Facilitator Guide - bwssc

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Hair Stylist

SectorBeauty & Wellness

Facilitator Guide

Sub-SectorBeauty & Salons

OccupationHaircare Services

Reference ID: BWS/Q0202, Version 2.0NSQF level: 4

Hairstylist

Published byUnifires Social Ventures Pvt. Ltd.B-100, LGF, Sarvodya EnclaveNew Delhi - 110017, IndiaEmail: [email protected]: www.unifires.in

All Rights Reserved,First Edition, March 2016

ISBN 978-1-111-22222-45-7

Printed in India atWings Marketing Communications401, Patpad Ganj Industrial AreaNew Delhi - 110092

Copyright © 2016Unifires Social Ventures Pvt. Ltd.B-100, LGF, Sarvodya EnclaveNew Delhi - 110017, IndiaEmail: [email protected]/41072977

DisclaimerThe information contained herein has been obtained from sources reliable to Beauty & Wellness Sector Skill Council. Beauty & Wellness Sector Skill Council disclaims all warranties to the accuracy, completeness or adequacy of such information. Beauty & Wellness Sector Skill Council shall have no liability for errors, omissions, or inadequacies, in the information contained herein, or for interpretations thereof. Every effort has been made to trace the owners of the copyright material included in the book. The publishers would be grateful for any omissions brought to their notice for acknowledgements in future editions of the book. No entity in Beauty & Wellness Sector Skill Council shall be responsible for any loss whatsoever, sustained by any person who relies on this material. The material in this publication is copyrighted. No parts of this publication may be reproduced, stored or distributed in any form or by any means either on paper or electronic media, unless authorized by the Beauty & Wellness Sector Skill Council.

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Skilling is building a be�er India.If we have to move India towards

development then Skill Developmentshould be our mission.

Shri Narendra ModiPrime Minister of India

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Beauty and Wellness Sector Skill Council and Unifiers Social Ventures Pvt. Ltd. Would like to express their gratitude to all the individuals and organizations who have contributed in the preparation of this trainee manual.

Special thanks are extended to the persons who collaborated in the preparation of the different modules. Sincere appreciation is also extended to all who provided subject matter inputs and review for the individual modules.

The preparation of this facilitator guide would not have been possible without the support of the Beauty and Wellness Industry. The industry feedback has been extremely encouraging from inception to conclusion & it is with their inputs that we have tried to bridge the skill gaps existing today in the industry. We would specially like to thank VLCC, Aarthi, Enrich, JCKRC, Exclusive Salon and Academy, Naturals, Geetanjali Salon and Blossom Kochhar Aroma Magic who have reviewed and given inputs for this trainee manual.

The facilitator guide id dedicated to all the aspiring youth who desire to achieve special skills which would be a lifelong asset for their future endeavors and help them make a bright career in the Beauty and Wellness Sector.

Acknowledgements

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Facilitator Guide

The beauty and Wellness industry in India is growing at a CAGR of 18.6% and is likely to reach the 100,000 crore mark soon. The sector is thriving on the increasing section of affluent and middle-class population that has started considering beauty and wellness as a necessity. Increased emphasis on a holistic wellbeing with people’s desire to look good and young are other motivators for the beauty and wellness industry.Employment in Beauty Sector is expected to grow at a CAGR of 20%, with 23% in organised and 15% in unorganised segments with a shortage of over 600,000 skilled personnel by the end of 2016. With a shift in focus towards quality of service, the industry has been looking to hire skilled workforce to sustain growth.The Facilitator Guide is designed to help trainers impact theoretical and practical skills training to trainees for becoming a Hairstylist.The Facilitator Guide is based on the Qualification Pack of a Hairstylist (BWS/Q0202) which includes the following National Occupational Standards:1. Prepare and maintain work area (BWS/N9001)2. Perform Blow drying of hair (BWS/N0205)3. Shampoo, condition the hair and scalp (BWS/N0202)4. Perform Indian Head Massage and Hair Spa Services (BWS/N0206)5. Cut hair (BWS/N0207)6. Perform hair styling and dressing (BWS/N0208) 7. Colour and lighten hair (BWS/N0209)8. Perm and neutralize hair (BWS/N0210)9. Perform hair relaxing and straightening services (BWS/N0211)10. Maintain health and safety at the workplace (BWS/N9002)11. Create a positive impression at the workplace (BWS/N9003)Post this training, the participant will be able to assist a Hairstylist in various identified tasks as identified in the Qualification Pack of a Assistant Hairstylist.We hope that this Facilitator Guide will provide a sound learning support to our young friends to build an attractive career in the beauty and wellness industry.

About this Guide

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Hair Stylist

Table of Contents

S. No. Modules and Units Page No

1. Introduction 1

Unit 1.1 - Introduction 3

Unit 1.2 - Beauty and Wellness Industry 7

2. Prepare and Maintain Work Area (BWS/N9001) 11

Unit 2.1 - Plan and Prepare Work Areas 13

Unit 2.2 - Sanitation and Sterilization and Hygiene Techniques 19

Unit 2.3 - Maintain the Treatment Work Areas 29

3. Perform Blow Drying of Hair (BWS/N0205) 35

Unit 3.1 - Basic Blow Dry 37

4. Shampoo, Condition the Hair and Scalp (BWS/N0202) 45

Unit 4.1 - Shampoo and Condition the Hair and Scalp 47

5. Perform Indian Head Massage and Hair Spa Services (BWS/N0206) 53

Unit 5.1 - Prepare Self and Client 55

Unit 5.2 - Perform Scalp Massage and Hair Spa Services 58

6. Cut Hair (BWS/N0207) 63

Unit 6.1 - Perform Basic Hair Cut 65

Unit 6.2 - Cutting Guidelines 70

Unit 6.3 - Types of Cuts 73

7. Perform Hair Styling and Dressing (BWS/N0208) 77

Unit 7.1 - Performing Hair Styling and Dressing 79

Unit 7.2 - Colour and Lighten Hair 84

8. Colour and Lighten Hair (BWS/N0209) 93

Unit 8.1 - Perform a Variety of Colouring Techniques Such As Full Head, Regrowth and Highlighting and/or Low-Lighting 95

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9. Perm and Neutralize Hair (BWS/N0210) 101

Unit 9.1 - Test Carried out During Perming and Neutralising Hair 103

Unit 9.2 - Perm and Neutralising Hair 107

10. Perform Hair Relaxing and Straightening Services (BWS/N0211) 115

Unit 10.1 - Perform Hair Relaxing and Straightening Services 117

11. Maintain health and safety at the workplace (BWS/N9002) 127

Unit 11.1 - Health and Safety in workplace 129

12. Create a Positive Impression at the Workplace (BWS/N9003) 133

Unit 12.1 - Creating Positive Impression at Workplace 135

Unit 12.2 - Working with Team 140

Unit 12.3 - Problem Solving and Decision Making 144

Unit 12.4 - Planning and Organising 147

Unit 12.5 - Customer Centricity 150

Unit 12.6 - Language Skills 152

13. Employability & Entrepreneurship Skills 155

Unit 13.1 - Personal Strengths & Value Systems Unit 159

Unit 13.2 - Digital Literacy: A Recap 191

Unit 13.3 - Money Matters 200

Unit 13.4 - Preparing for Employment & Self Employment 217

Unit 13.5 - Understanding Entrepreneurship 234

Unit 13.6 - Preparing to be an Entrepreneur 262

14. Annexures 279

Annexure I: Training Delivery Plan 280

Annexure II: Assessment Criteria 373

S. No. Modules and Units Page No

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1. IntroductionUnit 1.1 - Introduction

Unit 1.2 - Beauty and Wellness Industry

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Facilitator Guide

Key Learning Outcomes

At the end of this module, you will be able to:

1. Understand beauty and wellness industry2. Role and responsibilities of a Hairstylist

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Hair Stylist

At the end of this unit, students will be able to:

• Understand objectives of the program• Describe job role and responsibility of Hairstylist

This is the first session of the program. Introduce yourself, the program and its purpose in detail. Explain the background, the duration of the assessment and finally how the program will help themtogeta job. Ensure the participants understand how theirentire month will be structured and how they will benefit from thecourse. Answertheir questions satisfactorily.

UNIT 1.1: Introduction

Unit Objectives

1.1.1 Note

Good morning and a very warm welcome to this training program ‘Hairstylist’.

Now that you understand what the program is about let us get to know each other better.

Introduce yourself with your name and background and your role in the training program.

Give them a background of the training program. Talk about:

1. The total duration of the program2. How will their day be divided3. Periodic assessments4. Final assessments5. Your expectations from them about their conduct, laying ground rules

1.1.2 Say

1.1.4 Say

1.1.3 Do

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Activity Duration (in mins) Resources Used

Ice Breaker 1 hr. Small writing pads, pens, white board, marker and ball of wool

Take a ball of wool and get the participants in a circle. You are also a part of the circle. Tell them here is a ball of wool, I am going to take a piece of the thread in my hand and throw the ball to anyone. So please be alert and do not let the ball fall. Whoever gets the ball, please introduce yourself (name, and one adjective that best describes you) hold a piece of the thread and throw it to anyone you want. Slowly a web of the wool will be created with everyone holding the thread..

Debrief

Ask them now that we know each other can you see what we have created. Wait for answers. Tell them, “We have created a web, a web of energy.” Ask everyone to loosen their hold on the thread and say, “See if we lose energy how the web looses energy and we hold it tight the web is strong. Similarly as we do this program and study together, each is responsible for the learning and environment in the group. So be responsible, alert and engaged.”

1.1.5 Activity

Let us begin the session by discussing about hair stylist, its roles and responsibilities and attributes.

1.1.6 Say

Share with the participants about attributes and role and responsibilities of a hair stylist.

Hair stylist

A Hairstylist shampoos and conditions hair, blow dries hair, provides basic hair cuts as well as assists the hair stylist in providing other advanced hair services. The person also assists in salon ambience maintenance and also does various other jobs in the salon including sell salon retail products after obtaining knowledge on them

• Attributes of an hair stylist• Customer Orientation• Clean Personal Appearance• Make suitable suggestions• Don’t be in hurry• Keep your knowledge updated• Respect your customer• Have knowledge about products

1.1.7 Do

1.1.8 Elaborate

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Hair Stylist


Self study 2 hrs Small writing pads, pens and Participant Handbook

Ask the participants to refer to participant handbook and study in detail about responsibilities and attributes of hair

stylist, so that when they are asked question regarding it they are able to answer it.

1.1.9 Activity

This program will facilitate an overview of:

• Prepare and maintain work area• Basic blow dry hair• Shampoo and rinses• Basic hair cut• Perform advanced hair services• Workplace health and safety• Professional and communicational skills• Creating positive impression at workplace

1.1.12 Elaborate

• Proficiency in communication• Good body languageRefer to PM (Pg2-3) to explain the participants in detail about responsibilities and attributes of hair stylist

Let us now discuss about the overview of the program

1.1.10 Say

Share with the participants about the overview of the program

1.1.11 Do

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Introduce yourself with your name and background and your role in the training program.

Give them a background of the training program. Talk about:

1. The total duration of the program2. How will their day be divided3. Periodic assessments4. Final assessments5. Your expectations from them about their conduct, laying ground rules

1.1.13 Do


Word Tree 2 hrs Chalk/Marker, blackboard/Flipchart

Ask the participants to generate 10 to 15 words about whatever they have understood about the training program up

till now. Capture each response as it comes in on the whiteboard. You can use this opportunity to introduce essential terms, too

1.1.14 Activity

• Ask the participants if they have any questions• Encourage other participants to answer it and to encourage peer learning in the class• Clarify all doubts of participants.• Ask them to answer the questions given in the participant manual• Ensure that all the participants answer every question.

1.1.15 Notes for Facilitation

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Hair Stylist


1. Explain Beauty and Wellness Industry in India

This is the second session of the program which talks about Beauty and Wellness Industry. The participants should be explained about it in a proper way so that they can perform their task in a proper way.

UNIT 1.2: Beauty and Wellness Industry

Unit Objectives

1.2.1 Note

Good morning and a very warm welcome to this training program ‘Hairstylist’. Before we begin this session let us have a quick recap of the previous session.

Now let us begin with a new session which is about Beauty and Wellness Industry. In the previous sessions we have had a clear understanding about the objectives of the program, now we will talk about Beauty and Wellness Industry.

Now let us understand about the beauty and wellness industry in India.

1. Begin with revising the things explained in previous session. Ask the following questionsa. What are the objectives of the program?a. What are your expectations from the program?

2. Encourage the participants to give their response3. Ensure that the class should not lose focus4. Clarify if they have any doubts5. Tell them about what they are going to learn in this session

1.2.2 Say

1.2.4 Say

1.2.5 Say

1.2.3 Do

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Take them through the section on the industry giving an overview and sharing about the industry segmentation and industry trends.

Tell the participants to get ready for an activity.

1.2.6 Do

1.2.8 Do

Beauty has always been at a premium with an unswerving focus on looking youthful and attractive. The stress on personal grooming, beauty-consciousness and maintaining attractive appearance is constantly rising. Correspondingly, the demand for professional hair stylists is swelling as well.

In India, the beauty industry has significantly developed in terms of manufacture, promotion and marketing of different beauty products. Beauty and wellness is a 12,000 cr. Industry in India and is growing at the rate of 30% each year. Due to the fast paced growth, there are plenty of job opportunities, for which there is need for qualified professionally trained individuals.

This industry has several other advantages such as high salaries, comfortable job timings, ease with which one can start their own spa or salon. The professional hair stylist can be employed in modelling and film industry. The option of starting one’s own saloon or parlour also remains open.

Refer to PM (Pg- 5-7) to explain the participants in detail about beauty and wellness industry in India

1.2.7 Elaborate


Self study 2 hrs Small writing pads, pens and PM

Ask the participants to refer to participant handbook and study in detail about beauty and wellness industry in India,

so that when they are asked question regarding it they are able to answer it.


The Balloon Battle 1 hr Balloons, threads/rubber bands

1.2.9 Activity

1.2.10 Activity

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Hair Stylist

Running the activity

1. Instruct everyone to tie a balloon to their left foot (you need balloon and strings for all participants)2. Divide the large group into several smaller groups3. Instruct everyone about the team’s mission and the game duration:4. “All teams have the same goal: to protect the team balloons. The game goes for 10 minutes, at the end

we will count and announce the team with highest number of the full balloons.”5. Say go and count down 10 minutes.



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BWS/N9001

2. Prepare and Maintain Work AreaUnit 2.1 - Plan and Prepare Work Areas

Unit 2.2 - Sanitation and Sterilization

Unit 2.3 - Maintain the Treatment Work Areas

Unit 2.4 - Hygiene and Sterilization Techniques In Salon

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1. Prepare and maintain the treatment work areas2. Keep the work area clean3. Set up the required equipment4. Dispose of waste correctly

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Hair Stylist


• Prepare the treatment work areas• Maintain the treatment work areas

This is the third session of the program which talks about Preparing and Maintaining work area. The participants should

be explained about it in a proper way so that they can perform their task in a proper way.

UNIT 2.1: Plan and Prepare Work Areas

Unit Objectives

2.1.1 Note

Good morning and a very warm welcome to this training program ‘Hairstylist’. Before we begin this session let us have a quick recap of the previous session

Every beauty treatment and service needs a work area that is clean, tidy, hygienic and inviting. This unit is about preparing and maintaining the work area for haircut, setting up involves preparing the tools, equipment and materials needed to carry out the treatment, as well as the seating arrangements for the client and therapist.

1. Begin with revising the things explained in previous session. Ask the following questionsa. List down the common tools of hair dressing.b. What are hair follicles?


2.1.2 Say

2.1.4 Say

2.1.3 Do

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Ask the participants to share how would they prepare and maintain their house when they come to know that few guests will be arriving soon to their house? Write down the points they share on a flip chart/ black board and link it with the points given in the PM in order to create an interactive and interesting learning session.

2.1.5 Ask

Let us begin this session by discussing about record cards

2.1.6 Say

1. Share that one of your main duties in the salon will be setting up the correct materials and equipment needed for a particular treatment or service and by preparing the client.

2. You will need to know what products; tools and equipment are needed for each of the treatments in the range, and also be able to use a client’s record card to select materials that will be suitable for that particular client.

3. Take them through the various aspects of preparing for a treatment. Begin with need and importance of a client record card.

Tell the participants to get ready for an activity on record card

A client’s record card is a professional record of treatments or services that the client has already had at your salon and is where a therapist can record comments or suggestions for future treatments. Part of your preparation for a treatment will involve obtaining a client’s record card from reception.

• You will need the card to find out what treatment the client is booked in for, so that you know what you need to set up.

• The client’s record card may also give you more information about the client’s likes and dislikes, skin type, previous products used and the therapist’s methods that will be helpful to you in deciding which products to select.

• When you collect a record for a client from reception, make sure that you check the client’s first name, surname and address carefully to make sure you have the correct card.

• Make sure that you collect the correct record for the client, as some may share a surname or even a first name.

• You will need to hand over the client’s record card to the therapist before she starts the treatment.

2.1.7 Do

2.1.9 Do

2.1.8 Elaborate

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Role Play: Record Card 2 hrs Small writing pads and pens

Ask them to get into groups of two each. One person will be the HS and the other person the client. Based on what we have learnt ask the HS to create a record card for the client for any treatment. Go around the room as they are asking questions and noting them down and help them wherever necessary. At the end you can ask some people to come forward and share their record cards.

You need to organise the work area so that everything is hygienic and within reach and the trolley is set up with the necessary tools, equipment and products, as well as enough cotton wool and tissues.

Setting up the workspace for any treatment: a checklist

1. The client’s record card and a pen should be on the trolley ready for the consultation.2. The gown the client will wear during the treatment should be ready, and there should be a coat hanger

or hook available for the client’s clothes.3. Clean towels should be laid out nearby.4. The treatment couch should be prepared with a fitted bottom sheet and a disposable couch roll.5. The trolley tops and work surfaces should be disinfected and covered with fresh couch roll.6. The products to be used during the hair cut should be laid out on the trolley top.7. The tools to be used during the hair cut should be sterilised and then placed on the trolley top in a jar

filled with antiseptic.8. There should be enough cotton wool and tissues on the trolley.

2.1.13 Elaborate

Now let us move further and look at the checklist for setting up the workspace for any treatment.

2.1.11 Say

Share with the participants about how to set up for treatment.

Tell the participants that it’s time to perform an activity which would relax them.

2.1.12 Do

2.1.14 Do

2.1.10 Activity

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Match the cards 2 hrs Pieces of paper, pen

• The facilitator should choose number of well-known phrases and write half of each phrase on a piece of paper.

• For example- “Happy” on one piece of paper and “Birthday” on another• The number of pieces of paper should match the number of participants in the group• Put the folded pieces of paper in a bowl• Ask each participant to take a piece from the bowl and try to find the member of the group with the

same matching half of phrase

2.1.15 Activity

Now let us see the environmental conditions needed to prepare a treatment room. It is important that the environmental conditions in the treatment room are suitable for the client and the treatment. A comfortable treatment area will help to make sure that a salon visit is enjoyable for the client and a satisfying work environment for the therapist.

Ask the participants have they ever visited a salon and undergone any treatment there. If yes, ask them

• What kind of environmental condition did they face?• Did they like it or not?Write down their points on a flip chart/ black board and link it with the points given in the Participant Handbook in order to create an interactive and interesting learning session.

2.1.16 Say

2.1.17 Ask

Take them through the elements of lighting, heating and ventilation.

2.1.18 Do

Lighting: Lighting gives a salon atmosphere, so it can have a powerful effect on how the client feels when she walks into the reception.

The lighting should in any case be:

• Bright enough to carry out the hair styling• Soft enough to enable clients to relax.

2.1.19 Elaborate

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Who are you? 2 hrs Small writing pads, pens

• The facilitator should choose number of well-known phrases and write half of each phrase on a piece of paper.

• For example- “Happy” on one piece of paper and “Birthday” on another• The number of pieces of paper should match the number of participants in the group• Put the folded pieces of paper in a bowl• Ask each participant to take a piece from the bowl and try to find the member of the group with the

same matching half of phrase

2.1.20 Activity

Make sure that:

• You can always see clearly• You and your client don’t squint because lighting is poor, or become dazzled by lights that are too bright• You always report flickering or faulty lights to your supervisor.Heating: Clients tend to relax when they have treatments, and therefore their body temperature can drop, so it is important that the salon is warm but not so hot and stuffy that it is uncomfortable or encourages germs to multiply.

Ventilation:

• Circulation of fresh air is needed to make sure that clients and staff don’t become drowsy and lacking in energy as well as making sure that people are not made uncomfortable by fumes from products.

• Fresh air may be gained from open doors and windows, and by having an air-conditioning system in the salon.

• In salons and spas that have steam and sauna areas, it is important that the air does not become too damp and humid, so good ventilation is essential.

