect eligibility for benefits like
cash assistance (TANF), Medicaid, Food Stamps, SSI, or public or
subsidized housing.

**Can immigrant workers get the EITC?**

Many legal immigrants can qualify for the EITC, as long as they meet the
eligibility requirements.

**How can I get more information on the EITC?**

-   You can find a complete guide to the EITC at
    [http://www.cbpp.org/EIC2000/index.html](http://www.cbpp.org/eic2000/index.html).

-   Call the IRS at 1-800-TAX-1040. Be patient; the 24-hour line is
    often busy.

**Slide 9-J:** Money Management - Part II

Background: There are several different ways to purchase costly
household items like refrigerators or televisions. We'll look at a few
different examples, including renting-to-own, credit cards, and saving.

We might not always think about it, but how we choose to purchase items
like televisions could ultimately affect our options for buying things
such as a home or a car. In the end, we\'ll talk about credit history:
what it is, how it is used, and how to improve it.

Exercise 9.3: Renting to Own

**Slide 9-K:** Renting to Own

**Background:** Renting to own may seem like a helpful budgeting tool,
but in the end, it is an expensive way to purchase things. Talk with the
group about the following situation to help them understand how much
"renting to own" ultimately costs.

-   Ask participants if they think spreading costs over several months
    in a rent to own plan is a good idea.

-   Write the arguments for and against renting to own on the board or a
    flip chart.

## **Worksheet Instructions:** Read Ray's scenario to the group and then calculate the total costs together. Emphasize that, based solely on how much money is spent, renting to own is not a good idea. While it may cost only a small amount per month, the total cost can be three times as much. 

> Weekly rental...........................\$15.95 x 78 weeks =
> \$1,244.10
>
> 5% sales tax...........................\...\$ 0.80 x 78 weeks = \$
> 62.40
>
> Delivery fee..............................\$10.00 (once) = [\$
> 10.00]{.underline}

### **Total cost of rent-to-own TV............................... \$1,316.50**

**Questions for Discussion:**

-   If you were Ray, what would you do? What if you did not have the
    \$400 up-front, but knew you could afford \$15.95 per week?

-   What are some other ways that Ray could buy a TV?

By saving money and waiting to purchase the TV, one would pay less and
fully own the TV sooner. For example, the TV costs \$400 plus \$30 for
tax and delivery. Ray knew that he could afford to pay \$16 per week.
(\$430 ÷ \$16 = 27) In 27 weeks, Ray could own the TV. Also remember
that if Ray can't set aside \$16 in savings one month, then he hasn't
lost anything. In contrast, if Ray can't make a payment when renting to
own, he could lose all the money he has already paid on the TV
[and]{.underline} have no TV.

If someone mentions credit cards as an option for Ray, use this as a
segue to the next exercise.

# Exercise 9.3: Renting To Own

#### 

How many times have you passed a rent-to-own store and seen a sign in
the window advertising a TV for only \$15 a week? If it sounds too good
to be true, it probably is. By the time you have paid off the TV, you
may have paid 3 to 10 times as much as it really cost! Let's look at the
following situation.

Ray decided to buy a TV on a rent-to-own plan. The rent-to-own store had
the same model Ray had seen in a department store selling for \$400. The
rent-to-own store would rent it for \$15.95 per week, plus sales tax and
delivery. He would own the TV in 78 weeks. Before Ray signed the rental
papers, he did some math:

> Weekly rental...........................\$15.95 x 78 weeks =
> \$\_\_\_\_\_\_\_\_\_\_\_
>
> 5% sales tax...........................\...\$ 0.80 x 78 weeks =
> \$\_\_\_\_\_\_\_\_\_\_\_
>
> Delivery fee..............................\$10.00 (once) =
> \$\_\_\_\_\_\_\_\_\_\_\_

### **Total cost of rent-to-own TV............................... \$\_\_\_\_\_\_\_\_\_\_\_**

**Questions for Discussion:**

-   If you were Ray, what would you do? What if you did not have the
    \$400 up-front, but knew you could afford \$15.95 per week?

-   What are some other ways of that you could buy the TV?

    Handout 9.4: Credit Cards

    Slide 9-L: Credit Cards

**Background:** We will again use Ray to illustrate how credit cards
work and how much they can cost to use. First, however, make sure that
everyone understands how credit cards work by reviewing the following
terms. Give the participants a chance to offer explanations for the
terms.