• If there is a lack of fresh air: ᴑ Illnesses spread because of germs and bacteria circulating around the salon a smelly and stuffy

atmosphere is created, which is unpleasant for staff and clients ᴑ There is a build-up of fumes from glues, varnish and cleaning products, which can cause headaches

and sickness.• Methods of ventilation include extractor fans, windows, air vents and doors.

• This is the third session of the program which talks about Preparing and Maintaining work area. The participants should

• be explained about it in a proper way so that they can perform their task in a proper way.

2.1.21 Note

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1. Explain about sanitation and sterilization2. Understand about hygiene and sterilization techniques in salon

This is the fourth session of the program which talks about Sanitation and sterilization. The participants should be explained about Sanitation and sterilization in a proper way so that they can perform their task in a proper way.

UNIT 2.2: Sanitation and Sterilization and Hygiene Techniques

Unit Objectives

2.2.1 Note


Sanitation and sterilization is an integral part of preparing for the hair styling service. As a Hairstylist serving the public you will come in close contact with many clients. To avoid the spread of disease-producing bacteria, it is necessary for you to follow good sanitation and sterilization practices. You should understand the facts pertaining to this subject, for your own protection and for the protection of your clients.

1. Begin with revising the things explained in previous session. Ask the following questionsa. What is a record card?b. How will you prepare the treatment area for a client?


2.2.2 Say

2.2.4 Say

2.2.3 Do

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Ask them what do they understand by sanitation and sterilization and do they know any ways how to do it. Write down the points they share on a flip chart/black board and link it with the points given in the PM in order to create an interactive and interesting learning session.

2.2.5 Ask

Encourage them to respond. Wrap up the discussion with explaining about sanitation and sterilisation.

2.2.6 Do

1. Sterilization is the process of destroying bacteria, which are harmful or beneficial. The most common ways used for sterilisation are-a. Boiling: Requires the immersing of towels, linens, or instruments in water heated to 212 degrees

Fahrenheit or 100 degree Celsius.b. Steaming: Requires an airtight chamber in which steam is generated from water by the application

of heat.c. Baking: A method of sterilization rarely used in beauty shops, but employed in hospitals.d. Irradiation: Articles may be sterilized by exposing them to ultra-violet rays in an enclosed cabinet.

This method of sterilization should be used only if approved by your State Board of Cosmetology.Sterilizing with chemical agentse. Liquid Disinfectant: Mixing a disinfectant with water and immersing the article in the solution, is the

most practical method of sterilization in salons.f. Fumigation: Fumigants in a closed cabinet are used to keep sterilized articles sterile.g. Antiseptics and Disinfectants: Antiseptic solutions are weaker than disinfectant solutions. They may

not kill all the germs, but will prevent them from multiplying. They are gentle enough to be used on the skin. Disinfectants are much stronger and have the ability to destroy bacteria and prevent their multiplication.

h. Disinfectants and germicides are also antiseptic because they kill germs and retard the growth of more germs. Antiseptics, on the other hand, are not as powerful as germicides or disinfectants. Therefore they cannot be used as a germicide or disinfectant because they are not able to perform the necessary degree of germ killing. Always exercise caution when using any chemical on the skin.

i. Some common germicides are listed in the table mentioned below:

SN. Germicide Concentration Characteristic Property

1 Formalin 10-25% Poison Pungent Odour

2 Alcohol 70% Harmless Effective

3 Chlorozol 2% Harmless Effective

2.2.7 Elaborate

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Dry Sterilization

• Clean inside of cabinet and dry thoroughly. Prepare dry sterilizer. Full strength formalin can be used either one of two ways.

• Mix 1 tablespoonful of borax with 1 tablespoon of formalin in a small tray, and place it into a dry sterilizer.

2.2.10 Elaborate

SN. Germicide Concentration Characteristic Property

4Ammoni-um Com-pounds

1/1000 Solu-tion Non- Toxic Odour-

less

5 Phenol 3-5% Poison Pungent Odour

6 Bichloride of Mercury 0.1% Poison Irritates

Many common germicides are extremely poisonous, and therefore should not be used in beauty culture practice. These germicides act differently on different types of bacteria. Each one has been standardized for the concentration that is most effective.

Certain germicides, when concentrated enough to be deadly to bacteria, cannot be used safely on the skin. Phenol, or carbolic acid, is a dangerous germicide. Should your skin come in contact with this acid, you should immediately immerse in it alcohol and apply alcoholic dressings.

Tell them as a professional dealing with multiple clients per day; it is necessary to sanitize your hands. Before servicing any client, the following process of sanitizing your hands should be followed

• First, you must have an antibacterial cleanser.• You must use tepid water with a generous amount of cleanser.• Place the cleanser in the palm of your hand and rub vigorously to lather cleanser from inside to outside

of hands and fingers.• Once the surfaces of your hands and fingers have been cleansed thoroughly, rub the tips of your fingers

and nails in the palm of the opposite hand to enable cleansing of the underside of the nails. Then repeat this same process a second time.

• Be sure to rinse thoroughly after each process.

2.2.9 Do

Ask the participants why it is important for a Hairstylist to sanitise hands? Write down the points they share on a flip chart/black board and link it with the points given in the PM in order to create an interactive and interesting learning session.

2.2.5 Ask

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• Place a piece of absorbent cotton in a small container, saturate the cotton with formalin, and place the container on the bottom shelf of a dry sterilizer. Have ready a supply of clean towels.

Cleaning Combs and Brushes

• Remove the hair from combs and brushes.• Immerse combs and brushes completely into a bowl of soapy water for several minutes.• Clean each comb separately with a small brush.• Clean the brushes two at a time by rubbing the bristles against each other.• When thoroughly cleaned, rinse combs and brushes in bowl of clear, warm water.• Drain off water and remove any adhering hairs.Sterilizing Combs and Brushes

• How to prepare a chemical sterilization:• Clean sterilized receptacle, add soapy water and a sufficient quantity of 10% formalin solution or other

approved disinfectant.• Adding ammonia to the soap bath is optional in the proportion of 1 tablespoon to 2 quarts of water.• Now prepare a bowl of warm water for rinsing purposes.• Immerse combs and brushes into formalin solution for 20 minutes.• Remove combs and brushes, rinse in clear clean water, and dry them thoroughly with a clean towel.• When thoroughly dry rest combs and brushes on a clean towel in a dust free place.Sterilizing Metallic Implements with Chemical Solutions

• Prepare a bowl of warm soapy water.• Prepare disinfectant in wet sterilizer (25% formalin) to which a small amount of glycerine has been

added, or use any other type of disinfectant approved by the State Board.• If necessary, replace chemical in dry sterilizer. Have ready a supply of clean towels and individual

envelopes.• Formaldehyde and Formalin• Formaldehyde is a gas with powerful germicide properties. Formalin is a 37% to 40% solution of the gas

in water.• 2.5 % Formalin is used as a deodorant for sponging the armpits, etc. (Preparation: 1 part formalin, 39

parts water.)• 5% Formalin may be used as an antiseptic to rinse hands, when you have come in contact with wounds,

skin, eruptions, etc.• Formalin may also be used to sponge shampoo boards, chairs, etc.• 10% Formalin may be used to sterilize articles such as combs and brushes by immersing them in the

solution for at least 20 minutes or as required by your State Board of Cosmetology.• 25% Formalin solution is recommended to sterilize instruments by immersing them in the solution for

about 10 minutes, or as required by your State Board of Cosmetology.• Full strength formalin is used when sterilizing will be done in a dry (vapour) sterilizer.Ammonium Compounds

These compounds are effective as disinfectants. They are available under different trade and chemical names. The advantages are a short disinfection time, being odourless, non-toxic and stable. A 1:1000 parts solution is commonly used to sterilize implements. Immersion time ranges from 1 to 5 minutes depending upon the strength of the solution.

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Using Chemical Disinfectants

• Wash implements thoroughly with soap and warm water.• Use final plain water rinse to remove all traces of soap. Immerse implements into wet sterilizer.• Remove implements from wet sterilizer, rinse in water, and wipe dry with clean towel.• Store sterilized implements in individually wrapped cellophane envelopes or keeps them in a cabinet

sterilizer until ready to be used.Other Antiseptics and Disinfectants

• Alcohol: A powerful antiseptic. On the skin use a 50% to 60% solution. 70% grain alcohol is used to sterilize instruments and electrodes.

• Lysol: Is a cheap but efficient disinfectant with a disagreeable odour. A 10% soap solution is used for cleanses floors, sinks and toilets.

• Iodine: Tincture of Iodine, 2% U.S.P. is a good antiseptic for the skin.• Hydrogen Peroxide: 3% to 5% solution liberates oxygen for its antiseptic action. It can be used for minor

wounds.Cleaning Metallic Implements

• Clean shear blades, wipe razor blades, and clean the prongs of tweezers and ends of clippers.Sterilizing Metallic Implements

• Immerse implements in disinfectant solution for 10 minutes.Caution: In sterilizing razors or shears, dip only the blade into the solution.

• Remove implements and dry thoroughly with clean towel.Storing Metallic Implements

• Place sterilized implements in dry sterilizer or wraps them in individual envelopes until ready for use.Sterilizing Electrodes & Sharp Cutting Implements

• Electrodes: Clean surface of electrodes with warm, soapy water.• Sharp cutting instruments: Clean the blades with warm, soapy water, making sure the water does not

make contact with the pivots of the razors or shears, as these parts of the instruments may corrode. Dry thoroughly.

Sterilizing Electric Clippers

• Remove all hair from blades.• Dip a piece of cotton pad into 70% grain alcohol, or other approved disinfectant, and rub over the

surfaces of the electrodes and cutting blades of the instruments.• Re-apply disinfectant. Dry electrodes and implements thoroughly.Storing Electrodes and Implements

• Place electrodes or implements in the dry sterilizer, or wrap in individual envelopes until ready to use.Steam Sterilization

• To use steam sterilization in the salon requires special equipment. Follow the manufacturer’s instructions for the particular steamer being used.

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Facilitator Guide


Quiz 3 hrs Small writing pads, pens

Divide the participants in four groups and make them play a quiz on sterilization of various equipments and tools. The winning group will be awarded with a gift hamper.

At the end of the activity reiterate about the concept they have just learnt, in order to conclude the activity in a proper manner.

2.2.11 Activity

This is the sixth session of the program which talks about hygiene and sterilization techniques in salon. The participants should be explained about it in a proper way so that they can perform their task in a proper way.

2.2.12 Note


• Begin with revising the things explained in previous session. Ask the following questions ᴑ Give examples of both polite and impolite conversation. ᴑ List down the steps involved in safe disposal of waste.

• Encourage the participants to give their response• Ensure that the class should not lose focus• Clarify if they have any doubts• Tell them about what they are going to learn in this session

2.2.13 Say

2.2.14 Do

Now let us begin with a new session which is about hygiene and sterilization techniques in a salon. In the previous sessions we have had a clear understanding about how to prepare and maintain the treatment and work area, now we will talk about hygiene and sterilization techniques in a salon.

2.2.15 Say

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Ask the participants what is their understanding about sanitation, disinfection, and sterilization. Write down their steps on a flip chart/ black board and link it with the steps given in the PM in order to create an interactive and interesting learning session.

2.2.16 Ask

Share with the participants about Sanitation, Disinfection, and Sterilization

2.2.17 Do

Refer to participant handbook (Pg- 31-32) to explain the participants in detail about the following: Sanitation

Sanitation is the process of making something clean, to make it healthy. When we sanitize we are killing the one-celled vegetable micro-organism we call bacteria. We sanitize things most commonly by washing them.

Sterilisation

Sterilization is the process of killing all microorganisms, including good and bad ones. Sterilization also kills spores – bacteria that are in their inactive stage. True sterilization is performed by a process called autoclaving.

Disinfection

Disinfection is the process of killing the majority of pathogenic microorganisms. Disinfection is the general procedure that is usually followed in the beauty and wellness industry.

Disinfectants are chemicals that kill pathogenic microorganisms. The most popular disinfectant chemical used in the beauty industry is quaternary ammonia.

2.2.18 Elaborate


Self Study 3 hrs Participant handbook, small writing pad, pen

Ask the participants to refer to PM and study in detail about sanitation, disinfection, and sterilization so that when they are asked question regarding it they are able to answer it.

2.2.19 Activity

Let us now talk about disposable and non-disposable materials.

2.2.20 Say

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Facilitator Guide

Ask the participants which material according to them is important to dispose and which is not? Write down their steps on a flip chart/ black board and link it with the steps given in the participant handbook in order to create an interactive and interesting learning session.

2.2.21 Ask

Share with the participants about disposable and non-disposable materials

2.2.22 Do

Polite conversation is:

• Asking if she has visited the salon before• Asking if she has regular treatments• Enquiring about other treatments the client has had in the past• Enquiring whether this treatment is for a special occasionPolite conversation is not:

• Ignoring the client in order to talk to other members of staff• Talking about yourself or another person, and not asking the client about herself• Complaining about your last client or your job• Telling the client your life story and about your problems at home• Discussing serious news topics, religion or politics.

2.2.23 Elaborate


Chart Making 2 hrs Participant handbook, chart, colour pens,pens, pencils

Divide the class into four groups and ask the participants to prepare a chart on disposable and non-disposable items, this will encourage passive learning as well.

2.2.24 Activity

Let us conclude this session by talking about protecting you and your clients from disease

2.2.25 Say

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Quiz 2 hrs Small writing pad, pen

Divide the participants in four groups and make them play a quiz on personal sanitation (protecting oneself and the client from diseases). The winning group will be awarded with a gift hamper.

At the end of the activity reiterate about ways of protecting oneself and the client from diseases, in order to conclude the activity in a proper manner.


Self Study 2 hrs Participant Handbook Small writing pad, pen

2.2.29 Activity

2.2.30 Activity

Ask the participants what are the steps which should be followed in order to protect the hair stylist and the client from disease? Write down their steps on a flip chart/ black board and link it with the steps given in the participant handbook in order to create an interactive and interesting learning session.

2.2.26 Ask

Share with the participants about how to protect oneself and the client from diseases

2.2.27 Do

Protecting You and Your Clients from Disease

Besides the many sanitation, disinfection, and sterilization procedures already discussed, it is important that you personally carry out personal sanitation procedures on a routine basis. You must be careful not to reuse disposable items or to contaminate your products by using a spatula more than once. To avoid cross contamination while removing creams from jars, there are several good techniques to use

Refer to participant handbook (Pg-34-35) to explain the participants about the technique which should be used in order to avoid diseases.

2.2.28 Elaborate

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Facilitator Guide


Periodic Assessment 1 hrs Blue colour paper, pen , shirt, board, table etc.

2.2.31 Activity



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Hair Stylist


1. Discuss the ways to maintain treatment and work areas

This is the fifth session of the program which talks about maintain treatment and work area. The participants should be explained about it in a proper way so that they can perform their task in a proper way.

UNIT 2.3: Maintain the Treatment Work Areas

Unit Objectives

2.3.1 Note


We have now arrived at the last part of this unit. Here we will learn about preparing the client for the treatment, the disposal of waste after treatments, client records and the importance of your personal hygiene and appearance.

When the client is brought through to you, or you go to collect her from reception, make sure that you have an open, confident expression.

• Begin with revising the things explained in previous session. Ask the following questions ᴑ What do you understand by sanitation and sterilisation?


2.3.2 Say

2.3.4 Say

2.3.5 Say

2.3.3 Do

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Facilitator Guide

Share how to greet the client and prepare the client before treatment. Talk about

• Polite conversation giving examples of both polite and impolite conversations• Client care• PPE

Tell the participants to get ready for an activity which would energize and refresh them.

Ask the participants how do they converse with the guests who come to their house?

• Do they realise whether it’s a polite conversation or not?• What are check points they keep in mind while having a conversation?Write down the points they share on a flip chart/black board and link it with the points given in the Participant Handbook in order to create an interactive and interesting learning session.

2.3.7 Do

2.3.9 Do

Polite conversation is:

• Asking if she has visited the salon before• Asking if she has regular treatments• Enquiring about other treatments the client has had in the past• Enquiring whether this treatment is for a special occasionPolite conversation is not:

• Ignoring the client in order to talk to other members of staff• Talking about yourself or another person, and not asking the client about herself• Complaining about your last client or your job• Telling the client your life story and about your problems at home• Discussing serious news topics, religion or politics.

2.3.8 Elaborate

2.3.6 Ask


Move to the spot 2 hrs Spot

2.3.10 Activity

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• Ask the participants to choose a spot in the room• Tell them to start the game by standing on their spot• Instruct people to walk around the room and carry out a particular action for example: hopping, saying

hello to everyone, dancing etc.• When the facilitator says “stop”, everyone should run to their original spot• The person who reaches his/her spot first is the next leader and can instruct the group to do what they

wish

Let us now move further and discuss about personal presentation

Remember that it is important to demonstrate a professional approach to all aspects of the client’s visit. Your own personal presentation and behaviour are very important at all times. Looking smart and wearing appropriate protective clothing, such as a salon uniform, will give the client confidence in you.

As a Hairstylist are on their feet a lot and work very closely with clients, making sure that you maintain good standards of personal hygiene will mean that the client’s comfort will not be affected by any body odour.

Ask the participants have they ever visited a salon, if yes, ask them

• How was the staff dressed up?• Were they presentable or not?• What did they (participants) feel (related to their presentation) when they saw the staff their?Write down the points they share on a flip chart/black board and link it with the points given in the PM in order to create an interactive and interesting learning session.

2.3.11 Say

2.3.12 Ask

Take the participants through the concept of personal presentation.

Tell the participants to get ready for an activity

Refer to PM (Pg-27) to explain the participants in detail about Personal Presentation and Behaviour

2.3.13 Do

2.3.15 Do

2.3.14 Elaborate

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Facilitator Guide

Now let us understand some of the practices for the safe disposal of waste and storage of equipment and tools. It is not enough to prepare a perfect work area. It is also your responsibility to keep it clean, hygienic and looking professional at all times. To do this you must tidy up as you go along, ensure waste disposal is safe and, after the treatment, make sure that the area is left in a state that is suitable for the next treatment (remembering of course that it may be a different therapist and different client that could be using it next).

2.3.17 Say

Take them through the concepts of:

1. Disposal of wastage2. Checking and cleaning equipment3. Storage of records, material and equipment

2.2.18 Do

Safe disposal of wasteAs soon as you have used cotton wool, tissues or other disposables you must put them in a foot pedal bin immediately.• Tidy up as you go – it will save time later.• Replace bottle tops straight away.• Place waste in the bin straight away. This is also good practice with regard to health and safety because

used cotton wool and tissues contain germs.• Clean tools and place them back in the steriliser.

ᴑ If you are assisting as your senior therapist is carrying out other treatments, keep an eye out for: ᴑ Bits on the floor that may need to be put in the bin or swept up ᴑ Tools and equipment that may need washing or disinfection ᴑ Bottle tops that may need replacing.

2.3.19 Elaborate


Poster Making 2 hrs Paper and Pen

Ask them to get into groups and prepare a checklist for the HS for personal presentation. Ask them to share after preparing with the whole class. You can put them as posters in the class.

2.3.16 Activity

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Checking and cleaning equipmentThe life of the equipment used depends on thorough and safe cleaning methods that follow the manufacturer’s instructions. Each piece of equipment when new comes with instructions on how to clean and maintain it so that it lasts a long time.It is your responsibility to report any possible problems that you may see with the equipment such as:• Trailing wires• Faulty plugs• Dirty machines and attachments• Broken parts.• All equipment should be checked annually by a qualified electrician.• After it has been checked it will have a green safety sticker put on it which tells people that it is safe to

use and has been checked.• The sticker also has the date that it was tested on and when the next test is due.Leaving work areas clean and hygienicWhen the client has left the treatment area, the following things need to be done:• All bedding and towels washed• Products tidied away• Worktops and trolleys disinfected• Tools sterilised• Disposables thrown away• Equipment cleaned• New bedding or couch roll laid out.When you have finished the treatment, make sure that you leave the workspace perfect.Storage of records, materials and equipment Client records: Storage and confidentialityAll client records are to be duly filed to protect client privacy and confidentiality, so all client records must be stored in a secure way such as in a lockable filing cabinet or, if stored electronically on a computer, this must be password protected.• All client records are confidential and must not be shown to anyone.• Information recorded must be accurate• Client records must be made available to the client for viewing if needed.Tools and equipment• Make sure that all tools and equipment are cleaned, disinfected and sterilised before they are put away

to avoid cross contamination.• Sharp tools should always be stored so that they cannot be knocked off a shelf as they could land on

someone’s feet. They should also never be stored in uniform pockets.• Electrical equipment must always be turned off and unplugged when not in use and the electrical leads

must not be left trailing on the floor.• An important thing to remember when storing magnifying lamps is that they should never be left in

sunlight, as this could cause a reflection that may result in a fire. Ask the participants to stand up• Ask the participants to stand up• Explain them that you will tell everyone to find something blue, and that they have to go and touch it.• This could be blue shirt, pen shoe or whatever.• Continue the game in this way, asking participants to call out suggestions for things to touch

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Facilitator Guide




Touch something blue 2 hrs Blue colour paper, pen , shirt, board, table etc.

• Ask the participants to stand up• Explain them that you will tell everyone to find something blue, and that they have to go and touch it.• This could be blue shirt, pen shoe or whatever.• Continue the game in this way, asking participants to call out suggestions for things to touch

2.3.20 Activity

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BWS/N0205

3. Perform Blow Drying of HairUnit 3.1 - Basic Blow Dry

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Facilitator Guide



1. Apply hair dryer to perform blow dry

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1. Explain the anatomy and physiology of the hair2. Explain of the key stages of hair growth

This is the seventh session of the program which talks about blow drying. The participants should be explained about it in a proper way so that they can perform their task in a proper way.

At the end of this session is a periodic assessment. Ask the participants to prepare well for the assessment. Tell them the purpose of assessment is to see our progress and make more efforts in our learning.

UNIT 3.1: Basic Blow Dry

Unit Objectives

3.1.1 Note


Blow drying simply means to dry and style hair with a handheld dryer. A blow dryer or hair dryer is an electromechanical device designed to blow cool or hot air over damp hair, in order to accelerate the evaporation of water particles and dry the hair. Blow dryers allow to better control the shape and style of hair.

Tools and equipments play a major role in blow drying process, if proper tools are not used for this process it might damage the hair of the client and create further complications. So let us talk about the tools and equipment

• Begin with revising the things explained in previous session. Ask the following questions ᴑ Explain the three layers of hair structure. ᴑ List down the three stages of hair growth. ᴑ List down the different styling tools.


3.1.2 Say

3.1.4 Say

3.1.3 Do

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Facilitator Guide

Ask the participants have they ever got their hair blow dried in a parlour, if yes, ask them what were the tools used during blow drying. Write down about the tools they share on on a flip chart/ black board and link it with the ones given in the PM in order to create an interactive and interesting learning session.

3.1.5 Ask

Take them through the elements and tools used in the process of blow drying in a salon

Tools used for blow drying hair are:

The Denman Classic brush

The Denman Classic half-round brush is designed to help get the right finish on a one-length classic bob. It is highly versatile and will allow to maximise volume and give a smooth, polished finish to the haircuts. It is easy to grip and, because it has nylon bristles on rubber pads, it is anti-static.

The brush comes in a number of sizes. You choose which size of brush to use depending on how long your client’s hair is.

Round brushes

Round brushes can be metal or wood. There are three different round brushes you can use:

• Large• Medium• Small1. Metal round brushes:Use metal brushes to create a bend or movement in your haircuts.

The metal in these brushes retains the heat of the blow-dryer, locking it into the hair.

The heat smoothes the cuticle of the hair and allows you to create curl and movement much more quickly.

Metal brushes can work like heated rollers and help you to create more shapes on short and medium-length hair.

2. Wooden round brushes:Wooden brushes come in different types and sizes.

The brush you choose will depend on the style you want to create. For a full, straight, soft result, use a large round brush.

For bounce and curl, use a small round brush. Some stylists prefer to use only wooden brushes. Wooden round brushes will help you to:

• stop hair going frizzy, by smoothing the cuticle;• prevent split ends;• avoid tangling, whatever the length of the hair; and• stimulate the scalp’s natural emollients, helping your clients to maintain healthy hair and scalp.

3.1.6 Do

3.1.7 Elaborate

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Hair Stylist

Ask the participants what is their understanding about consultation process. Write down about the points they share on a flip chart/ black board and link it with the ones given in the PM in order to create an interactive and interesting learning session.

Vent brushes

This lightweight, plastic brush is the easiest to use and the most popular with both men and women stylists. With it, you can add more volume to your haircuts than with any other brush.

It is called a vent brush because the spaces in the head allow hot air from the dryer to flow through. Vent brushes are also useful for detangling hair, both wet and dry.

Hairdryers

Refer to the table given in participant handbook (Pg-37-41) to explain the participants in detail about tools used for blow drying hair.

3.1.11 Ask

Tell the participants to get ready for an activity

Tell the participants what are they are supposed to do during the consultation process

3.1.8 Do

3.1.12 Do


Quiz 2 hrs Participant Manual, Note Pad, Pen

Conduct a quiz on the tools and equipments they have just learned about. Ask them questions regarding the function

of various equipments and tools used.

At the end of the activity reiterate about the tools and its main functions, in order to conclude the activity in a proper manner.

3.1.9 Activity

Now let us talk about the consultation process.

3.1.10 Say

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Facilitator Guide

During a consultation, one should always:

• Find out what the client wants before you shampoo their hair and keep checking back with them as you work;

• Ask the right questions and, if necessary, use visual aids such as magazines. If you are doing a colour consultation, use the colour chart;

• Communicate clearly with your client and check to make sure you both understand each other;• If you are in any doubt about what your client wants, refer them to a senior member of staff who can

give further advice; and• Check to make sure you are working safely and looking after the client’s well-being.• A professional consultation is conducted on a one-to-one basis between the client and the stylist. It

can take place either in the reception area or at a styling station. The success of your consultation will depend on your ability to:

• Ask the right questions (using open questions as much as possible);• Listen carefully to your client’s answers;• Interpret what they are saying;• Confirm what has been said, checking that you both understand; and• Make suggestions and offer appropriate choices.

3.1.13 Elaborate


Five Islands 2 hrs Participant Manual

• Draw five circles with chalk on the floor, big enough to accommodate all the participants.• Give each island a name.• Ask the participants to choose the island they would like to live on.• Warn the participants that one of the islands will sink very soon and the participants in that island will

be force to move to another island.• Allow the suspense to build and call out the name of the island that is sinking• Participants run to the other four islands.• The game continues until everyone is squashed onto one island

3.1.14 Activity

Now we will begin with the steps involved in blow drying.

3.1.15 Say

Ask the participants have they ever got their hair blow dried, if yes, ask them to share the steps which were

3.1.16 Ask

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Hair Stylist

followed during blow drying. Write down about the points they share on a flip chart/ black board and link it with the points given in the PM in order to create an interactive and interesting learning session

Tell the participants about the steps of blow drying which they are supposed to perform

3.1.17 Do

The services are to be performed while blow drying the hair are:

1. Separate the hair into sections: The Hairstylist must separate the hair into sections in order to begin blow drying.

2. Start blow drying at the top/roots, about six inches away from your scalp. The Hairstylist must hold the blow dryer at a proper distance so that it does not harm the scalp of the client.

3. Work the way down, and remember to move the blow dryer around, again, so nothing burns. If you simply focus the dryer on one spot for too long it will dry out and burn the hair, rather than simply drying it gently.

Note:

The trainer must demonstrate the services which a Hair stylist must perform while blow drying hair and ask the participants to do the same.

3.1.18 Elaborate


Performing Services 2 hrs Participant Manual

Divide the class into four groups and from each group make two of them as hair stylist and the other two as clients and

ask the hair stylist to perform the services with the help of blow dryer on client’s hair.

3.1.19 Activity

Now let us talk about the various ways of blow drying.

3.1.20 Say

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Facilitator Guide

Share with the participants about different ways of blow drying by discussing about its procedures in detail

Share with the participants about contra-indications of blow drying, different hair scalp condition and diseases.

The various ways of blow drying involve:

• Blow Waving• Scrunch Drying• Finger and Hand Drying• Blow Combing• Blow StraighteningRefer to PM (Pg 43-46) to explain about the process in detail to the participants.

Note:

The trainer must demonstrate the blow drying of hair in different styles and ask the participants to do the same

3.1.21 Do

3.1.26 Do

3.1.22 Elaborate


Role Play 2 hrs Participant Manual

Pair the participants and ask them to perform any of the five ways of blow drying on each others hair.

3.1.23 Activity

Let us now discuss about some of the contra-indications of blow drying, different hair scalp condition and diseases.

3.1.24 Say

Ask the participants what they understand by the term contra indications. Write down the points they share on a flip chart/ black board and link it with the points given in the PM in order to create an interactive and interesting learning session.

3.1.25 Ask

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Side effects of blow drying

• Damages Hair Cuticle• Hair Fall• Dry Hair• Split Ends• Loses Texture and ShapeDifferent hair and scalp condition

Different types of hair and scalp condition are given below:

• Hair Loss• Head Lice Infestation• DandruffHair and Scalp Diseases

• Alopecia Areata• Psoriasis• Litchen Planus

3.1.27 Elaborate


Tug of war 1hr rope

Split the participants into two teams. Each team takes one end of the rope. The teams have to pull the rope to bring the opposite team towards them.


Self Study 2 hr Participant Handbook

Split the participants into two teams. Each team takes one end of the rope. The teams have to pull the rope to bring the opposite team towards them.

3.1.28 Activity

3.1.29 Activity

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Facilitator Guide


Periodic Assessment 1 hr Participant Handbook

3.1.30 Activity



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BWS/N0202

4. Shampoo, Condition the Hair and ScalpUnit 4.1 - Shampoo and Condition the Hair and Scalp

46

Facilitator Guide



1. Maintain effective and safe methods of working when shampooing and conditioning hair2. Explain the steps involved in shampooing hair3. Apply and remove conditioners

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Hair Stylist


1. Maintain effective and safe methods of working when shampooing and conditioning hair2. Explain the steps involved in shampooing hair3. Apply and remove conditioners

This is the eighth session of the program which talks about shampooing and conditioning the hair and scalp. The participants should be explained about it in a proper way so that they can perform their task in a proper way.


UNIT 4.1: Shampoo and Condition the Hair and Scalp

Unit Objectives

4.1.1 Note


Now let us begin with a new session which is about shampooing and conditioning the hair and scalp. In the previous sessions we have had a clear understanding about blow drying, now we will talk about shampooing and conditioning the hair and scalp.

• Begin with revising the things explained in previous session. Ask the following questions ᴑ Why should hair be kept damp during blow dry? ᴑ Why should hair be dried from root to point ᴑ What are the tools used in blow drying ᴑ What are the contra-indications of blow drying

• List down any two hair and scalp disease.• Encourage the participants to give their response• Ensure that the class should not lose focus• Clarify if they have any doubts• Tell them about what they are going to learn in this session

4.1.2 Say

4.1.4 Say

4.1.3 Do

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Facilitator Guide

Share with the participants about the preparations which should be made before starting the service.

Protecting the client

The client’s clothing must be protected at all times. Always use a clean gown and towel. If the client is not gowned properly, their clothing may get wet, or even damaged if they are having a chemical treatment.

Positioning the client and checking your posture

Position the client correctly at either the backwash or front-wash basin and check your client is comfortable.

The client’s position will affect how you stand at the basin and how tired you will feel at the end of the shampoo. Poor posture may have a long-term effect on your wellbeing, so make sure your position and posture during the shampoo minimises the risk of tiredness and injury to yourself.

Working Methods involve

• Using resources efficiently• Reducing the risk of cross-infection• Reducing the risk of injury• Re-filling and re-ordering productsRefer to participant handbook (Pg- 50-51) to have an elaborate study on working methods.

4.1.6 Do

4.1.7 Elaborate


Self study 2 hrs Participants Manual

Provide the participants with a participant’s manual and a note pad; give them an hour to go through the preparations

and working methods and make some notes of their own.

4.1.8 Activity

Proper shampooing and conditioning is essential for a clean and healthy hair and scalp. If hair is not shampooed for a particular period of time then the tendency of dirt accumulation in the hair increases. One must be sure about the products which they use as usage of wrong products can lead to damage of the scalp and cause irritation.

Let us start discussing about the preparations which should be made before shampooing and conditioning.

4.1.5 Say

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Now let us talk about how shampoo and conditioner works

4.1.9 Say

Share with the participants about the working of shampoo and conditioner.

4.1.10 Do

Refer to PM (Pg 52-53) to explain the participants in detail about working of shampoo and conditioner.

4.1.11 Elaborate

Tell the participants to get ready for an activity which would energise them.

4.1.12 Do


Passing the parcel 2 hrs Parcel

• The facilitator should wrap a small gift with many different layers of paper.• On each layer the facilitator should write a task or a question.• Example of the tasks: Sing a song; hug the person next to you etc.• Example of questions: What is your favourite colour? What are your hobbies?• The facilitator should start the music or clap the hand if there is no music• The participants should pass the parcel around the circle• When the facilitator stops the music or the clapping, the person who is holding the parcel should tear

of one layer of paper and carry out the task or answer the question written on the paper• The game continues until all the layers have been unwrapped.• The gift goes to the last person who take off the wrapping.

4.1.13 Activity

During the shampoo and application of conditioner, you will need to use certain massage movements. So let us discuss about it

4.1.14 Say

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Facilitator Guide

Share with the participants about the various massage techniques.

4.1.16 Do

Ask the participants that have they got their hair shampooed in a parlour, if yes, ask them if they were given massage during the process of shampoo and how relaxed did they feel.

4.1.15 Ask

The most popular movements used within the salon are:

Effleurage movement

Effleurage is used to spread the shampoo throughout the hair at the start of the shampoo and each time you repeat the application of shampoo. Effleurage is a light, slow and superficial movement used as a linking movement to rotary massage.

Refer to source: http://www.innovateus.net/innopedia/how-effleurage-performed to understand about effleurage movement in detail.

Rotary massage

Rotary massage is used during the shampoo. It is much deeper and faster than effleurage. Using the pads of the fingers, its round circular movement :

• Stimulates the scalp• Removes dirt and greasePetrissage movement

Petrissage is a slower version of the rotary movement and is used when carrying out a conditioning treatment. It is used when conditioning or applying scalp treatments.

It is a deep kneading massage movement which stimulates the scalp.

Friction massage

Friction is a massage movement that involves a fast rubbing technique and has a light, gentle plucking action. It is sometimes used when shampooing or when applying lotions such as astringents.

Refer to the souces given below in order to understand about the massage movements in detail http://wiki.answers.com/Q/When_and_how_e... http://wiki.answers.com/Q/What_technique...

Note:

The trainer must demonstrate the different types of massages and ask the participants to do the same.

4.1.17 Elaborate

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Role Play 5 hrs Shampoo, conditioner

Ask the participants to select one partner each and perform the massage technique on him/her (by referring to the steps given in the PM) and vice versa.


Situation 4 hrs

Situation :

Suppose you being an assistant are told to perform the shampooing and conditioning process and you were unable to remove the conditioner successfully and in the process clients hair got entangled. How will you solve the situation and make amends?

4.1.18 Activity

4.1.19 Activity

Take the participants through the steps involved in shampooing and conditioning

4.1.21 Do

Refer to the steps given in the PM (Pg 58-59) to explain the participants about shampoo and conditioning techniques

4.1.22 Elaborate

Let us now go through the steps of shampooing and conditioning

4.1.20 Say

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Role Play 6 hrs Shampoo, conditioner, towel

Ask the participants to select one partner each and perform step wise shampoo and conditioning technique on him/

her (by referring to the steps given in the PM) and vice versa.


Self Study 2 hrs Participant Handbook

4.1.23 Activity

4.1.24 Activity


Periodic Assessment 1 hrs Participant Handbook

4.1.25 Activity



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BWS/N0206

5. Perform Indian Head Massage and Hair Spa ServicesUnit 5.1 - Prepare Self and Client

Unit 5.2 - Perform Scalp Massage and Hair Spa Services

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1. State the process of preparing self and client2. Relate the steps to perform scalp massage and hair spa services

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1. Identify contra-indications if any that restrict the services or products sought by the customer2. Explain politely to the customer why service is denied or modified in case done so for contra-indications

This is the ninth session of the program, which will give us a fair idea regarding contra-indications and stating the reasons to the customers why service is denied or modified.

Participant Handbook, Pen, Writing Pad, Whiteboard, Flipchart, Markers, Laptop, Overhead Projector, Laser Pointer, equipment and Tools (as recommended for the job role)

UNIT 5.1: Prepare Self and Client

Unit Objectives

5.1.2 Note

5.1.1 Resources to be Used

Good day and welcome back to this training program “Hairstylist”. Today we are going to start a new unit. Before that let us have a revision of the previous chapter that we have covered.

Begin by revising the things explained in the previous session. Ask the following questions:

• Can you summarise the points we have covered in the previous chapter?• Encourage the participants to give their response.• Ensure that the class should not lose focus.• Clarify if they have any doubts.• Tell the class about what they are going to learn in this session.

5.1.3 Say

5.1.4 Do

Ask the participants the following questions:

• Can anybody tell what the common contraindications are?Write down the participants’ answers on whiteboard/flipchart. Take appropriate cues from the answers and start teaching the lesson.

5.1.5 Ask

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In this session, we will discuss the following points:

• Contra-indications • Explain politely why service is denied or modified • Perform pre-shampoo or other preliminary procedures

5.1.6 Elaborate

• Divide the entire class into 3 groups.• Ask the members of each group to make a list on any one of the following :

ᴑ Total Contraindications ᴑ Local Contraindications ᴑ Medical Contraindications

• Ask them to jot down their answers in a separate A4 size sheet.• The answer should be written in the form of a list or table.• Ask the students to present one spokesperson from each group who will state their answers.• Declare the group winner that can achieve the maximum correct answers and appreciate them with

accolades.


Make a List 20 minutes Participant Handbook, Whiteboard, Notebook, Writing Pad, Pen, Pencil, Marker, A4 size papers, etc.

5.1.8 Activity

For being a trained Hairstylist, it is essential to know the details about the job roles and responsibilities. You all have to be very well aware of this concept. So let us all participate in a ‘Add and Consolidate Session’ that will help us know more about this.

Did you find today’s sessions interesting? I hope you all enjoyed both the sessions. This will help us go ahead with our training session. Now lets us enjoy another activity.

5.1.7 Say

5.1.9 Say

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• This activity will take place on an individual basis, i.e., the students will not be working as groups. However, all of them will perform the task together.

• Here you will act as the supervisor and the students will act as hair stylists.• This activity particularly focuses on the correct pre-shampoo or other preliminary procedures that are

stated in the handbook.• Here the students will show the correct procedure and take precise instructions from you (supervisors)

when required.• Allot 45 minutes to the students.• Appreciate the student(s) who can play their given roles efficiently.


Role Play 45 – 60 minutesCordless Microphones (If Required), Pen, Notebook, Participant Handbook, Whiteboard, Markers (Red,

Blue and Black), Etc.

5.1.10 Activity

I hope this session was interesting. This activity will help you to understand the industrial way to work in a salon professionally.

5.1.11 Say

• Jot down the crucial points on the whiteboard as the students speak.• Conduct a doubt clarification session, if needed.• Share your inputs and insight, to encourage the students and add onto what they talk about.• Ensure that all students participate in the class.• Encourage the non-participating students to open up and speak.

5.1.12 Do

• Ask the participants if they have any questions.• Encourage other participants to answer.• Encourage peer learning in the class.• Answer all the doubts to the participants.• Ask them to answer the questions given in the participant manual.• Ensure that all the participants answer every question.


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1. List and select suitable mediums and perform hair spa and the scalp massage2. State hair spa and massage techniques and their equipment3. Describe the position and principles of Marma Pressure Points4. Describe contact dermatitis, its causes and precautions for prevention

This is the tenth session of the program, which will give us an appropriate idea about suitable mediums to perform hair spa and the scalp massage, spa and massage techniques, principles of Marma Pressure Points, and contact dermatitis.

Participant Handbook, Pen, Writing Pad, Whiteboard, Flipchart, Markers, Laptop, Overhead Projector, Laser Pointer, equipment and Tools (as recommended for the job role)

UNIT 5.2: Perform Scalp Massage and Hair Spa Services

Unit Objectives

5.2.2 Note


Good day and welcome back to this training program “Hairstylist”. Before we begin this session, let us have a round of interaction.

5.2.3 Say


• Can anybody tell me what the appropriate food for the scalp and hair is?• Who can tell me how many types of massages are used in salons?Write down the participants’ answers on whiteboard/flipchart. Take appropriate cues from the answers and start teaching the lesson.

5.2.4 Ask

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• Suitable Medium to Perform Hair Spa and the Scalp Massage• Massage Mediums and Scalp/Hair Service Concentrates• Various Massage Techniques to Complete the Service • Indian Head Message• Preparing for an Indian Head Message • Carry Out and Adapt Massage Techniques • Massaging Techniques for Hot Oil Champi• Benefits of Hair Massage or Hot Oil Champi• Perform Post Conditioning Services • Hair and Scalp Conditions• Causes and Contra-Indications • Contra-Indications to Indian Head Massage• Address Hair Concerns by Identifying Appropriate Remedial Action• Position and Principles of Marma Pressure Points• Position and Principles of Seven Primary Chakras• Consequences of Using Incorrect Products• Contact Dermatitis, Its Causes and Precautions for Prevention• Factors That Affect Head/Scalp Massage

5.2.5 Elaborate

Students, now we shall all participate in an activity related to the unit. The name of this activity is “Make-a-List”. Let us see how many of you perform well in this session.