-   **Credit cards** provide easy, short-term, and possibly expensive
    loans. It is money trusted to you with the understanding that you
    will pay back the full amount you "borrow " plus interest. Your
    repayment of credit cards becomes a part of your "credit history,"
    which is reviewed when you want to take a bank loan for large items
    like a car or house.

-   **Interest** is the cost of borrowing money. It is given as a
    percentage of the loan. For each percentage point, you pay one cent
    to borrow one dollar. If you borrow \$100 for a year at a 20 percent
    APR, you will pay \$20 at the end of the year for borrowing that
    \$100.

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```
-   APR is short for "annual percentage rate." Nearly all credit cards
    and loans are quoted in APR. If the APR is 20 percent, note that you
    would not pay 20 percent every month. Rather, the interest is spread
    out over 12 months. The monthly interest rate for a 20% APR is 1.67
    percent (20 ÷ 12 = 1.67).

```{=html}
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```
-   **Balance** is the amount remaining on a credit card at the end of
    each month. If Ray bought a television for \$430 and paid \$30 on
    his credit card, then his balance would be a little over \$400.
    Remember it would not be exactly \$400 because interest would be
    added to the original amount that Ray had charged to his card. This
    interest becomes part of the new monthly balance.

**Example:** Let's look at how much Ray would pay if he purchased a
\$400 television on credit. Remember, the cost after tax and delivery is
\$430. Ray's credit card has a 20 percent APR. Calculate how much Ray
would pay if he decided to wait an entire year to pay for the TV that
was on his credit card.

\$430 \* 20% = \$86 in interest =\> 430 + \$86 = **\$516 total**

Note that this is not entirely accurate, however, as credit card
companies (or banks) require a minimum monthly payment. The minimum
payment typically only covers interest charges though, and as such,
individuals who only pay the minimum never actually pay down the
principal (or actual cost of the purchase). This is when credit cards
get expensive!

**Questions for discussion:**

-   If you wanted to use credit to purchase something, what steps could
    you take to keep the total costs as low as possible?

-   What are some benefits of using credit cards? What are the
    drawbacks?

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```
-   Once participants understand how credit cards work, move the
    discussion towards the bigger and more important issue of building
    good credit.

####### Handout 9.4: Credit Cards (Cont'd.) 

**Slide 9-M:** Credit History

**Background:** The following information is included on the second page
of Handout 9.4. Emphasize that virtually all bills (or debt) are
included in one's credit history, and thus, can ultimately affect one's
ability to obtain larger loans for a home or a car. As a result, it is
important to pay all bills *and* to pay them on time. Emphasize that
having no credit history can also be a problem when it comes time to
purchase large items.

###### 

###### Credit History: What is it?

A credit history is a picture of your financial life. It is based on
your current and past debt. A credit report will illustrate how well you
pay your bills on time and to which companies you owe money. The report
contains information from banks, merchants, and other creditors.

The accounts shown on your report include any phone or utilities that
are in your name, store credit cards, car loans, and student
loans---just to name a few.

Credit History: What is it used for?

Banks and other creditors look at your credit history to determine *if*
they should lend you money and at what interest rate. So, if you want to
get a loan and get it at the best price (interest rate), start working
towards a strong credit history.

####### Handout 9.4: Credit Cards (Cont'd.)

**Slides 9-N and 9-O:** Building a Better Credit History[^4]

**Background:** This handout provides tips for developing a strong
credit history. This list has many specific ideas for improving one's
credit history; do not forget to enforce the general idea that a good
credit history comes from paying bills and paying them on time.

Read each "Do" and "Do Not" statement and ask the participants if they
have questions about any of the recommendations for a better credit
history.

**\[1.\] Bank Accounts.**

**DO:**

-   Open a bank account (savings or checking), and use it responsibly.
    This is the first step in establishing your financial history.

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```
-   **Handout 9.5** provides more information on establishing a checking
    account.

**DO NOT:**

-   Do not overdraw your bank account. It\'s a bad way to begin your
    credit history.

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```
-   Do not let other people use your bank account.

**\[2.\] Services.**

**DO:**

-   If you have services in your name (telephone, gas, and electric),
    make sure you pay them in full and on time.

> **DO NOT:**

-   Do not miss payments on bills or loans. Even late payments count
    against you.

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```
-   Do not leave utilities (e.g., gas, water, phone, electric) in your
    name if you move. If it\'s in your name, it's your responsibility.

**\[3.\] Credit Cards.**

**DO:**

-   Apply for a credit card. Responsible use will help you build a good
    credit history. If you have been denied a credit card in the past,
    you may want to investigate a secured credit card, where you put a
    predetermined amount of money in an account as a deposit in the
    bank. The secured card can be used in the same way as a credit card
    with the same convenience and payment flexibility. It\'s a great
    \"starter card\" and helps you establish a credit history.

-   Gasoline companies and retail stores offer their own credit cards.
    Responsible use of these can also help you build a credit history.

-   Pay on time for any loans and credit accounts each month. At least
    pay the minimum, if there is one.

> **DO NOT:**

-   Do not let other people use your gasoline card or store credit card.

-   Do not forget about recurring bills on your credit card, like
    subscriptions or club dues.

**\[4.\] Additional Tips.**

**DO:**

-   Review your credit report carefully, on a regular basis, to make
    sure it\'s accurate. You may be eligible to obtain a free credit
    report at <http://www.experian.com/product/consumer/unemployed.html>
    .

-   If debt has gotten out of control, seek help from a credit counselor
    who can help you to consolidate and prioritize your debt.

**Handout 9.4: Credit Cards**

**Key Ideas and Terms:**

-   **Credit cards** provide easy, short-term, and possibly expensive
    loans. It is money trusted to you with the understanding that you
    will pay back the full amount you "borrow " plus interest. Your
    repayment of credit cards becomes a part of your "credit history,"
    which is reviewed when you want to take a bank loan for large items
    like a car or house.

-   **Interest** is the cost of borrowing money. It is given as a
    percentage of the loan. For each percentage point, you pay one cent
    to borrow one dollar. If you borrow \$100 for a year at a 20 percent
    APR, you will pay \$20 at the end of the year for borrowing that
    \$100.