5.2.6 Say

• Announce in the class that this activity will not be a group activity.• With the help of the overhead projector, you will project certain images like these:

• Whichever image you choose, ensure that the names are blurred or removed.• You will ask the students the significance of these points and their positions.

5.2.7 Activity

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• For this activity, the students maintain the decorum and raise their hands if they know the answers.• It is as per your discretion to choose the students who will provide the answers.• Appreciate the best performance


Point It out 20 minsParticipant Handbook, Whiteboard, Notebook,

Writing Pad, Pen, Pencil, Marker, Overhead Projector, White Screen, etc.

Did you find the activity interesting? I hope you all enjoyed the session today. We all shall take part in more such activities in future. Let us participate in another activity.

5.2.8 Say

• In this session, you will play 2 videos. • You have the discretion of playing both the videos or any on that you may deem fit.• The first video will be about intense head massage in-salon treatment• The YouTube link for the video is: https://www.youtube.com/watch?v=iRjzaqZPIzA • The second video will be about performing Indian head massage• The YouTube link for the video is: https://www.youtube.com/watch?v=DUhCpAG8Dds • The students will watch the video attentively with pin drop silence.• They can note down pointers from the video that they may find relevant.• The students will maintain the decorum of the class and will not talk, whisper or discuss in the class.• In case of any queries or confusions, students will write those down in their notebooks.• After the videos end, the students can ask questions to you.• The students will raise their hands, and you will pick up the students who will place their questions.• The answering session will be in the form of a discussion where the answers can be given by either you

or any of the students knowing the answer.


Video 20 – 25 minutes

Chair, Table, Notebook, Pen, Pencil, Eraser, Participant Handbook, Wide Screen or Laptop,

overhead Screen, Projector, Internet Connection, etc.

5.2.9 Activity

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I hope that this video session was interesting. Now, as already informed, let us all participate in the activity based on these videos.

Did you find the activity fruitful? This was a much-needed activity of this course. This activity will help you in the hair care industry in future.

5.2.10 Say

5.2.12 Say

• This session will be a practical activity.• In this activity, you will take the students to the lab which be prepped like a real hair salon.• You will divide the class into groups where the students will be even in number.• In this activity, each group will work on a mannequin. • Half of the student groups will perform the Indian head massage• The other half of the student groups will perform the intense head massage in-salon treatment• You will inspect the work of each group and will give 10 minutes for evaluation.• The group showcasing the best work will be appreciated with accolades


Role Play 50 minutes

Cordless Microphones (If Required), Pen, Notebook, Participant Handbook, Whiteboard, Markers (Red, Blue and Black), Tools and products as per industry

standards, Etc.

5.2.11 Activity


5.2.13 Do

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BWS/N0207

6. Cut Hair Unit 6.1 - Perform Basic Hair Cut

Unit 6.2 - Cutting Guidelines

Unit 6.3 - Types of Cuts

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Facilitator Guide



1. Understand different types of hair texture2. Understand tools, products, equipments and techniques3. Understand the hair cutting techniques

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1. Understand different types of hair texture2. Understand tools, products, equipments and techniques3. Understand the hair cutting techniques

This is the tenth session of the program which talks about performing basic hair cut. The participants should be explained about it in a proper way so that they can perform their task in a proper way.

UNIT 6.1: Perform Basic Hair Cut

Unit Objectives

6.1.1 Note


Now let us begin with a new session which is about performing basic hair cut. In the previous sessions we have had a clear understanding about shampooing and conditioning the hair and scalp; now we will talk about basic hair cut.

• Begin with revising the things explained in previous session. Ask the following questions ᴑ List down the massage equipments used in a salon. ᴑ What are the two methods of identifying contraindications? ᴑ List down the defects of hair.


6.1.2 Say

6.1.4 Say

6.1.3 Do

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Facilitator Guide

A great haircut is the cornerstone of style, and it does take some finesse. No matter how long or short your locks, there are tricks to cutting hair to be sure you have the perfect style every time. Wet hair is generally easier to cut because fly-away strands are more manageable. If the hair is not thoroughly wet from shampooing, the stylist uses a spray bottle of water to dampen it.

Hair should be clean and free of products before cutting.

Let us start the session by discussing about the texture of hair.

Ask the participants do they know anything about the texture of hair, if yes; ask them to share about it. Write down their steps on a flip chart/ black board and link it with the steps given in the PM in order to create an interactive and interesting learning session.

6.1.5 Say

6.1.6 Ask

Share with the participants about the texture of hair.

6.1.7 Do

The texture of hair is determined by its circumference and the condition of the cuticle. Texture is not how the hair feels but describes the thickness of each individual strand of hair. The comparison is typically to a piece of thread.

Based on the thickness hair can be divided into three categories

• Fine• Medium• CoarseThis hair texture is strong because structurally it contains all three hair layers – the cortex, cuticle and medulla. The medulla, the innermost layer of the hair shaft is pretty much a series of empty spaces. It’s an area filled mostly with air and protein.

This hair texture usually takes longer to dry than others, and can be resistant to various chemical treatments. It can tolerate heat well and resist breakage better than the fine or medium hair.

Hair can also be categorised according to their lustre which is termed as sheen and shine. In hair designing shine refers to a sharp reflection of light – while sheen is a dull reflection of light.

• Thready– Hair as a low sheen, with high shine if the hair is held taut (as in a braid), with low frizz. Wets easily but water dries out quickly.

• Wiry – Hair has a sparkly sheen, with low shine and low frizz. Water beads up or bounces off the hair strands.

• Hair never seems to get fully wet.

6.1.8 Elaborate

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• Cottony – Hair has a low sheen, a high shine if the hair is held taunt and has high frizz. Absorbs water quickly but does not get thoroughly wet very fast.

• Spongy – Hair has a high sheen with low shine with a compacted looking frizz. Absorbs water before it gets thoroughly wet.

• Silky – Hair has low sheen, a very high shine, with a lot or low frizz. Easily wets in water.

Now let us talk about the equipments used during hair cut in detail.

Share with the participants about the equipment used during hair cut

6.1.10 Say

6.1.11 Do

Tools used for cutting hair include:

Scissors

It’s the first element for professionals to design the individual’s hair. Scissors are having two blades, and these blades are equally balanced, smooth and sharp at the tip and at the end.

Combs

These are having less wide and narrow spaces on one edge, and larger speaks on the other side. The professional thumb and index finger are in use for keeping the comb.

Apron

It is in use for protecting your clothes from hair dust. Salon Aprons are important to many Hairstylists because of their usefulness in protecting clothing from hair colour stains and debris such as hair clippings while serving as a place to keep tools quickly accessible.

6.1.12 Elaborate


Identification 5 hrs Hair, Comb

Divide the class into four groups and ask each participant to check each other’s hair and find out its texture also ask them to identify which type of cut will suit the person’s hair type and face.

6.1.9 Activity

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Hair Shears

Shears are a Hairstylist’s and Barber’s tool of the trade. It is of the utmost importance that a Hairstylist or barbers have the best and latest tools of the trade. With good quality shears a stylist can change the way a person looks.

Hair Dryer

A hairdryer is an electromechanically device designed to blow cool or hot air over wet or damp hair, in order to accelerate the evaporation of water particles and dry the hair.

Hair Brush

A flat brush is normally used for detangling neat and tidy hair, after a sleep; a round brush for styling and curling hair, especially by a professional stylist, and with a dryer. A paddle brush is used to straighten hair, but not all work, they are usually used on untidy un-kept hair. A hairbrush is also useful in removing loose hairs, and in increasing circulation to the scalp.

Refer to PM (Pg-71-76) for to have a detailed study about the equipments

Tell the participants to get ready for an activity.

6.1.13 Do


Chart making 2 hrs Participants Manual, Chart Paper,Pencil, Scale, Scissors, Colours

Ask the participants to use their creative skills and make a chart on the different types of equipments and even write

down about their usage while performing a haircut.


Shopping List 1 hrs Small writing pads, pens, list of things to shop

• Ask the participants to form a circle. ᴑ One person should start by saying” I am going to the market to buy fish”. The next person says I am

going to

6.1.14 Activity

6.1.15 Activity

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ᴑ the market to buy fish and potatoes. ᴑ Each person should repeat the list and then add an item ᴑ The aim is to remember all the items that all the people before you have listed.



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1. Understand the steps involved in the hair cut of women2. Practice the steps involved in the hair cut of women

This is the eleventh session of the program which talks about cutting guidelines. The participants should be explained about it in a proper way so that they can perform their task in a proper way.

UNIT 6.2: Cutting Guidelines

Unit Objectives

6.2.1 Note


Now let us begin with a new session which is about guidelines of cutting. In the previous sessions we have had a clear understanding about basic hair cut; now we will talk about guidelines of cutting.

Let us now talk about cutting guidelines.

• Begin with revising the things explained in previous session. Ask the following questions ᴑ What are the equipments used for hair cut? Explain any four of them.


6.2.2 Say

6.2.4 Say

6.2.5 Say

6.2.3 Do

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• Do share with the participants about the cutting guidelines.

6.2.6 Do

• When you have decided on the style and the length of your haircut, you can make your first cutting guide. This is the area that forms the foundation to a haircut. When you are learning the basic techniques of haircutting, it is important to have an understanding of how the foundations of haircuts work.

• Start with cutting the lines first: Each style has a cutting pattern. Divide the head into segments and follow the cutting pattern of your chosen hairstyle. This way, you are sure to achieve the style your client has requested.

• Sectioning is a crucial element in achieving a balanced style. Most cuts are divided into segments: back, sides, front and interior. It is important that you take clean, precise sections when you are making your partings or following your guidelines around the shape of your haircut. Your sections should correspond with your cutting line. For example, if your cutting line is horizontal, you should take a horizontal section or, if your cutting line is curved, you should take a curved section. Remember, if you make your sections clean, you will get precise cutting lines.

• First divide the hair in half by parting from behind one ear to the other across the top of the head.• Next, subdivide the back by parting from centre top to centre neckline.• There are three basic ways to hold the hair while cutting:

ᴑ Against the hair ᴑ On the back of the hand ᴑ Inside the palm

• Many times while giving a haircut, you may have questions similar to these. “How much length can I remove without causing the hair to stick out? Can I cut the bangs short enough to stay out of the eyes but still have enough to style away from the face? The answers to these and similar questions can be determined by this simple test of the hair’s natural bend. Grasp a strand of hair from the area in question at a point about two inches from the scalp. Push the hair strand toward the scalp and observe where it bends.

• You must also know how to hold the scissor and comb in a proper way• The correct way to hold scissors is by using your third finger. If you use your index or middle fingers, you

do not give enough support to the scissor blades.• Refer to PM (Pg-76-79) to understand a bit more about cutting guidelines.Note:

The trainer must demonstrate the different steps involves in cutting and ask the participants to do the same

6.2.7 Elaborate

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Role play 7 hr Participant manual, dummies, scissors, comb, mirror

Provide the participants with few dummies and ask each participant to perform hair cut according to the cutting guidelines. First the participant must practice cutting lines on the dummy then he/she must perform sectioning, then he/she must divide the hair and must practice the different ways of holding the hair till he/ she understands it in a proper way and in the end perform a bend test.

6.2.8 Activity



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1. Understand various types of hair cuts for women2. Understand various types of hair cuts for men

This is the twelfth session of the program which talks about types of cuts. The participants should be explained about it in a proper way so that they can perform their task in a proper way.


UNIT 6.3: Types of Cuts

Unit Objectives

6.3.1 Note


Now let us begin with a new session which is about types of haircuts. In the previous sessions we have had a clear understanding about cutting guidelines; now we will talk about types of haircuts.

Let us discuss about the various types of hair cuts in which should be performed by hair stylist

• Begin with revising the things explained in previous session. Ask the following questions ᴑ Explain the guidelines of cutting hair.


6.3.2 Say

6.3.4 Say

6.3.5 Say

6.3.3 Do

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Take the participants through various types of hair cut by referring to the PM.

6.3.6 Do

Different types of hair cuts are:

• Club CuttingClub cutting is actually the standard haircut technique of cutting the hair to create a smooth blended look without texture. It creates uniform lengths or smoothly graduated layers.

• NotchingIn this, the stylist takes the shears and snips away at the hair in a random fashion to remove bulk and create less volume in the hair. There are two types of notching - The freehand technique and traditional notching.

• SlicingSlicing reduces the weight of the hair internally and externally to add movement and texture. The technique is used on a finished haircut, which can be either wet or dry.

• Point CuttingPoint cutting is a technique used to texturise hair. Point cutting is used to remove bulk from the hair’s ends, allowing layers or graduation built into the haircut to blend together more seamlessly. It creates movement in the hair and can be used for both men and women’s styling. If your haircut isn’t sitting right, point cutting can be used to guide the hair into the right shape and style

• Thinning HairTo “thin” your hair is a hair cutting term that simply means to remove bulk or thickness from the hair but to retain the length of the hair during cutting

It is mainly used to create more texture as in curl or exaggerate pieces of hair and to thin out (lessen the bulk of) very thick hair. It is not done if hair was very fine generally as this would make the hair finer

The assistant must assist the Hair stylist in washing the client’s hair. Use a shampoo and conditioner made for the specific hair type.

• Keep the hair wet if cutting with scissors or a razor. You can best see how the hair naturally falls when it’s wet.

• Work under proper guidance of the Hair stylist. Listen carefully to his/her instructions.• Help the Hair stylist to resolve the problems if occurring during the hair cutting.• Ask the client whether they are comfortable with the desired hair cut.Refer to PM (Pg-81-83) for a detailed study on different types of haircuts.

• Note:The trainer must demonstrate the different types of hair cut and ask the participants to do the same

6.3.7 Elaborate

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Self study and role play 6 hrs Participant manual, dummies, scissors, comb, mirror

Give the students some time to go through the manual. Provide the participants with the dummies and ask each

participant to perform a particular type of hair cut for example: ask participant A to perform notching on a dummy and ask participant B to perform slicing on a dummy.


Self study 2 hrs Participant Handbook


Periodic Assessment 1 hrs Participant Handbook

6.3.8 Activity

6.3.9 Activity

6.3.10 Activity



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7. Perform Hair Styling and Dressing

BWS/N0208

Unit 7.1 - Performing Hair Styling and Dressing

Unit 7.2 - Colour and Lighten Hair

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1. Understand essential of hair styling and dressing2. Colour and lighten hair3. Know how health and safety policies and procedures affect colouring and lightening services4. Understand the factors that may influence colouring and lightening services5. Understand the science of colouring and lightening hair6. Understand the tools, equipment, products and techniques used for colouring and lightening services

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1. Understand the essential of hair styling and dressing

Let us now begin with a new unit which is about performing hair styling and dressing.

UNIT 7.1: Performing Hair Styling and Dressing

Unit Objectives

7.1.1 Say


Now let us begin with a new session which is about hair styling services. In the previous sessions we have had a clear understanding about types of haircuts; now we will talk about hair styling services.

Let us begin the session by discussing about different types of hair

• Begin with revising the things explained in previous session. Ask the following questions ᴑ What do you understand about club cutting? Explain the procedure. ᴑ What do you understand by notching? Explain the procedure. What do you understand by point

cutting? Explain the procedure ᴑ What do you understand by slicing? Explain the procedure ᴑ Encourage the participants to give their response

• Ensure that the class should not lose focus Clarify if they have any doubts• Tell them about what they are going to learn in this session

7.1.2 Say

7.1.4 Say

7.1.5 Say

7.1.3 Do

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Share with the participants about different types of hair.

7.1.6 Do

• Tell participants that hair is one of the defining characteristics of human beings. Most common interest in hair is focused on hair growth, hair types and hair care. Hair primarily composed of protein, notably keratin. Hair provides protection against ultra violet radiation. Hair also helps in regulating temperature.

• Attitudes towards hair, such as hairstyles and hair removal, vary widely across different cultures and often used to indicate a person’s personal beliefs or social position, such as their age, gender, or religion.

• Tell participants about different type of hair. Tell them there are four types of hairStraight hair: it is the easiest hair type to manage. Healthy straight hair is known for its mirror-like shine. These can be subdivided into three categories-

ᴑ Type 1 a – Straight (Fine/Thin): Hair tends to be very Soft, Shiny, difficult to hold a curl, hair also tends to be oily, and difficult to damage.

ᴑ Type 1 – Straight (Medium): Hair has lots of volume and body. ᴑ Type 1c – Straight (Coarse)

Hair is normally bone straight and difficult to Curl. Asian women usually fall into this category.

Wavy Hair - It includes light to vey wavy patterns. The waves or the curls in this type of hair form the shape of an ‘S’ and typically stick close to the head. It also imparts sheen, more than curly hair, but less than straight hair. Wavy hair is more prone to frizz. These can be further subdivided in three categories-

ᴑ Type 2a – Wavy (Fine/Thin): Hair has a definite “S” pattern. This type normally can accomplish various styles.

ᴑ Type 2b – Wavy (Medium): Hair tends to be frizzy, and a little resistant to styling. ᴑ Type 2c – Wavy (Coarse): Hair is also resistant to styling and normally very frizzy; tends to have

thicker waves.Curly Hair - The hair in this pattern are definitely loopy ‘S’ pattern. Curls are well defined and springy.

ᴑ This shape is full bodied climate dependent and damage prone. Lack of proper carerenders dull curls.

ᴑ Type 3a – Curly (Loose Curls): Hair tends to have a combination texture. It can be thick & full with lots of body, with a definite “S” pattern. It also tends to be frizzy.

ᴑ Type 3b – Curly (Tight Curls): Also tends to have a combination texture, with a medium amount of curl.

Kinky or Coily Hair - Kinky or very tightly curled with a clearly visible curl pattern. The hair is very wiry, very tightly coiled and very fragile. Treat this hair type like a fine silk blouse – cleanse gently, detangle softly, and avoid harsh chemicals.

ᴑ Type 4a – Kinky or Coily (Soft): Hair tends to be very Fragile, tightly coiled, and has a more defined curly pattern.

ᴑ Type 4b – Kinky or Coily (Wiry): Also very fragile and tightly coiled; however with a less visible curl pattern.

ᴑ Demonstrate the process to identify their hair type to the participants: Select a single strand of the most common type of hair on your head.

• Aim for the most common texture on your head if you have different hair textures.

7.1.7 Elaborate

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• The hair should be freshly washed without products applied to it and rinsed in cold water. Or, gently rinse a single

• hair with a little dish detergent and rinse in cold water.• Allow the hair to dry on a bit of paper towel so that you can look at the pattern without touching it.• A strand of frayed thread is about the thickness of a medium sized strand of human hair. If your strand

is larger than this, then your hair is thick. If your strand is smaller than this, hair is thin, or fine.


Identifying Hair Type 3 hrs Hair

Divide the class into four groups and ask the participants to identify the texture of each other’s hair and note it down in their note pad.

7.1.8 Activity

Ask the participants have they ever got any hair style made from the parlour, if yes; ask them the name of the hair style and the steps followed to make that style.

7.1.9 Ask

Take the participants through different types of hair styles and the tools used for styling.

7.1.10 Do

The different types of styles are: Rolls

• Barrel curls• Crimping• Finger waves• Hair straightening Tonging• Pin curl

7.1.11 Elaborate

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Braids-A braid is a complex structure or pattern formed by intertwining three or more strands of human hair.

Some common braid types include-

ᴑ French Braid ᴑ French Lace Braid ᴑ Dutch Braid ᴑ Waterfall Braid

Buns: A bun is a type of hairstyle, typically worn by women, where the hair is pulled back from the face,twisted or plaited, and wrapped in a circular coil around itself, typically on the back of the head or neck.

Some common buns are:

ᴑ Braid Buns ᴑ Braided Top Knot Bun ᴑ Top Knot Bun ᴑ Sock Bun- ᴑ Twisty Bun

• Pigtail: A pigtail is a braid of tightly woven hair.• Ponytails: A ponytail is a hairstyle in which some, most, or all of the hair on the head is pulled away from

the face, gathered and secured at the back of the head with a hair tie, clip, or other similar device, and allowed to hang freely from that point.

• Twists: Hair twists are a hairstyle popular with Afro-textured hair, and sometimes with other hair textures. The style is achieved by dividing the hair into several sections, twisting strands of hair, then twisting two twisted strands around one another.

Refer to PM (Pg 88-94) to explain the participants in detail about different types of hair styles.

Styling tools include:

• Rollers in a variety of sizes and pins to keep them in place (although some rollers stay in place without these)

• Pin curls• Kirby grips• Wavy clips• Sectioning clips• Hair bands.Note:

The trainer must demonstrate the different types of hair styles and ask the participants to do the same


Skill Practical 5 hrs Dry brush or a chop stick, disposable gloves, a bowl to mix the colours

7.1.12 Activity

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Divide the class into eight groups, provide them with dummies and ask each group to follow the procedure and make one style each.

For example ask group A to make French braid, group B to perform finger waves, group C to make barrel curls etc. Ask each group to do their job sincerely and with full dedication.

Share with the participants about dressing out techniques and provide them with some after care advice by referring to the participant handbook (Pg-95-96).