```{=html}
<!-- -->
```
-   APR is short for "annual percentage rate." Nearly all credit cards
    and loans are quoted in APR. If the APR is 20 percent, note that you
    would not pay 20 percent every month. Rather, the interest is spread
    out over 12 months. The monthly interest rate for a 20% APR is 1.67
    percent (20 ÷ 12 = 1.67).

```{=html}
<!-- -->
```
-   Balance is the amount remaining on a credit card at the end of each
    month. If Ray bought a television for \$430 and paid \$30 on his
    credit card, then his balance would be a little over \$400. Remember
    it would not be exactly \$400 because interest would be added to the
    original amount that Ray had charged to his card. This interest
    becomes part of the new monthly balance.

Let's look at how much Ray would pay if he purchased a \$400 television
on credit. Remember, the cost after tax and delivery is \$430. Ray's
credit card has a 20 percent APR. Calculate how much Ray would pay if he
decided to wait an entire year to pay for the TV that was on his credit
card.

\$430 \* 20% = \$86 in interest =\> 430 + \$86 = \$516 total

**Questions for discussion:**

-   If you wanted to use credit to purchase something, what steps could
    you take to keep the total costs as low as possible?

-   What are some benefits of using credit cards? What are the
    drawbacks?

####### 

**Handout 9.4: Credit Cards (Cont'd.)**

**Credit History: What is it?**

A credit history is a picture of your financial life. It based on the
bills you pay and the debts that you have. Your credit report will show
how well you pay your bills on time and to which companies you owe
money. The report contains information from banks, merchants, and other
creditors.

Other information that appears in a credit report:

-   Your name, Social Security number, and date of birth.

-   Current and previous addresses.

-   Information about your employers, current and previous.

-   A list of your accounts (if any) that have been referred to a
    collection agency.

-   Your payment history with major credit cards, department store
    charge accounts, and loan payments.

-   Inquiries made about you over the last several years, and whether or
    not you were granted credit.

-   Public record information: Bankruptcies, foreclosures, tax problems,
    etc.

    Credit History: What's it Used For?

    Banks and other creditors look at your credit history to determine
    if they should lend you money and at what interest rate. So if you
    want to get a loan and get it at the best price (interest rate),
    start working towards a strong credit history.

**Handout 9.4: Credit Cards (Cont'd.)**

**Building a Better Credit History**[^5]

**Do:**

-   Open a bank account (savings or checking), and use it responsibly.
    This is the first step in establishing your financial history.

-   If you have services in your name (telephone, gas, and electric),
    make sure you pay them in full and on time.

-   Apply for a credit card. Responsible use will help you build a good
    credit history. If you have been denied a credit card in the past,
    you may want to investigate a secured credit card, where you put a
    predetermined amount of money in an account as a deposit in the
    bank. The secured card can be used in the same way as a credit card
    with the same convenience and payment flexibility. It\'s a great
    \"starter card\" and helps you establish a credit history.

-   Gasoline companies and retail stores offer their own credit cards.
    Responsible use of these can also help you build a credit history.

-   Pay on time for any loans and credit accounts each month. At least
    pay the minimum, if there is one.

-   Review your credit report carefully, on a regular basis, to make
    sure it\'s accurate.

-   You may be eligible to obtain a free credit report from Experian at
    http://[www.experian.com/product/consumer/unemployed.html](http://www.experian.com/product/consumer/unemployed.html)