7.1.13 Do



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1. Understand about hair colour and lighten hair process

This is the fourteenth session of the unit which is about colouring hair.

UNIT 7.2: Colour and Lighten Hair

Unit Objectives

7.2.1 Note


Now let us begin with a new session which is about hair colouring. In the previous sessions we have had a clear understanding about hair styling services; now we will talk about hair colouring.

Let us discuss about the reason for change in hair colour

• Begin with revising the things explained in previous session. Ask the following questions ᴑ Explain the procedure of making braids. ᴑ Explain the procedure of making buns. ᴑ Explain the procedure of making pigtail

• Encourage the participants to give their response• Ensure that the class should not lose focus Clarify if they have any doubts• Tell them about what they are going to learn in this session

7.2.2 Say

7.2.4 Say

7.2.5 Say

7.2.3 Do

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Ask the participant if they know the reason behind the change in the colour of hair. If yes, ask them to share their views.

7.2.6 Ask

We can change our hair colour by choice through using hair dyeing products. Various chemical processes in hairdressing (like bleaching, tinting, neutralising) act on the natural pigments to change the hair’s colour. However, hair colour can change for a variety of natural reasons:

• Ageing can affect pigment production. As we age, melanin stops being made in our hair and new hairs grow without pigment, which is why they are white. When white hair is mixed with hair that still has colour, it creates a grey look (sometimes called “salt and pepper”).

• Blonde children can sometimes see their hair darken when they are around seven or eight years old, and have dark hair in adulthood. It darkens as melanin production increases.

• Environmental factors can impact hair colour. Oxygen in the air attacks the pigments in hair. Blue pigments are the weakest pigments and are, therefore, the first to disappear, leaving hair with the warm undertones showing through. Humidity and wind brings more oxygen to hair, and sunlight accelerates the process. Hence why our hair often lightens noticeably when on beach holidays.

• Health issues can contribute to premature greying e.g. autoimmune thyroid disease, vitiligo and ageing syndromes.

• Medication can alter natural colour e.g. certain drugs used to prevent malaria can lighten hair, while some epilepsy drugs can darken it.

• Pregnancy can darken light hair due to higher levels of hormones oestrogen and progesterone.

The hair colour we see consists of depth and tone. Hair also has an undercoat of colour, called undertones, which only come into play when we lighten or colour the hair.

Refer to participant handbook (Pg-101-102) to explain the participants about hair colour.

7.2.7 Elaborate

7.2.9 Elaborate

Let us move further and learn more about hair colour.

7.2.8 Say

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Self Study 2 hrs Participant Handbook

Provide the participants with a participant’s manual and a note pad; give them some time to study about hair colour make some notes of their own.

7.2.10 Activity

Now let us begin with a new session which is about hair colouring. In the previous sessions we have had a clear understanding about hair styling services; now we will talk about hair colouring.

7.2.11 Say

Ask the participants to share their understanding about the types of hair colour. Write down the points they share on a flip chart/ black board and link it with the points given in the PM in order to create an interactive and interesting learning session.

7.2.12 Ask

Share with the participants about types of hair colour.

7.2.13 Do

Given below are the different hair colour products available in the market.

• Temporary Hair Colour• Semi-Permanent Hair Colour• Deposit-Only Hair Colour• Permanent Hair ColourRefer to participant handbook (Pg-102-105) to study in detail about the basics of colouring products and the law of colouring.

Note:

The trainer must demonstrate the mixing of different colours and then ask the participants to do the same

7.2.14 Elaborate

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Preparing Primary colour 2 hrs Dry brush or a chop stick, disposable gloves, a bowl

to mix the colours

Ask the participants to prepare primary colour by mixing red, yellow and blue colour


Preparing secondary colour 2 hrs Dry brush or a chop stick, disposable gloves, a bowl

to mix the colours

Ask the participants to prepare secondary colour by mixing green, violet and orange colour


Preparing tertiary colour 2 hrs Dry brush or a chop stick, disposable gloves, a bowl

to mix the colours

Ask the participants to prepare tertiary colour by mixing equal proportion of primary colour and secondary colour

7.2.15 Activity

7.2.16 Activity

7.2.17 Activity

Let us now discuss about hair analysis.

7.2.18 Say

Share with the participants about the various ways of analysing hair

7.2.19 Do

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Facilitator Guide

The tests which are done for analysing hair are:

• Porosity Test• Diameter Test• Elasticity Test• Allergy Alert Test (AAT) or Patch Test• Incompatibility Test / Metallic Salts TestRefer to participant handbook (Pg-106-108) to study in detail about the various tests done for hair analysis.

7.2.20 Elaborate


Skill Practical 4 hrs Participant handbook, dummies, brush

Provide each participant with dummy and ask them to perform any one type of test. Tell them to follow the procedure given in the participant handbook so that they are able to perform the test in a better way.

7.2.21 Activity

Share with the participants about bleach

7.2.22 Do

The decolorization process begins immediately upon the application of a prepared lightening product. The colorist predetermines the level of color that she wants to remainin the hair. There is an invaluable Hair lighteners, also known as bleach, work by decolorizing the hair. Bleaching products are designed to use with hydrogen peroxide as the developer. The oxidation process is required to achieve decolorization. When this action happens within the cortex of the hair shaft, it displaces and eliminates the melanin pigment thus decolorizing the hair.

You can control the amount of decolorization by choosing the volume of developer and adjusting the processing time the product is left on the hair. Hair lighteners are designed to lift the hair to lighter levels than what permanent hair coloring products can achieve.

Bleaching is a very versatile tool and is used for various purposes. Lighteners can be:

• used to lighten natural hair• used to lighten colored hairused to lighten isolated parts tool for calculating decolorization. It is called the 10 degrees of decolorization. The 10 degrees of decolorization chart is a representation to measure the amount of pigment remaining in the hair throughout the progression of stages of the bleaching process.

7.2.23 Elaborate

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In order to show all possible degrees of decolorization for human hair, the following chart represents that the first degree of lightening for black hair is dark red-brown, and so forth. Hair will of course begin at different levels, but none the less will go through the remaining stages as the decolorization process progresses.

Predetermining the final degree of decolorization needed to achieve the desired results of a color service is a key part of pre-planning. Ending the decolorization process at the predetermined degree is crucial.

The amount of existing pigment in natural hair, the strength of the lightener and the amount of processing time all impact the lightening process. Also the temperature of the client and the ambient temperature of the room can also play a part in how fast the hair processes. Oftentimes it has been determined that the warmer a client and room the faster the decolorization process will be.


Preparing tertiary colour 2 hrs Dry brush or a chop stick, disposable gloves, a bowl

to mix the colours

Ask the participants to prepare tertiary colour by mixing equal proportion of primary colour and secondary colour



Provide each participant with dummy and ask them to perform preliminary strand test. Tell them to follow the procedure given in the participant handbook so that they are able to perform the test in a better way.

7.2.24 Activity

7.2.27 Activity

Let us discuss about preliminary strand test.

7.2.25 Say

Share with the participants about preliminary strand test by referring to participant handbook (Pg-111-112)

7.2.26 Do

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Let us discuss about single- process hair colouring.

7.2.28 Say

Share with the participants about single- process hair colouring

Share with the participants about single process retouch by referring to participant handbook (Pg-115).

7.2.29 Do

7.2.32 Do

When the client wants a single color all over, it is achieved by what is called the single-process application. As indicated, the hair will be processed using one application of hair coloring product.

If the client’s hair has never been colored, the first coloring procedure is called a virgin application.

Refer to participant handbook (Pg-113-114) to explain the participants about single process hair colouring.

7.2.30 Elaborate



Provide each participant with dummy and ask them to perform single- process hair colouring. Tell them to follow the procedure given in the participant handbook so that they are able to perform the test in a better way.



Provide each participant with dummy and ask them to perform single- process retouch. Tell them to follow the procedure given in the participant handbook so that they are able to perform the test in a better way.

7.2.31 Activity

7.2.33 Activity

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Self Study 2 hr Participant handbook, dummies, brush



Periodic Assessment 1 hr Participant handbook, dummies, brush


7.2.34 Activity

7.2.35 Activity



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8. Colour and Lighten Hair

BWS/N0209

Unit 8.1 - Perform a Variety of Colouring Techniques Such As Full Head, Regrowth and Highlighting and/or Low-Lighting

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Facilitator Guide



1. Evaluate and apply a variety of colouring techniques

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1. Evaluate the concept of hair colouring and lightening2. Identify various types of colouring products and their effect on hair structure3. Recognized tools and equipment used for colouring4. Evaluate the contra-Indications related to hair colouring services 5. Apply essential hair colouring techniques

This is the fourteenth session of the program, which will give us a proper idea about model or furniture prototype creation.

Participant Handbook, Pen, Writing Pad, Whiteboard, Flipchart, Markers, Laptop, Overhead Projector, Laser Pointer, equipment and Tools (as recommended for the job role)t

UNIT 8.1: Perform a Variety of Colouring Techniques Such As Full Head, Regrowth and Highlighting and/or Low-Lighting

Unit Objectives

8.1.2 Note


Good day and a welcome back to this training program “Hairstylist”. Today we shall learn about the concept of hair colouring and lightening, types of colouring products, their effect on hair structure, and tools and equipment used for colouring.

Added to this, we will also learn about the contra-Indications related to hair colouring services, and essential hair colouring techniques.

8.1.3 Say


• Can anyone tell me how many types of hair colours are present in the market?• What do you understand by ‘patch test’?Write down the participants’ answers on whiteboard/flipchart. Take appropriate cues from the answers and start teaching the lesson.

8.1.4 Ask

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Facilitator Guide


• Hair colouring and lightening • Hair examination • Principles of colouring• Colour theory (law of colour) • Strand test • Permanent, semi-permanent and temporary colours• International colour chart• Types of colouring products and their effect on hair structure• Tools and equipment used for colouring• Contra-indications and related actions • Questions to ask for identifying contra-indications to hair and make-up products• Hair colouring techniques • Post care procedure for coloured hair

8.1.5 Elaborate

• Divide the class into 4 groups.• Now choose 4 topics on which the groups will be presenting their chart paper activity.• The first group will work on Colouring Products as per its different categories• The second group will work on Contra-Indications and related actions in case of hair coloring• The third group will work on Essential Aspects of Hair Colouring Services• The fourth group will work on Colour application principles and procedures• The students can use both texts as well as hand-drawn diagrams or flowcharts (optional) to represent

their answers• Collect all the charts after the groups complete their work and evaluate them properly• Allot 10 minutes for evaluation. • Appreciate the group with accolades that impressively create the chart with finesse


Chart Paper 30 minutes Chair, Table, Notebook, Pen, Pencil, Eraser, Participant Handbook, Whiteboard, Marker, etc.

8.1.7 Activity

Students, now we shall all participate in an activity related to the unit.

8.1.6 Say

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I hope the chart paper session was interesting. Now let us all participate in another activity. We shall all be a part of another interesting activity.

Did you find this activity interesting? I hope you all enjoyed this session today. Now we are going to take part in another activity.

8.1.8 Say

8.1.10 Say

• In this session, you can take the help of flash cards, PowerPoint presentation, Google images or the images provided here.

• With the help of Overhead projector, project the images on the white screen.• The images can be like these:

• You can select the students who can identify the products or tools and the usage of the respective items.

• The student(s) who can give the maximum number of correct answers will be appreciated with accolades.


See and Identify 20 minsPen, Notebook, Participant Handbook, Writing pad, flash cards, Overhead projector, Large screen, Laser

Pointer etc.

8.1.9 Activity

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Facilitator Guide

• This session will be a practical activity.• In this activity, you will take the students to the lab which be prepped like a real hair salon.• You will divide the class into 4 groups where the students will be even in number.• In this activity, each group will work on a mannequin. • The 1st group of students will show the correct application of henna.• The 2nd group of students will show the correct application of Semi-Permanent Colours • The 3rd group of students will show the correct application of Temporary Hair Colours• The 4th group of students will show the correct method of Strand Test.• You will inspect the work of each group.• The group showcasing the best work will be appreciated with accolades


Show the Technique 40 mins

Chair, Table, Notebook, Pen, Pencil, Eraser, Participant Handbook, tools as per task requirement,

etc.

8.1.11 Activity

Did you find this lab activity fruitful? I hope you all enjoyed the session today. Remember, once you complete this course and start working in real life, you would be required to have practical knowledge of blow drying. This is extremely important as blow drying, and hair styling are both co-related to each other.

8.1.12 Say

• At the end of the activity, conduct a doubt clarification session of 10-15mins, where the students will ask about their doubt (if any).

• Encourage the students to ask questions. • Jot down the crucial points on the whiteboard as the students speak.• Clear each doubt separately. • Share your inputs and insight, to encourage the students and add into what they talk about.• Ensure that all students participate in the class.• Encourage the non-participating students to open up and speak.

8.1.13 Do

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BWS/N0210

9. Perm and Neutralize HairUnit 9.1 - Test Carried out During Perming and

Neutralising Hair

Unit 9.2 - Perm and Neutralising Hair

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Facilitator Guide



1. Understand about hair tests for perming and neutralising2. Know when not to perm3. Understand how to seek assistance about contraindications and test results4. Know about perming and neutralising products5. Learn about preparing and protecting your client6. Understand about Questioning your client about contraindications and recording responses7. Preparing the hair for perming8. Factors influencing the service9. Perform Perming procedure10. Understand Neutralising procedure11. Coping with perming and neutralising problems

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1. Understand about hair tests for perming and neutralising2. Know when not to perm3. Understand how to seek assistance about contraindications and test results4. Know about perming and neutralising products5. Learn about preparing and protecting your client

UNIT 9.1: Test Carried out During Perming and Neutralising Hair

Unit Objectives

This is the fifteen session of the program which talks about Perming and Neutralising Hair.

9.1.1 Note


Now let us begin with a new session which is about Perming and Neutralising Hair. In the previous sessions we have had a clear understanding about hair colouring; now we will talk about Perming and Neutralising Hair.

• Begin with revising the things explained in previous session. Ask the following questions ᴑ Why does the hair colour changes. Explain? ᴑ What are the tests done during hair analysis? Explain any two of them.


9.1.2 Say

9.1.4 Say

9.1.3 Do

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Let us discuss about hair tests for perming and neutralising.

Let us conclude the session by discussing about preparing and protecting the client.

9.1.5 Say

9.1.10 Say

Share with the participants about hair tests for perming and neutralising.

Share with the participants about suitability of perm lotion for different hair types by referring to participant handbook (Pg-121)

9.1.6 Do

9.1.9 Do

Refer to PM (118-119) to explain the participants about hair tests perming and neutralising in detail. The tests are:

• Elasticity Test• Porosity Test• Incompatibility test• Pre-perm test curl• Development test curl

9.1.7 Elaborate



Divide the class into 5 groups and provide them with dummies and ask them to perform one test each. For example: Ask group A to perform Elasticity Test and group B to perform Porosity Test and so on.

9.1.8 Activity

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It is vital to the wellbeing of your client that you follow your salon’s rules for preparing and protecting your client during the perming and neutralising processes. You must always consider the effects of the chemicals you are using and their potential for harming your client. This will help you evaluate any risks and prevent accidents happening.

Preparing the hair for perming

Begin by correctly gowning your client. Next, prepare the hair ready for perming by shampooing, using a soapless base shampoo with no additives, to ensure no residue is left on the hair as a barrier between the perm lotion and the hair.

When shampooing before a perm, use only cool/tepid water and do not massage vigorously to avoid over stimulation of the scalp, as this can lead to sensitivity during the chemical process.

Barrier cream

This is a thick protective cream that should be applied all the way around the client’s hairline before applying perm lotion (including nape area) to avoid irritation of the skin. Care must be taken to avoid putting the cream on to the hair as this will cause a barrier between the perm lotion and the hair and will result in straight areas. Clients with sensitive skin will be more likely to have a skin reaction from the perm lotion so always take the utmost care to avoid this happening.

Pre-Perm treatments

Pre-perm treatments are applied to the hair after shampooing and before the perm rods are used. They are used to:

• even out the porosity along the hair shaft to help the perm lotion absorb at an even rate, which results in an even curl along the hair

• form a protective barrier along the cuticle region and close any cuticle scales that are raised• make the hair more pliable when winding the perm rods into the hair.Pre-perm treatments come in either individual bottles or sprays and are applied to shampooed, towel-dried hair. Some companies make in-perm additives that are mixed with the perm lotion immediately before application to the hair. These types of products contain oils, which lubricate and strengthen the hair.

9.1.11 Elaborate


Group Discussion 2 Hours Participant Handbook

Jonny is a junior at Jake’s Hair Studio and is assisting Jimmy with a perm on Mrs Mehra. Jonny is asked to apply barrier cream and cotton wool before the perm lotion is applied. He absent-mindedly forgets the barrier cream and only applies cotton wool around the hairline. Later, Mrs Mehra complains of a sore neck and forehead during processing and Jimmy discovers chemical burn marks all around her hairline. Jimmy removes the soaked cotton wool and immediately soothes the affected areas with cool water while Jonny calls Ramesh, the salon’s first aider.

Have a group discussion on the possible consequences of this situation. Also discuss who is responsible for Mrs Mehra’s hairline burns. What should be completed before Mrs Mehra leaves the salon?

9.1.12 Activity

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1. Identify correct posture for lifting and carrying

UNIT 9.2: Perm and Neutralising Hair

Unit Objectives

This is the sixteenth session of the program which talks about Perm and neutralising Hair.

9.2.1 Note


Now let us begin with a new session which is about Perm and neutralising Hair. In the previous sessions we have had a clear understanding about tests carried out during perming and neutralising hair; now we will talk about Perm and neutralising Hair.

• Begin with revising the things explained in previous session. Ask the following questions ᴑ What do you understand by elasticity test and pre-perm test curls? ᴑ Name the perming and neutralising products and explain any two of them.


Share with the participants about factors influencing perming and neutralising

9.2.2 Say

9.2.4 Say

9.2.3 Do

9.2.5 Do

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Facilitator Guide

Ask the participants what is their understanding about factors influencing perming and neutralising. Write down their steps on a flip chart/ black board and link it with the steps given in the PM in order to create an interactive and interesting learning session.

9.2.6 Ask

It is vital to the wellbeing of your client that you follow your salon’s rules for preparing and protecting your client during the perming and neutralising processes. You must always consider the effects of the chemicals you are using and their potential for harming your client. This will help you evaluate any risks and prevent accidents happening.

Preparing the hair for perming

Begin by correctly gowning your client. Next, prepare the hair ready for perming by shampooing, using a soapless base shampoo with no additives, to ensure no residue is left on the hair as a barrier between the perm lotion and the hair.

Other critical influencing factors you need to take into account are:

• Temperature of the salon• Direction and size of the curl required• Hair condition• Previous chemical treatments• Hair texture

9.2.7 Elaborate


Self Study 2 Hours A work station and chair, a box

Ask the participants to refer to PM and study in detail about factors influencing perming and neutralising hair so that when they are asked question regarding it they are able to answer it.

9.2.8 Activity

Let us now talk about sectioning and perm winding techniques

9.2.9 Say

Share with the participants about sectioning and perm winding techniques

9.2.10 Do

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There are three basic sectioning and perm-winding techniques that you need to master for your NVQ. They are:

• Brick winding this is done to avoid any partings resulting from the perm and is ideal for fine hair• Directional winding this is carried out when the hair needs perming in a specific direction and is ideal

for clients requiring a parting within the perm• Nine-section winding this is the most commonly used perm wind when training as it is easy to learn

how to fit all the rods onto the head using this technique. It is suitable for any hairstyle.Refer to PM (Pg-125-126) to explain the participants in detail about the above three techniques

• Protecting techniqueThis involves either applying pre-perm lotion to the hair to protect any porous areas from over processing or applying barrier cream to protect the scalp and hairline from any possible chemical burns from the perm lotion.

• Post-damping techniqueThis is where you apply perm lotion to hair that has been sectioned and wound around perm rods. When you are training and taking more than half an hour to wind a whole head of perm rods, this is the safest way of applying your perm lotion and will ensure that all areas of the head process evenly.

Refer to PM ( Pg- 126-127) to explain the participants in detail about pre-damaging technique and monitoring curl development during processing

9.2.11 Elaborate

9.2.14 Elaborate


Skill Practical 5 HoursPM, perm rod, neutraliser, towel, curl lotion, three

curls of various sizes, barrier cream, after care products

Dive the class into three groups and provide them with dummies and ask them to perform one technique each. For example Group A will perform brick winding, Group B will perform Directional winding and so on.

9.2.12 Activity

Share with the participants about application of perm lotions and monitoring curl development during processing

9.2.13 Do

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Quiz 2 Hours Participant Handbook

Divide the class into four groups and conduct a quiz on application of perm lotions and monitoring curl development during processing. The group which wins will be awarded with a gift hamper.

At the end reiterate about the same concept.

9.2.15 Activity

Let us now talk about neutralising procedure

Share with the participants about neutralising procedure

9.2.16 Say

9.2.17 Do

Neutralising is a permanent process that re-joins the sulphur bonds into their new curled position. If neutralising is not carried out correctly, the perm will be unsuccessful and the client will be disappointed.

Preparing for neutralising

Always read the manufacturer’s instructions before beginning to neutralise hair. You must comply with the Personal Protective Equipment at Work Regulations by wearing an apron and gloves.

It is advisable to check the client’s gown and towels before beginning to neutralise in case they need replacing.

Water temperature and flow

You must wear gloves when rinsing the perm lotion from the hair, so it is therefore important that you keep checking with the client that the water temperature is comfortable. It is easier to rinse the hair free of perm lotion if the water flow is not too strong, as too great a flow will soak both you and the client. Always rinse with warm water, as the scalp may be tender and the hair delicate. The hotter the water the tighter the curl

will become. The cooler the water, the looser the curl will become.

Why rinse thoroughly?

It is vital to the success of the perm that you rinse all the perm lotion from the hair. If any lotion is left in the hair, it will stop the sulphur bonds from re-forming fully and will result in a looser curl than expected that could even drop to completely straight.

After rinsing for about five minutes, use a perm indicator towel to test for any residue of perm lotion (the towel will change colour if any lotion is left). When you have rinsed sufficiently to remove all traces of perm lotion, blot the hair gently with a towel. This will allow you to sit the client up at the basin and apply a fresh

9.2.18 Elaborate

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strip of cotton wool around the hairline for protection. Use a pad of cotton wool to further blot any excess moisture from the hair, which could dilute the strength of the neutraliser. You are now ready to apply the neutraliser. Rinse the perm for at least five minutes.


Self Study 2 Hours Participant Handbook

Ask the participants to refer to PM and study in detail about neutralising procedure so that when they are asked question regarding it they are able to answer it.

9.2.19 Activity

Let us now talk about applying neutraliser and what should be kept in mind while applying neutraliser

9.2.20 Say

Share with the participants about application of neutraliser and things which should be kept in mind while applying it

9.2.21 Do

Applying Neutraliser

After reading the manufacturer’s instructions, you will know whether to apply the neutraliser straight from the bottle (the same technique as applying perm lotion) or if it is necessary to tip the neutraliser into a bowl, foam up and apply to the hair using a neutralising sponge.

Eye care when neutralising

If neutraliser sponges are too soaked, the product may drip down the client’s face and go into her eyes. If this happens, you should rinse the eyes carefully with cold water and seek the help of a first aider. If there are further problems, advise the client to see her GP. You will need to fill in an accident report sheet. You will also need to notify your salon manager and make a note on the client’s record card.

Importance of accurate timing

Once the first application of neutraliser is complete, you should start accurately timing the development.

This timing will be dependent upon the manufacturer’s instructions but is usually about five minutes. Since this is when the chemicals in the neutraliser (either hydrogen peroxide or sodium bromate) are re-joining the sulphur bonds to their new partners, it is important the chemicals are given sufficient time to function. If you rush the neutraliser, not all the bonds will re-join and the hair may be left weak and straight looking. If the neutraliser is left on too long, this could result in over processing the hair into a straight frizz.

9.2.22 Elaborate

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Ask the participants to refer to PM and study in detail about application of neutraliser and things which should be kept in mind while applying it so that when they are asked question regarding it they are able to answer it.


Group Discussion 2 Hours

Mrs Kumar is a new client and has booked in for a perm with senior stylist Joy. During the consultation Joy asks what sort of colour Mrs Kumar has on her hair. Mrs Kumar tells her that it was a box colour from the local chemist. Joy therefore chooses a perm for coloured hair and proceeds with the perming process.

The hair processes very quickly and once neutralising is complete Joy starts to carefully remove the perm rods. As the rods are removed some of Mrs Kumar’s hair starts to fall out as well. Joy is horrified and when all the rods are removed she can see that the condition of the hair is like fluffy cotton wool. After conditioning with antioxy conditioner the hair is softer but still very damaged and stretchy. Joy explains to Mrs Kumar and says that the only other time she has seen this sort of perm result was on a client with a full head of highly bleached hair. Mrs Kumar explains that she used to have a full head bleach before she coloured over it a few weeks ago. The hair is beyond repair and Mrs Kumar is distraught.

Discuss the following points with Class:

1. Who was at fault, Mrs Kumar for not disclosing the fact she had previously bleached her hair or Joy for not testing the hair?

2. What could happen as a result of this unfortunate situation?

9.2.23 Activity

9.2.26 Activity

Share with the participants about removing perm rod and neutraliser correctly

9.2.24 Do

Refer to PM to explain the participants in detail about

• Removing perm correctly• Removing neutraliser correctly

9.2.25 Elaborate

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3. What could Joy offer Mrs Kumar to try to improve the condition of the hair?4. How could this situation have been avoided?

Let us now talk about coping with perming and neutralising problems and preparing and protecting your clients

9.2.27 Say

Share with the participants about coping with perming and neutralising problem and preparing and protecting your clients

9.2.28 Do

Perming problems

1. Problem:Perm slow to takeReason: Cold salon temperature; wrong selection of perm Use added heat dryer/climazone; re-damp with lotion; lotion evaporated; insufficient lotion applied

Action: Use added heat dryer/climazone; re-damp with stronger lotion; re-damp with same lotion

2. Problem: Perm processing too quicklyReason: Hair too porous, allowing lotion to enter hair shaft too quickly; hair too dry when lotion applied; very hot salon Action: Remove any extra heat; remove cap if used; rinse hair

Neutralising Problems

3. Problem: Frizziness Reason: Over processing

Action: Cut if possible; use restructurant or deep penetrating conditioner

4. Problem: Uneven curl formationReason: Neutraliser applied unevenly

Action: Use restructurant or deep penetrating conditioner; re-perm if hair in good formation condition

Given above are few perming problems, refer to PM to explain the participants in detail about the remaining perming problems and preparing and protecting your clients

9.2.29 Elaborate

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Quiz 2 Hours Participant Handbook

Divide the class into four groups and conduct a quiz on coping with perming and neutralising problem and preparing and protecting the clients. The group which wins will be awarded with gift hamper




Periodic Assessment 1 hr Participant Handbook

9.2.30 Activity

9.2.31 Activity

9.2.32 Activity



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BWS/N0211

10. Perform Hair Relaxing and Straightening ServicesUnit 10.1 - Perform Hair Relaxing and Straightening Services

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1. Understand about chemical hair relaxing products, chemical hair relaxers and neutralisers2. Know about steps in chemical hair dressing3. Understand how to analyse clients hair4. Know how to apply conditioner and filter and relaxer5. Learn about shampooing/neutralising6. Understand about safety precautions

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1. Understand about chemical hair relaxing products, chemical hair relaxers and neutralisers2. Know about steps in chemical hair dressing3. Understand how to analyse clients hair4. Know how to apply conditioner and filter and relaxer

UNIT 10.1: Perform Hair Relaxing and Straightening Services

Unit Objectives

This is the nineteenth session of the program which talks about Hair Relaxing and straightening services.

10.1.1 Note



• Begin with revising the things explained in previous session. Ask the following questions ᴑ What personal protective equipment should you wear during the perming and neutralising

processes? ᴑ Why is it important to keep your work area tidy during the perming and neutralising processes? ᴑ Why is it important to section accurately when winding a perm? ᴑ Name the perming and neutralising products. Explain any two of them..


10.1.2 Say

10.1.4 Say

10.1.3 Do

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Share with the participants about hair relaxing products and chemical hair relaxers

10.1.5 Do

Chemical Hair Relaxers

The basic products that are used in chemical hair relaxing are

1. A chemical hair relaxer,2. A neutralizer,3. A protein-rich moisturizer to stabilize the hair,4. A petroleum cream, which is used as a protective base to protect the client’s scalp during the sodium

hydroxide chemical straightening processChemical Hair relaxers

• The two general types of hair relaxers are sodium hydroxide, which does not require pre-shampooing, and

• ammonium thioglycolate, which may require pre-shampooingNeutralizer

• The neutralizer stops the action of any chemical relaxer that may remain in the hair after rinsingBase and non-base formulas

• When using sodium hydroxide, there are two types of formulas, base and no base. The base formula is a

• petroleum cream that is designed to protect the client’s skin and scalp during the sodium hydroxide chemical

• straightening process. This protective base also is important during a chemical straightening retouch. It• is applied to protect hair that has been straightened previously, and to prevent over-processing and hair• breakage.Refer to PM to explain the participants in detail about the products used in chemical relaxing

10.1.6 Elaborate


Self Study 2 Hours A work station and chair, a box

Ask the participants to refer to PM and study in detail about hair relaxing products and chemical hair relaxers so that when they are asked question regarding it they are able to answer it.

10.1.7 Activity

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Now let us talk about steps of chemical hair relaxing and recommended strengths of relaxers

Share with the participants about steps of chemical hair relaxers and recommended strengths of relaxers

10.1.8 Say

10.1.9 Do

Steps in chemical hair relaxing

All chemical hair relaxing involves three basic steps: processing, neutralizing, and conditioning.

1. ProcessingAs soon as the chemical relaxer is applied, the hair begins to soft- en so that the chemical can penetrate to loosen and relax the natural curl.

2. NeutralizingAs soon as the hair has been sufficiently processed, the chemical relaxer is thoroughly rinsed out with warm water, followed by either a built-in shampoo neutralizer or a prescribed shampoo and neutralizer.

3. ConditioningDepending on the client’s needs, the conditioner may be part of a series of hair treatments, or it may be applied to the hair after the relaxing treatment.

The strength of relaxer used is determined by the strand test.

Refer to participant handbook (Pg-134) to explain the participants in detail about recommended strength of hair.

10.1.10 Elaborate

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Self Study 2hrs Participant handbook

Ask the participants to refer to participant handbook and study in detail about steps involved in hair relaxing and recommended strengths of relaxers so that when they are asked question regarding it they are able to answer it.


Skill Practical 5hrs Participant handbook

Provide the participants with dummies and ask them to carry of scalp analysis by examining the scalp test and then performing strand tests which involves finger test, pull test, relaxer test.

10.1.11 Activity

10.1.14 Activity

Now let us move ahead and talk about analysing client’s hair.

10.1.12 Say

It is essential that the cosmetologist have a working knowledge of human hair, particularly when giving a relaxing treatment. You will learn to recognize the qualities of hair by visible inspection, feel, and special tests. Before attempting to give a relaxing treatment to overly curly hair, the cosmetologist must judge its texture, porosity, elasticity, and the extent, if any, of damage to the hair.

Analysing client’s hair involves

1. Client’s hair history2. Scalp Examination3. Strand Test• Finger test, Pull test, Relaxer testRefer to participant handbook (Pg 135-136) to explain the participants in detail about the points mentioned above

10.1.13 Elaborate

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Share with the participants about chemical hair relaxing process

10.1.15 Do

Equipments, Implements and Materials

Chemical relaxer, Protective Conditioner, Neutralizer, gloves, Absorbent cotton or neutralizing shampoo, Shampoo and cream rinse, Shampoo cape, Protective base Conditioner-filler

Preparation

Towels Rollers Comb and brush Spatula Timer

Neck strip Clips and picks End papers Setting lotion Record card

1. Select and arrange the required equipment, implements, and materials.2. Wash and sanitize your hands.3. Seat client comfortably. Remove earrings and neck jewelry; adjust towel and shampoo cape.4. Examine and evaluate the scalp and hair.5. Give a strand test and check results.6. Do not shampoo hair. The relaxer will burn and irritate the scalp if the hair is shampooed prior to the

procedure. (Hair ends may be trimmed after the application of the chemical relaxer.)7. Have client sign release card.Refer to participant handbook (Pg-136-137) to explain the participants about the procedure of chemical hair relaxing

10.1.16 Elaborate


Skill Practical 5 Hours

PM, Chemical relaxer, Protective Conditioner, Neutralizer, gloves, Absorbent cotton or neutralizing

shampoo, Shampoo and cream rinse, Shampoo cape, Protective base Conditioner-filler

Ask the participants to keep the equipment ready and perform the procedure on the dummy provided to each one of them

10.1.17 Activity

Now let us move ahead and talk about analysing client’s hair.

10.1.18 Say

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Let us now talk about rinsing out the relaxer.

Share with the participants about applying the relaxer

Share with the participants about rinsing out the relaxer.

10.1.22 Say

10.1.19 Do

10.1.23 Do

Divide the head into four or five sections, in the same manner as for the application of the protective base.

The processing cream is applied last to the scalp area and hair ends. The body heat will speed up the processing action at the scalp. The hair is more porous at the ends and may be damaged. In both these areas, less processing time is required, and, therefore, the relaxer is applied last.

There are three methods in general use for the application of the chemical hair relaxer:

• The comb method,• The brush method, and finger method• Periodic strand testingRefer to participant handbook (Pg- 138) to explain the participants in detail about these three methods.

10.1.20 Elaborate


Skill Practical 4 Hours Participant handbook, comb, brush

Ask the participants to perform the application of hair relaxer on their respective dummies by using all the three methods, so that they become well versed with all the three methods.

10.1.21 Activity

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When the hair has been sufficiently straightened, rinse the relaxer out rapidly and thoroughly. The water should be warm, not hot. If the water is too hot, it may burn the client and cause discomfort because of the very sensitive condition of the scalp. The direct force of the rinse water should be used to remove the relaxer and avoid tangling the hair. Part hair with fingers to make sure no traces of the relaxer remain. Unless the relaxer is completely removed, its chemical action continues on the hair. The stream of water should be directed from the scalp to the hair ends.

Shampooing/ Neutralising

When the hair is thoroughly rinsed, neutralize the hair as directed by your instructor. Most manufacturers provide a neutralizing shampoo that is applied to the hair after rinsing.

Completely saturate the hair with the neutralizing shampoo. Beginning at the nape, carefully comb with a wide-tooth comb, working upward, toward the forehead. Use the comb to:

• Keep the hair straight.• Ensure complete saturation with the neutralizing shampoo.• Remove any tangles without pulling.Time the neutralizer as directed and rinse thoroughly. Shampoo again to bring pH down to a safe level. Towel blot gently. Condition hair and proceed with styling. Discard used supplies. Cleanse and sanitize equipment.

10.1.24 Elaborate

10.1.28 Elaborate


Skill Practical 5hrs Participant handbook

Ask the participants to perform rinsing out the relaxers on their respective dummies. Tell them to do it properly.

10.1.25 Activity

Now let us talk about shampooing/ neutralising and applying the conditioner

Share with the participants about shampooing/ neutralising and applying the conditioner

10.1.26 Say

10.1.27 Do

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Wash and sanitize hands. Complete record of all timings and treatments during the service, and file the record card.

Applying Conditioner

Two types of conditioners available are:

1. Cream-type conditioners are applied to the scalp and hair, then carefully rinsed out. The hair is then towel dried. Apply setting lotion; set the hair on rollers; dry and style the hair in the usual manner.

2. Protein-type (liquid) conditioners are applied to the scalp and hair prior to hair setting and allowed to remain in the hair to serve as a setting lotion. Set the hair on rollers, dry, and style in the usual manner.


Skill Practical 6 Hours Participant handbook, shampoo, wide tooth brush, cream and protein type conditioner

Provide the participants with dummies and ask them to perform shampooing and conditioning. The participant who performs the best will be gifted with a gift hamper.

10.1.29 Activity

Share with the participants about hot thermal iron and sodium hydroxide retouch.

10.1.30 Do

Hot Thermal Irons

Relaxed hair is in a weakened condition. To avoid hair breakage, excessive heat and excessive stretching should be avoided. Thermal curling with warm heat can be used to curl chemically relaxed hair. Conditioning treatments should be recommended and the hair dried completely before thermal curling.

Sodium Hydroxide Retouch

Hair grows about 1⁄4” to 1⁄2” (.66 to 1.25 cm) per month. A retouch should probably be done every 6 weeks to 2 months, depending on how quickly the client’s hair grows.

Follow all the steps for a regular chemical hair relaxing treatment, with one exception: apply the relaxer only to the new growth. In order to avoid breakage of previously treated hair, apply a cream conditioner over the hair that received the earlier treatment, thus avoiding overlapping and damage.

10.1.31 Elaborate

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Self Study 1 Hour Participant handbook

Ask the participants to refer to PM and study in detail about hot thermal iron and sodium hydroxide retouch so that when they are asked question regarding it they are able to answer it.

10.1.32 Activity

When giving a chemical relaxing treatment, you can never be too cautious. Here is a review of the safety measures that will ensure a comfortable and safe treatment for your client.

1. Examine the scalp for abrasions; if any are present, do not give a hair relaxing treatment.2. Analyse the hair; give a strand test.3. Do not relax damaged hair. Suggest a series of conditioning treatments. In extreme cases it may be

advisable to cut off the damaged hair.4. Do not shampoo the hair prior to the application of a sodium hydroxide product.5. Do not apply a sodium hydroxide relaxer over a thio relaxer.6. Do not apply a thio relaxer over a sodium hydroxide relaxer.7. Never use a strong relaxer on fine hair, as it may cause breakage.8. Cool or warm irons may be used on chemically relaxed hair. Do not use excessive heat, as it may cause

damage to relaxed hair.9. Apply a protective base, to avoid burning or irritating the scalp with the sodium hydroxide relaxer.10. Wear protective gloves.11. Protect client’s eyes.12. Use extreme care when applying the relaxer to avoid accidentally spreading it on the ears, scalp, or skin.13. Strand test the action of the relaxer frequently to determine how fast the natural curl is being removed.

Refer to participant handbook (Pg- 140) to explain the participants about the rest of the safety precautions.

10.1.35 Elaborate

Let us now conclude this session by talking about safety precautions

Ask the participants what according to them are the safety precautions which should be followed when giving a relaxing treatment. Write down their point of view on a flip chart/ black board and link it with the steps given in the PM in order to create an interactive and interesting learning session.

10.1.33 Say

10.1.34 Ask

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Also give the participant some hair care tips for straightened hair

10.1.36 Do


Self Study 1 Hour Participant handbook,

Divide the class into four groups and ask them to prepare a chart on safety precautions to better their understanding regarding it and encourage passive learning.


Self Study 2 hr Participant handbook,


Periodic Assessment 1 hr Participant handbook,

10.1.37 Activity

10.1.38 Activity

10.1.39 Activity



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BWS/N9002

11. Maintain health and safety at the workplaceUnit 11.1 - Health and Safety in workplace

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Facilitator Guide



1. Identify risk and threat in the workplace and respond appropriately to them2. Understand and practice correct posture and correct lifting and carrying techniques

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1. Know how to maintain workplace safety and respond to several threats

UNIT 11.1: Health and Safety in workplace

Unit Objectives

Let us begin with a new unit “Workplace Health and Safety”

11.1.1 Say

This is the fifteenth session of the program which talks about health and safety in workplace. The participants should be explained about it in a proper way so that they can perform their task in a proper way.


Now let us begin with a new session which is about health and safety in workplace. In the previous sessions we have had a clear understanding about hair styling; now we will talk about health and safety in workplace.

11.1.2 Note

11.1.3 Say

11.1.5 Say

• Begin with revising the things explained in previous session. Ask the following questions ᴑ What are the different types of hair styles? Explain any two with the steps.


11.1.4 Do

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Hair dressing and Beauty therapy is an exciting, fast-moving industry, but just as it presents you with some great opportunities, it also involves responsibilities. You will be working with clients and using certain tools and products, and there are procedures that you must follow in order to ensure that your actions do not create any health and safety hazards and that you do not ignore hazards that present risks in your workplace.

Your health and safety responsibilities at work include making sure that your actions protect the health and safety of yourself and others, meet any legal responsibilities and follow workplace instructions.

This section covers the health and safety responsibilities for everyone in the hair and beauty therapy industry. You must always make sure that your actions do not create a health and safety risk. In the workplace, many things can cause accidents, injury or illness if they are not recognised and made safe.

Let us now understand how to identify the hazards and evaluate the risks in your workplace.

11.1.6 Say

11.1.10 Say

Take them through the section on parlour health.

11.1.7 Do

Refer to Participant Handbook (135-136) to explain the participants about parlour health.

11.1.8 Elaborate


Rapid fire questions 5 hrs Participant Handbook

Do a rapid fire questions on the concepts they have learned. Mostly one word answers.

11.1.9 Activity

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Almost anything may be a hazard, but may or may not become a risk. Some hazards could be thought of as ‘accidents waiting to happen’, as they pose such a high risk. Other hazards are less of a risk, but need to be identified and controlled nevertheless.

For example, in a salon, many deliveries are made. If some boxes of products were delivered and set down on the floor beside reception, these boxes would be a hazard. The risk would be the chance that someone could trip over the boxes and hurt themselves. The risk would be high if the boxes were in the middle of the floor, directly in the path of the staff and clients in the salon, but the risk could be controlled by moving the boxes to a place where they are less likely to be in the way of people who are moving about in the salon.