-   If debt has gotten out of control, seek help from a credit counselor
    who can help you consolidate and prioritize your debt.

Do Not:

-   Do not overdraw your bank account. It\'s a bad way to begin your
    credit history.

-   Do not miss payments on bills or loans. Even late payments count
    against you.

-   Do not let other people use your bank account, gasoline card or
    store credit card.

-   Do not forget about recurring bills on your credit card, like
    subscriptions or club dues.

-   Do not leave utilities (gas, water, phone, electric) in your name if
    you move. If it\'s in your name, it's your responsibility.

**Handout 9.5: Opening a Bank Account**

######### Why to Open a Bank Account & What to Consider When Choosing a Bank

A bank account is the simplest, safest way to manage your finances.
Whether it's a savings account or a checking account, it allows you to
build good credit in a number of ways:

-   Just establishing a bank account is a great way to begin building a
    solid credit history.

-   It allows you to save money, and in circumstances with accrued
    interest, to increase it.

-   A checking account allows you to more easily pay bills and track
    expenses.

-   Responsible use of a checking account or an Automatic Teller Machine
    (ATM) card will reflect favorably in your credit report.

-   A good bank can help you manage your money, saving you both time and
    hassle.

**When choosing a bank, consider the following factors:**[^6]

-   **Location and Hours of Operation:** Convenience is important.
    However, do not choose a bank based solely on these factors; lower
    fees may be available.

-   **"Relationship Banking:"** Banks may encourage you to have all your
    accounts and credit with them in relationship banking, but it might
    be more economical to use separate banks.

-   **Minimum Balances & Maintenance Fees:** Often if you keep a certain
    amount of money in the bank, then you do not have to pay a fee.

-   **Charges per Transaction:** In addition to monthly maintenance
    fees, some banks charge a fee for each check you write or for
    visiting a teller or an ATM. Be sure to ask.

-   **ATMs:** Look out for fees connected to ATMs. Also, one needs to
    keep track of withdrawals from ATM machines to prevent an overdraw
    account. If you think this might be a problem, you may want to
    consider not having an ATM card.

    Slide 9-P: Summary

As always, the instructor should end the discussion by summarizing
lessons learned

and entertaining any last questions.

In this session, participants should have learned:

-   How to establish and follow a household budget;

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-   Potential pitfalls in financial management;

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```
-   How to purchase large items responsibly;

-   The importance of a strong credit history; and

-   Tips for building a strong credit history.

[^1]: Time Management activities adapted from The Virginia Tech Division
    of Student Affairs at http://www.ucc.vt.edu/stdysk/htimesug.html.

[^2]: Exercises on Budgeting and Rent To Own have been adapted from the
    August 2000 draft of *Making Your Money Count*; a joint publication
    of The National Endowment for Financial Education and The Enterprise
    Foundation, with permission from The Enterprise Foundation.

[^3]: Exercises on Budgeting and Rent To Own have been adapted from the
    August 2000 draft of "Making Your Money Count;" a joint publication
    of The National Endowment for Financial Education and The Enterprise
    Foundation, with permission from The Enterprise Foundation.

[^4]: From "Simple Steps to Building Credit,"
    http://www.creditalk.com/do_don't.html

[^5]: From "Simple Steps to Building Credit,"
    http://www.creditalk.com/do_don't.html

[^6]: From the Better Business Bureau, "Choosing a Bank,"
    www.newyork.bbb.org/library/publications/subrep98.html