You need to be aware of the hazards that may exist in your workplace, and you will need to be able to spot hazards, identify the risks that they pose, and take steps to make sure that they do not cause a problem to you, your clients or other staff.

11.1.11 Say

Talk about hazards and risks and how to assess risk and control it.

11.1.12 Do

Refer to Participant Handbook to explain the participants about hazards and risks.

11.1.13 Elaborate


Individual writing 1 hr Participant Handbook

11.1.14 Activity

What is a risk and what is a hazard? Give two examples of each.

Ask them to think and write in their workbooks. As they write go around and see what each one is writing. After they finish invite them to share with the whole class.

11.1.15 Ask

11.1.16 Ask

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Facilitator Guide

Now let us understand some health and safety rules with regards to hot and cold water, electrical appliances, fire etc.

11.1.17 Say

Take them through the common workplace threats and safety rules.

11.1.18 Do


Poster Making 2 hrs Participant Handbook, Charts, Pen

Divide the class into groups and ask them to create posters on safety for putting up in the class. The topics can be, fire safety, electrical appliance safety, shoplifting safety etc.

11.1.19 Activity



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12. Create a Positive Impression at the Workplace

BWS/N9003

Unit 12.1 - Creating Positive Impression at Workplace

Unit 12.2 - Working with Team

Unit 12.3 - Problem Solving and Decision Making

Unit 12.4 - Planning and Organising

Unit 12.5 - Customer Centricity

Unit 12.6 - Language Skills

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Facilitator Guide



1. Maintain good appearance and behaviour2. Understand the code of conduct for a Hairstylist3. Execute tasks as pe organization’s standards4. Communicate and record information5. Work effectively as part of a team6. Build a professional attitude towards client7. Understand the importance of professional skills like Decision Making, Problem Solving, Planning, Time8. Management and Customer Centricity for your role.9. Understand the importance of Language skills10. Practice language skills needed for your role11. Summarise and integrate your learnings of the training program

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1. Know about personal grooming2. Learn team work and behaviour with customers

UNIT 12.1: Creating Positive Impression at Workplace

Unit Objectives

Let us begin with a new and the most important unit” Creating positive impression at workplace”

12.1.1 Say

This is the twenty-second session of the program which talks about creating positive impression at workplace. The participants should be explained about it in a proper way so that they can perform their task in a proper way.


Now let us begin with a new session which is about creating positive impression at workplace. In the previous sessions we have had a clear understanding about posture during lifting and shifting heavy things; now we will talk about creating positive impression at workplace.

12.1.2 Note

12.1.3 Say

12.1.5 Say

• Begin with revising the things explained in previous session. Ask the following questions ᴑ What is the correct posture of lifting?


12.1.4 Do

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Facilitator Guide

Let us begin the session by discussing about communication

Now let us begin with a new session which is about creating positive impression at workplace. In the previous sessions we have had a clear understanding about posture during lifting and shifting heavy things; now we will talk about creating positive impression at workplace.

All living beings communicate with each other. Humans are the only living beings who communicate by a variety of ways. Learning how to communicate effectively with clients and your team will make you succeed in your career as a HS.

Communication is the process or activity of sharing/conveying information through the help of messages using methods like speech, writing, visuals, signals or behaviour. This process of conveying a message is considered to be complete only when the person receiving the message has fully understood the message.

12.1.6 Say

12.1.9 Say

12.1.7 Say

Share the process of communication with them and discuss its various elements.

12.1.8 Do

Share the process of communication with them and discuss its various elements.

12.1.10 Do


Quiz 1 hr Participant Handbook, Chart paper, Pen

Conduct a quiz on do’s and don’ts of good communication they have just learned about. Ask them questions

regarding the same.

At the end of the activity reiterate about the do’s and don’ts of good communication, in order to conclude the activity in a proper manner.

12.1.11 Activity

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Let us discuss about salon etiquette.

12.1.12 Say

Share with the participants about salon etiquette.

12.1.13 Do

Salon etiquette

1. Don’t be late.2. Be patient and kind when discussing how to achieve a great haircut and style (or colour)3. Be clear about the costs4. Honesty is the best policy5. Don’t expect a tip for mediocre or poor service.6. Do not use your cell phone while7. Keep conversation pleasant and professional

12.1.14 Elaborate


Self Study 1 hr Participant Handbook, Chart paper, Pen

Ask the participants to refer to PM and study in detail about salon etiquette, so that when they are asked question regarding it they are able to answer it.

11.1.15 Activity

All employees in a salon are expected to conform to standards of reasonable conduct which reflect professionalism. So let us discuss about code of conduct of an HS

12.1.16 Say

Take them through the code of conduct for an AHS in a salon. Talk about tact, tolerance and respect and maintaining client confidentiality.

12.1.17 Do

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Facilitator Guide

Tell the participants to get ready for an activity which would energise them.

12.1.19 Do

Refer to PM (Pg-166-167) to explain the participants in detail about code of conduct.

12.1.18 Elaborate


Tide’s In, Tide’s Out 1 hr

• Draw a line representing seashore and ask the participants to stand behind the line.• When the facilitator shouts “tide’s out” everyone jumps forward over the line, when the facilitator

shouts “tide’s in” everyone jumps backward over the line• If the facilitator shouts “tides out” twice in a row, participants who move will have to drop out of the

game

12.1.20 Activity

A hair stylist works in very close proximity with their clients. It is very unpleasant for a client to have an operator bending over them with either bad breath or body odours. Practicing a high standard of personal hygiene is vital.

12.1.21 Say

Take them through the points on personal hygiene and things to avoid.

12.1.22 Do

Refer to PM (Pg 167-168) to explain the participants in detail about personal hygiene and things to avoid

12.1.23 Elaborate

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Self Study 1 hr Participant Handbook, Chart paper, Pen

Ask the participants to refer to PM and study in detail about personal hygiene and things to avoid, so that when they are asked question regarding it they are able to answer it.

12.1.24 Activity



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Facilitator Guide


1. Effectively work in the team2. Understand the skills needed to be an effective team member

UNIT 12.2: Working with Team

Unit Objectives

This is the twenty-third session of the program which talks about working with team. The participants should be explained about it in a proper way so that they can perform their task in a proper way.


Now let us begin with a new session which is about working with team. In the previous sessions we have had a clear understanding about positive impression at workplace; now we will talk about working with team.

12.2.1 Note

12.2.2 Say

12.2.4 Say

• Begin with revising the things explained in previous session. Ask the following questions ᴑ What do you understand by communication? ᴑ List down the etiquette which an HS must follow ᴑ List down the code of conduct which an HS must follow.


12.2.3 Do

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The goal of any beauty salon is to anticipate and fulfil clients’ needs within a healthy and happy salon environment thereby promoting a thriving business. In order to achieve your salon’s objectives, you and your colleagues need to agree ways of working together in the salon towards a common goal.

A team will also be made up of different personalities and it is important for everyone to get on when working together as part of a team. The team will only be effective if everyone feels they are working equally and resentment will build up if some team members are not working as hard as others. Make sure you are an effective team member by working as hard as you can.

You as a hair stylist are responsible for maintaining good relationship with the customer and provide them with the best service. To maintain it you need to coordinate with other colleagues as well as you may need their help at any point of time. Always remember:

• Display courteous and helpful behaviour at all times.• Maintain clear communications with colleagues.• Work harmoniously with colleagues, resolve conflicts amicably.• Identify and display a non discriminatory attitude with customers and other staff members.

12.2.5 Say

12.2.6 Say


Case Analysis 1 hr Participant Handbook, Chart paper, Pen

Case: You have been working for four hours without a break and are looking forward to finishing your next client because then you will have the time to stop for a drink.

When the client arrives you discover that she is expecting a cut and blow-dry, she was wrongly booked in for a trim so you will not get that break after all. You see that another member of staff is free. If she would shampoo for you then you would have a chance to make a drink.

12.2.8 Activity

Share with them points on how to be an effective team member.

12.2.7 Do

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Facilitator Guide

Have the case on the ppt and ask them to read it. After they finish reading ask them to get into groups and answer the following questions.

• Do you ask the client to sit, hoping that your colleague sees her and offers to shampoo her hair?• Do you say to your colleague, Suman, would you mind shampooing my next client for me so I can make

myself a quick drink’?Give reasons for your answer.

12.2.9 Do

When we are working in a salon we must execute all tasks as per the organizational standards within the limits of our authority. Let us see a few scenarios to understand how to deal with this.

In your group, discuss how this situation might have been avoided. Think about the limits of your responsibility.

12.1.11 Say

12.1.14 Say

Take them through scenario A and B given in the PM (Pg-170). Discuss how should they act?

12.1.12 Do

Ask them to consolidate their answers and present in front of whole class.

12.1.10 Ask


Case Analysis 1 hr Participant Handbook, Chart paper, Pen

A colleague asks you to phone a supplier and order some stock. When the stock arrives you find that you have ordered too much. The company will not take back the extra stock and the salon owner is not very happy because she will have to pay for stock that she does not want.

12.1.13 Activity

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Take them through the points that should be kept in mind when dealing with customers.

12.1.15 Do



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Facilitator Guide


1. Understand the need of problem solving and decision making skills2. Practice the problem solving and decision making skills

UNIT 12.3: Problem Solving and Decision Making

Unit Objectives

This is the twenty-fourth session of the program which talks about problem solving and decision making. The participants should be explained about it in a proper way so that they can perform their task in a proper way.


Now let us begin with a new session which is about problem solving and decision making. In the previous sessions we have had a clear understanding about hair styling; now we will talk about problem solving and decision making.

When starting a career as ahair stylist, it is imperative to develop professional ethics. Strong work ethics shows that a person is self-motivated, conducts works in a professional manner, and is able to self-evaluate.

12.3.1 Note

12.3.2 Say

12.3.4 Say

12.3.5 Say

• Begin with revising the things explained in previous session. Ask the following questions ᴑ List down the important points required to be an effective team member.


12.3.3 Do

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It is necessary to possess these qualities because they will determine success that one can get in this industry.

The first important fundamental of a strong work ethic is self-motivation. Self-motivation is the ability to satisfy a desire, expectation, or goal without being influenced to do so by another person. Developing and following a code of ethics for your salon business helps you set the tone for your employees, reassure your clients that you have their best interests at heart, and establish your salon as a reputable workplace. In this unit we will look at a few professional skills which will help you in your job.

Problem solving is an essential part of every job role. As a hair stylist you will encounter various problems where you will need to take a decision. For example, breakdown and malfunction of equipment, unsafe and hazardous working conditions, security breaches etc.

Imagine the following scenario: an angry client comes into the salon complaining that the perm you carried out over a month ago has dropped and she has an uneven curl result. She demands her money back. It is not within the limits of your authority to do this

12.3.6 Say

12.3.7 Say

What will you do?

Wait for their responses and then ask them to do an activity

12.3.8 Ask

12.3.9 Response


Group Discussion 3 hrs Participant Handbook, newspaper

Ask the participants to get into groups and discuss common problems in a salon and identify ways to solve them. Ask each group to take one problem and identify the best solution.

12.3.10 Activity

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Facilitator Guide

Sum up the whole discussion with sharing guidelines to handle difficult situations. Share with them other practical problems in a salon and how should you solve it.

12.3.11 Do



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1. Discuss about the importance of planning and organising for a Hairstylist

UNIT 12.4: Planning and Organising

Unit Objectives

This is the twenty-fifth session of the program which talks about planning and organising. The participants should be explained about it in a proper way so that they can perform their task in a proper way.


Now let us begin with a new session which is about planning and organising. In the previous sessions we have had a clear understanding about problem solving and decision making; now we will talk about planning and organising.

In a busy salon you will be asked or instructed to carry out many different services. Your job list may contain a number of items and instructions may be fired at you in quick succession. It is essential that you plan your activities and time and organize your work so that you are effective as an HS.

12.4.1 Note

12.4.2 Say

12.4.4 Say

12.4.5 Say

• Begin with revising the things explained in previous session. Ask the following questions ᴑ What do you understand by problem solving and decision making.


12.4.3 Do

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Facilitator Guide

Sum up the whole discussion with sharing guidelines to handle difficult situations. Share with them other practical problems in a salon and how should you solve it.

12.4.6 Do


Time Wasters 5 hrs Participant Handbook, PPT

Ask them to identify personal time robbers and how can they deal with them?


Important/Urgent Matrix 1 hrs Participant Handbook, PPT

Ask them to prepare a TO DO List for the day and then to plot those tasks on the important urgent matrix

12.4.7 Activity

12.4.10 Activity

Time Management means managing time effectively so that you allocate the right tim for the right activity.

Doing this activity will help us reflect that what we are doing is important to us or not.

12.4.8 Say

12.4.11 Say

Share the details of time management with them.

12.4.9 Do

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Share guidelines to help your manage your time better.

12.4.12 Do



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Facilitator Guide


1. Discuss the importance of customer centricity for a Hairstylist

UNIT 12.5: Customer Centricity

Unit Objectives

This is the twenty-sixth session of the program which talks about customer centricity. The participants should be explained about it in a proper way so that they can perform their task in a proper way.


Now let us begin with a new session which is about customer centricity. In the previous sessions we have had a clear understanding about planning and organising; now we will talk about customer centricity.

12.5.1 Note

12.5.2 Say

12.5.4 Say

• Begin with revising the things explained in previous session. Ask the following questions ᴑ What do you understand by planning and organising?


12.5.3 Do

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Customer centricity doesn’t mean, simply being there, opening the store, stocking products, and having someone to collect money. Being customer-centric means that everything you do from the environment that you place them in, and the way you serve those customers is centered on and about customers and their experience in the salon and this approach not only limits to external customers (daily customers, frequent customers, clients etc.) but also to the internal customers (other colleagues etc.).

12.5.5 Say

Share the importance of customer centricity in their role.

12.5.6 Do


Group Discussion 1 hr Participant Handbook PPT

Ask them to get into groups and discuss and identify best practices to develop client orientation and how it can benefit the business

12.5.8 Activity

Refer to participant handbook(Pg-147) to explain the participants about customer centricity

12.5.7 Elaborate



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Facilitator Guide


1. Explain the importance of language skill2. Practice effective language skills when dealing with customer and colleagues

UNIT 12.6: Language Skills

Unit Objectives

This is the twenty-seventh session of the program which talks about language skills. The participants should be explained about it in a proper way so that they can perform their task in a proper way.


Now let us begin with a new session which is about language skills. In the previous sessions we have had a clear understanding about customer centricity; now we will talk about language skills.

12.6.1 Note

12.6.2 Say

12.6.4 Say

• Begin with revising the things explained in previous session. Ask the following questions ᴑ What do you understand by customer centricity?


Share with the participants about language skills.

12.6.3 Do

12.6.5 Do

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Tell the participants to get reading for an activity on stages of listening.

Tell the participants that now they will have to perform an activity on speaking skills.

Tell the participants to perform an activity on reading skills.

12.6.8 Do

12.6.10 Do

12.6.12 Do


Role Play 2 hrs Participant Handbook PPT

Ask them to get into groups and prepare role plays on active listening and passive listening. Discuss the benefits of active listening in the context of the job role.


Impromptu speech 1 hr Participant Handbook PPT

Ask them to do an impromptu speech on a subject of their choice. Watch out for rate of speech, vocabulary, excessive jargon etc.

12.6.9 Activity

12.6.11 Activity

Refer to Participant Handbook to explain the participants about

• Listening skills• Speaking skills• Reading and writing skills

12.6.7 Elaborate

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Facilitator Guide


Reading Product Labels 1 hr Participant Handbook PPT

Hand out common products used in a salon. Ask them to read the label and identify it’s expiry date and storage and disposal information.


Noting down messages 1 hr Participant Handbook PPT

Ask them to do a role play where one is a therapist and the other is a client who is rescheduling an appointment. See how they listen and write down information

12.6.13 Activity

12.6.15 Activity

Tell the participants to perform an activity on writing skills.

12.6.14 Do



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13. Employability & Entrepreneurship SkillsUnit 13.1 – Personal Strengths & Value Systems Unit

Unit 13.2 – Digital Literacy: A Recap

Unit 13.3 – Money Matters

Unit 13.4 – Preparing for Employment & Self Employment

Unit 13.5 – Understanding Entrepreneurship

Unit 13.6 – Preparing to be an Entrepreneur

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Facilitator Guide



1. Explain the meaning of health 2. List common health issues 3. Discuss tips to prevent common health issues 4. Explain the meaning of hygiene 5. Discuss the purpose of Swacch Bharat Abhiyan 6. Explain the meaning of habit 7. Discuss ways to set up a safe work environment 8. Discuss critical safety habits to be followed by employees 9. Explain the importance of self-analysis 10. Discuss motivation with the help of Maslow’s Hierarchy of Needs 11. Discuss the meaning of achievement motivation 12. List the characteristics of entrepreneurs with achievement motivation 13. List the different factors that motivate you 14. Discuss the role of attitude in self-analysis 15. Discuss how to maintain a positive attitude 16. List your strengths and weaknesses 17. Discuss the qualities of honest people 18. Describe the importance of honesty in entrepreneurs 19. Discuss the elements of a strong work ethic 20. Discuss how to foster a good work ethic 21. List the characteristics of highly creative people 22. List the characteristics of highly innovative people 23. Discuss the benefits of time management 24. List the traits of effective time managers 25. Describe effective time management technique 26. Discuss the importance of anger management 27. Describe anger management strategies 28. Discuss tips for anger management 29. Discuss the causes of stress 30. Discuss the symptoms of stress 31. Discuss tips for stress management32. Identify the basic parts of a computer33. Identify the basic parts of a keyboard34. Recall basic computer terminology35. Recall the functions of basic computer keys36. Discuss the main applications of MS Office37. Discuss the benefits of Microsoft Outlook38. Identify different types of e-commerce

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39. List the benefits of e-commerce for retailers and customers40. Discuss Digital India campaign will help boost e-commerce in India41. Describe how you will sell a product or service on an e-commerce platform42. Discuss the importance of saving money43. Discuss the benefits of saving money44. Discuss the main types of bank accounts45. Describe the process of opening a bank account46. Differentiate between fixed and variable costs47. Describe the main types of investment options48. Describe the different types of insurance products49. Describe the different types of taxes50. Discuss the uses of online banking51. Discuss the main types of electronic funds transfer52. Discuss the steps to follow to prepare for an interview53. Discuss the steps to create an effective Resume54. Discuss the most frequently asked interview questions55. Discuss how to answer the most frequently asked interview questions56. Identify basic workplace terminology57. Discuss the concept of entrepreneurship58. Discuss the importance of entrepreneurship59. Describe the characteristics of an entrepreneur60. Describe the different types of enterprises61. List the qualities of an effective leader62. Discuss the benefits of effective leadership63. List the traits of an effective team64. Discuss the importance of listening effectively65. Discuss how to listen effectively66. Discuss the importance of speaking effectively67. Discuss how to speak effectively68. Discuss how to solve problems69. List important problem solving traits70. Discuss ways to assess problem solving skills71. Discuss the importance of negotiation72. Discuss how to negotiate73. Discuss how to identify new business opportunities74. Discuss how to identify business opportunities within your business75. Explain the meaning of entrepreneur76. Describe the different types of entrepreneurs77. List the characteristics of entrepreneurs78. Recall entrepreneur success stories79. Discuss the entrepreneurial process80. Describe the entrepreneurship ecosystem

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81. Discuss the purpose of the Make in India campaign82. Discuss key schemes to promote entrepreneurs83. Discuss the relationship between entrepreneurship and risk appetite84. Discuss the relationship between entrepreneurship and resilience85. Describe the characteristics of a resilient entrepreneur86. Discuss how to deal with failure87. Discuss how market research is carried out 88. Describe the 4 Ps of marketing 89. Discuss the importance of idea generation 90. Recall basic business terminology 91. Discuss the need for CRM 92. Discuss the benefits of CRM 93. Discuss the need for networking 94. Discuss the benefits of networking 95. Discuss the importance of setting goals 96. Differentiate between short-term, medium-term and long-term goals 97. Discuss how to write a business plan 98. Explain the financial planning process 99. Discuss ways to manage your risk 100. Describe the procedure and formalities for applying for bank finance 15. Discuss how to manage their

own enterprise 101. List the important questions that every entrepreneur should ask before starting an enterprise

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UNIT 13.1: Personal Strengths & Value Systems Unit

At the end of this unit, you will be able to:

• Explain the meaning of health• List common health issues• Discuss tips to prevent common health issues• Explain the meaning of hygiene• Discuss the purpose of Swachh Bharat Abhiyan• Explain the meaning of habit• Discuss ways to set up a safe work environment• Discuss critical safety habits to be followed by employees• Explain the importance of self- analysis• Discuss motivation with the help of Maslow’s Hierarchy of Needs• Discuss the meaning of achievement motivation• List the characteristics of entrepreneurs with achievement motivation• List the different factors that motivate you• Discuss the role of attitude in self- analysis• Discuss how to maintain a positive attitude• List your strengths and weaknesses• Discuss the qualities of honest people• Describe the importance of honesty in entrepreneurs• Discuss the elements of a strong work ethic• Discuss how to foster a good work ethic• List the characteristics of highly creative people• List the characteristics of highly innovative people• Discuss the benefits of time management• List the traits of effective time managers• Describe effective time management techniques• Discuss the importance of anger management• Describe anger management strategies• Discuss tips for anger management• Discuss the causes of stress• Discuss the symptoms of stress• Discuss tips for stress management

Unit Objectives

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Facilitator Guide

Discuss the meaning of health and a healthy person as given in the Participant Handbook.

• Discuss the common health issues like common cold, allergies, etc. Refer to the Participant Handbook.• Let us do a small activity. I will need some volunteers.

• Conduct a small skit with volunteers from the class. Consider one of the villagers has been appointed as ahealth representative of the village, what measures will you as a health representative suggest to thecommon villagers to prevent common health issues discussed.

• You will need at least 4 volunteers (Narrator, Health Representative, Head of the Village, Doctor).• Explain the health concerns of the village to the Narrator. The Narrator will brief the class about the

skit.• Give the group of volunteers, 5 minutes to do discuss.• At the end of 5 minutes, ask the group to present the skit to the class assuming them as the villagers.• The class can ask questions to the group as a common villager.

Say

Say

Role Play

13.1.1: Health, Habits, Hygiene: What is Health?

Participant Handbook

Resources to be used

• What do you understand by the term “Health?”• According to you, who is a healthy person?

When did you visit the doctor last? Was it for you or for a family member?

Ask

Ask

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Let us now see how many of these health standards we follow in our daily life.

Say

Through this activity we got some tips on how can we prevent these common health issues.

How many of you think that you are healthy? How many of you follow healthy habits?Ask

• Let’s do an exercise to find out how healthy you are.• Open your Participant Handbook section ‘Health, Habits, Hygiene: What is Health?’, and read through

the health standards given.• Tick the points which you think are true for you.• Try to be as honest as possible as this test is for your own learning.

Say

• Ensure that all the participants have opened the right page in the Participant Handbook.• Read aloud the points for the participants and explain if required.• Give them 5 minutes to do the exercise.• At the end of 5 minutes, ask the participants to check how many ticks have they got.

Do

Tell them that they need to follow all the tips given in this checklist regularly in order to remain healthy and fit.

Summary

Summary

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Facilitator Guide

Discuss the meaning of hygiene as given in the Participant Handbook.

Say

Discuss:

• Is it necessary to practice personal hygiene every day? Why?• How does a person feel when they do not practice good personal hygiene? Why?• Can good personal hygiene help a person feel good about his/her self? How?

Ask

• How many of you have heard about “Swachh Bharat Abhiyan”?• Can you tell the class what it is about?

Ask

Health Standard Checklist: Hygiene

Activity

• Let’s do an exercise to find out if we maintain good hygiene habits or not.• Open the Participant Handbook and read through the Health Standard checklist given.• Tick the points which you think are true for you.• Try to be as honest as possible as this test is for your own learning.

Say

• Ensure that all the participants have opened the right page in the Participant Handbook.• Read aloud the points for the participants and explain if required.• Give them 5 minutes to do the exercise. .• At the end of 5 minutes, ask the participants to check how many ticks have they got.• Ask them to calculate their score.• Tell them what each score indicates by reading aloud what has been mentioned in the Participant

Handbook.

Do

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Discuss some good habits which can become a way of life.

Say

What is a habit?

Ask

Tell them about Swachh Bharat Abhiyan as given in the Participant Handbook and request them to take a

pledge to keep our country clean.

Tell them about good and bad habits and the reasons to make good habits a way of life.

Summary

Summary

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Facilitator Guide

Safety Hazards

• There are two parts to this activity.• First part will cover the potential safety hazards at work place.• Second part will cover a few safety signs, symbols and equipments at work place.• Use this format for the first part of the activity.

PART 1

Hazard What could happen? How could it be corrected?

Team Activity

• There are many common safety hazards present in most workplaces at one time or another. They include• unsafe conditions that can cause injury, illness and death.• Safety Hazards include:

ᴑ Spills on floors or tripping hazards, such as blocked aisles or cords running across the floor. ᴑ Working from heights, including ladders, scaffolds, roofs, or any raised work area. ᴑ Unguarded machinery and moving machinery parts; guards removed or moving parts that a worker can ᴑ accidentally touch. ᴑ Electrical hazards like cords, missing ground pins, improper wiring. ᴑ Machinery-related hazards (lockout/tag out, boiler safety, forklifts, etc.)

Say

13.1.2: Health, Habits, Hygiene: What is Health?

• Participant Handbook• Safety signs and symbols• Safety equipments• Blank papers• Pens


• What do you understand by the term “Health?”• According to you, who is a healthy person?

Ask

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Let’s understand it better with the help of an activity. You will be given a handout within your groups. You have to think about the possible hazards of your workplace, what damage these hazards could cause and about the corrective action.

Say

How could you or your employees get hurt at work?

Ask

• Divide the class into five to six groups of four participants each.• Put the format on the board for the activity.• Give blank papers and pens to each group.• The group is expected to think and discuss the potential safety hazards in the workplace.• Ask the group to discuss and fill the format using the blank sheet.• Give the groups 5 minutes for the activity.• For the second part of the activity, show the class some pictures of safety signs, symbols and equipments.• Now they will put down a few safety symbols, signs or equipment against the safety hazards identified.• Give them 5 to 10 minutes to discuss and draw/note it.• At the end of 10 minutes the groups will present their answers to the class.

Do

• Now, let’s discuss the answers with the class.• All the groups will briefly present their answers.

Say

• Ask the audience to applaud for the group presentation.• Ask de-brief questions to cull out the information from each group.• Keep a check on time.• Tell the group to wind up the discussion quickly if they go beyond the given time limit.

Do

De-briefing

• What did you learn from the exercise?• As an entrepreneur, is it important to ensure the safety of your employees from possible hazards? Why?

Ask

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Facilitator Guide

• Ask the participants what they have learnt so far.• Ask if they have any questions related to what they have talked about so far.• Close the discussion by summarizing the tips to design a safe workplace and non-negotiable employee

safety habits.

Summary

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13.1.3: Self Analysis- Attitude, Achievement Motivation:What is Self Analysis?

• Participant Handbook• Old newspapers• Blank papers• Pencils/ pens


• This is a paper pencil activity. ᴑ What are the three sentences that describe you the best? ᴑ What do you need to live happily? ᴑ What are your strengths and weaknesses?

Activity

Tower building

• Each group which will create tower using the old newspapers.

Team Activity

Discuss the concept of Self Analysis and motivation with reference to Maslow’s Hierarchy of Needs as discussed in the Participant Handbook.

Say

• Write the three questions on the board/ flipchart before the session begins.• Give plain papers and pencils/ pens to each participant.• Tell participants to write the answer for the three questions on the paper.• Tell them the purpose of this activity is not to judge anyone but to understand more about self.

Do

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Facilitator Guide

• Divide the class into groups.• Give them some old newspapers.• The task is to create a tower out of the newspapers.• The group which will create the highest tower standing on its own will be considered the winning group.• Groups can use as many newspapers as they want to and in any way they want.

Do

Discuss the concept of achievement motivation and characteristics of entrepreneurs with achievement

motivation as discussed in the Participant Handbook.

Say

• What did the winning group do differently?• If you were given a chance, how would you have made the tower differently?• How did you feel while making the tower?• Did you feel motivated?

Ask

• Let me tell you a story :It’s Little Things that Make a Big Difference.

There was a man taking a morning walk at the beach. He saw that along with the morning tide came hundreds of starfish and when the tide receded, they were left behind and with the morning sun rays, they would die. The tide was fresh and the starfish were alive. The man took a few steps, picked one and threw it into the water. He did that repeatedly. Right behind him there was another person who couldn’t understand what this man was doing. He caught up with him and asked, “What are you doing? There are hundreds of starfish. How many can you help? What difference does it make?” This man did not reply, took two more steps, picked up another one, threw it into the water, and said, “It makes a difference to this one.” What difference are we making? Big or small, it does not matter. If everyone made a small difference, we’d end up with a big difference, wouldn’t we?

Say

Is your attitude positive or negative?

Ask

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What did you learn from this story?

Ask

What Motivates You?

• This is an individual activity.• It is an exercise given in the Participant Handbook.

Activity

• Ask the class to open their Participant Handbook and complete the exercise given in the section WhatMotivates You?

• Ensure that the participants have opened the correct page for the activity.• Give the class 5 minutes to complete the activity.

Do

Discuss the concept of attitude and how to cultivate a positive attitude as discussed in the Participant Handbook.

Say

Close the discussion by summarizing how self-analysis, knowledge about what motivates you and your positive attitude can help in your business as well in life.

Summary

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Facilitator Guide

13.1.4: Honesty & Work Ethics



• What do you understand by honesty?• Why is it important for entrepreneurs to be honest?• Do you remember any incident where your honesty helped you in gaining confidence?• Do you remember any incident where someone lost business due to dishonesty?

Ask

• Talk about honesty, qualities of an honest person, and the importance of honesty in entrepreneurs as discussed in the Participant Handbook.

• “Let’s understand it better with the help of some case scenarios. You will be given some cases within your groups. You have to analyse the case scenario that has been given to you and then find an appropriate solution to the problem.

• Keep your discussion focussed around the following: ᴑ What went wrong? ᴑ Who was at fault? ᴑ Whom did it impact- the customer or the businessman? ᴑ How would it impact the business immediately? What would be the long term impact? ᴑ What could be done? ᴑ What did you learn from the exercise?

Say

• Divide the class into four groups of maximum six participants depending on the batch size.• Give one case study to each group.• Instruct them to read the case carefully.• Put down the de-brief questions on the board and ask the groups to focus their discussion around these

questions.• The group is expected to analyse and discuss the case amongst them and find a solution to the given

problem.• Give the class5-10 minutes to discuss the case and note down their solutions.• At the end of 10 minutes the team should present their case solution to the class. The presentation can

be a narration or a role play.• Ask the group to select a group leader for their group. The group leader to discuss and assign roles to

the group members for the presentation.

Do

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Case Study Analysis

Scenario 1Aakash has a small mobile retail sales and repair shop in Allahabad. He has one of the most popular outletsand has great rapport with his customers.

It’s around 11 AM when a customer barges in to the shop and starts shouting at Aakash for giving her a faulty instrument. The screen of her mobile is cracked from one side. Aakash remembered thoroughly checking the handset before handing it over to the customer. The customer threatens to sue him and to go to Consumer Court for cheating her. Now, the problem occurred somewhere outside the shop but as other customers were listening to the conversation, it might impact his business. The situation needs to be managed very sensitively. What would you do if you were in Aakash’s place?

Scenario2Rajni does beautiful Phulkari embroidery on suits and sarees. She has a small home-based business. She has a huge list of customers on Facebook and WhatsApp who give her orders regularly. Smita is one of her old and regular customers. As her sister-in-law’s weddingwas around the corner, Smita wanted to buy fewhandcrafted Phulkari duppatta. She placed an order for three duppattas via WhatsApp and requested Rajnito send them as soon as possible. When the parcel reached Smita through courier she found that out of the three duppatas, only one was hand embroidered and the other two had machine embroidery on them. Even the length and the quality of the material was not as desired. Smita was heartbroken. It was a complete waste of money and moreover she couldn’t wear what she had planned to during the wedding functions. She sent a message to Rajni on WhatsApp, expressing her anger and disappointment.

Smita has also sent a feedback and expressed her disappointment on the social media. This will directlyaffect Rajni’s business. What would you do if you were in Rajni’s place?

Scenario 3Shankar is a tattoo artist who has a small tattoo showroom in a big, reputed mall in New Delhi. Mr Saksham had an appointment for today, at 11:00 am but he reached at 11:50 am. Meanwhile, Shankar had to reschedule his next appointment. After availing Shankar’s services, Mr Saksham started yelling in an abusive language, refusing to pay the requisite amount, and finding faults in the services provided by him. Who was at fault in this case? What should Shankar do? Should he confront Saksham or give in to the demands of the client?

Scenario 4Shailender is an online cloth reseller who does business through social networking sites such as Facebook and WhatsApp. Priyanka made online payment for a dress to Shailander. But she did not receive the dress for a month. When she asked for a cancellation, Shailander started misleading her. For almost 45 days, he kept promising her that he will pay the amount today, tomorrow, day after tomorrow, etc. Even after repeated calls and messages when she did not receive the payment or the dress, she decided to write a post against him on a popular social media platform. As a result, Shailender lost lots of customers and his flourishing business faced a major crisis. How could this situation have been managed?

Team Activity

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Facilitator Guide

• Now, let’s discuss the problem and solution with the larger group.• The group will first briefly describe the case to the class.• Then discuss the issue identified and the proposed solution.• Once the presentation is over, the class can ask their questions.

Say

• Congratulate each group for the group presentation.• Ask the audience to applaud for them.• Ask de-brief questions to cull out the information from each group.• Keep a check on time. Tell the group to wind up the discussion quickly if they go beyond the given time

limit.

Do

• Ask the participants what they have learnt from the exercise/ activity.• Ask if they have any questions related to what they have talked about so far.• Close the discussion by summarizing the importance of honesty and work ethics for entrepreneurs.

Summary

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13.1.5: Creativity and Innovation

Participant Handbook, Chart papers, Marker pens


• Let’s have a look at these stories.• There are some inspiring stories about people which I would like to share with you.• Narrate these stories to the class.

A.P.J. Abdul KalamWho has not heard of A.P.J. Abdul Kalam: Avul Pakir Jainulabdeen Abdul Kalam hailed from a very humble background. His father was a boat owner. To help his family, Kalam would work as a newspaper vendor. With limited resources, he graduated in Physics and studied aerospace engineering. He was instrumental in India’s step towards nuclear energy. In 2002, he became the 11th President of India.

Water filter/purifier at sourceTwo young boys studying in classes 4 and 5, from Lingzya Junior High School, Sikkim designed a simpleinnovative low cost water purifier.Inspiration behind the idea: Most people today prefer to use a water filter/purifier at their home.Both the children have given idea to have filter/purifier at the source of water so that everyone has access to clean water without having to make an investment in purchasing a filter/purifier.Soring’s idea is to have a centralised purification system at the point of distribution like water tank whileSubash’s idea is to have such purifiers attached to public taps.Source: http://www.rediff.com/getahead/report/achievers-top-31-amazing-innovations-from-youngindians/20151208.htm

Solar seederThis is a story of a innovative solar seeder and developed by Subash Chandra Bose, a class 8, student from St Sebasthiyar Matriculation School, Pudukkottai, Tamil Nadu. Subash has developed a solar powered seed drill, which can undertake plantation for different size of seeds at variable depth and space between two seeds. Source: http://www.rediff.com/getahead/report/achievers-top-31-amazing-innovations-from- youngindians/20151208.htm

Looms for physically challengedNow this is really inspiring of two sisters, Elakkiya a Class 6 student and Pavithra a Class 9 student of SRCMemorial Matriculation, Erode, Tamil Nadu.The two sisters have come up with loom for lower limbed physically challenged. In their loom they havereplaced the pedal operated system with a motor and a gearbox attached to a pulley mechanism.Source: http://www.rediff.com/getahead/report/achievers-top-31-amazing-innovations-from- youngindians/20151208.htm

Say

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Facilitator Guide

• If they can, why can’t you? Discuss concepts related to ‘Creativity and Innovation’ with the participants as given in the Participant Handbook.

Ask

• Recall the stories on motivation.• What is the inner drive that motivates people to succeed?• Let’s learn more about such creative and innovative entrepreneurs with the help of an activity.

Say

• This is a group activity.

Think of any one famous entrepreneur and write a few lines about him or her.Activity De-brief• Why did you choose this particular entrepreneur?• What is his/her brand name?• What creativity does he/she possess?• What was innovative about their ideas?

Team Activity

• Instruct the participants that this is group work.• Divide the class into small groups of 4 or 6 depending on the batch size.• Give each group a chart paper.• Tell the participants they have to write a few lines about any one famous entrepreneur.• Give the participants 10 minutes to discuss and write.• Keep a check on time. Tell the group to wind up quickly if they go beyond the given time limit.• Ask each group to read out what they have written.• Ask the de-brief questions.

Do

• Summarize the unit by asking participants if they know of some people who are highly creative and innovative in their approach.

• Ask them to share some experiences about these people with the class.

Summary

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• Source for stories on innovations:http://www.redi ff.com/getahead/report/achievers-top-31-amazing- innovat ions-f rom-youngindians/20151208.htm

Notes for Facilitation

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13.1.6: Time Management



Does this sound like you?

• I can never get enough time to finish what I am doing in a day.• I have so many things to do that I get confused.• I want to go for a walk and exercise, but I just do not have the time.• I had so much to do, so I could not deliver that order on time.• I would love to start my dream business; but, I just do not have the time.

Ask

• Does this happen with you too?• Do you find it difficult to prioritize your work?• Are you able to manage your time effectively?

Ask

• Let’s look at these two examples:

Example 1:Ankita works from home as a freelance writer. She says she can easily put in 8 hours of dedicated work in aday. Because she works from home, she saves money on travel and has a comfortable work routine. Butthere is a challenge and it is distraction. As she works from home, she can easily just get up and sit down onthe sofa to watch TV, wasting valuable time. She may have chores to do, errands to run and bills to pay. Sheends up working only two to three hours a day and the result is, her work gets piled up. She is unable to take on more work due to this. Even though her quality of work is appreciated her clients are not very happy about the delay in submission.

Example 2:Javed has started a successful online selling company from home and makes a good living from his sales. He has set up a small office space in his living room. As both his parents are working full-time, he also has the role of taking care of his two younger siblings. He almost spends half of his day with the younger kids. He does not mind it but it means taking time away from the work. He is still able to manage his online business with these commitments. He wants to spend some more dedicated hours so as to increase his profits. He also wants to look into new business avenues. What should he be doing.

ExampleExample

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• Why is it important to manage time? How does it help?• What happens when you don’t manage your time effectively?• Do you find it difficult to prioritize your work?

Ask

• Conduct a group discussion based on the above examples.• Direct the discussion on how to prioritize work and manage time effectively.

Activity

• Time management is not only about how hard you work but also about how smart you work.• Discuss “What is Time Management” with the participants as given in the Participant Handbook.

• Discuss the benefits of time management given in the Participant Handbook.• Let’s learn effective time management with the help of an activity.

Say

Say

Effective Time Management

• This activity has two parts:

PART 1TO-DO LIST

ᴑ You have to make a to-do list. ᴑ List all of the activities/ tasks that you have to do. ᴑ Try to include everything that takes up your time, however unimportant it may be. ᴑ If they are large tasks, break them into action steps, and write this down with the larger task. ᴑ You can make one list for all your tasks or have separate to-do lists for personal and professional tasks.

Activity

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PART 2URGENT-IMPORTANT GRID

• You have to make a grid as shown on the board here. .• This grid has four boxes. As you can see, each box has a different heading.• At the heart of the urgent-important grid, are these two questions:

ᴑ Is this task important? ᴑ Is this task urgent?

• Now, you have to think about each activity that you have written in your to-do list and put it into one of the four categories.• What do these categories depict?• Category 1: Urgent/Important

ᴑ This category is for the highest priority tasks. They need to get done now.

• Category 2: Not Urgent/Important ᴑ This is where you want to spend most of your time. ᴑ This category allows you to work on something important and have the time to do it properly. ᴑ This will help you produce high quality work in an efficient manner. ᴑ The tasks in this category are probably the most neglected ones, but also the most crucial ones

for success. ᴑ The tasks in this category can include strategic thinking, deciding on goals or general direction and ᴑ planning – all vital parts of running a successful business.

• Category 3: Urgent/Not Important ᴑ This is where you are busy but not productive. These tasks are often mistaken to be important,

whenthey’re most often busywork. ᴑ Urgent but not important tasks are things that prevent you from achieving your goals. ᴑ However, some may be activities that other people want you to do.

• Category 4: Not Important and Not Urgent ᴑ This category doesn’t really include tasks, but rather habits that provide comfort, and a refuge

frombeing disciplined and rigorous with your time management. ᴑ Some may be activities that other people want you to do. ᴑ These might include unplanned leisure activities as well.

TO- DO list format

1.2.3.4.5.6.7.8.9.1011.12.

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URGENT-IMPORTANT GRID

URGENT/ IMPORTANT ᴑ Meetings ᴑ Last minute demands ᴑ Project deadlines ᴑ Crisis

NOT URGENT/ IMPORTANT ᴑ Planning ᴑ Working towards goals ᴑ Building relationship ᴑ Personal commitments

ᴑ Interruptions ᴑ Phone calls/ E-mails ᴑ Other people’s minor demands

URGENT/ NOT IMPORTANT

ᴑ Internet surfing ᴑ Social media ᴑ Watching TV

NOT URGENT/ NOT IMPORTANT

1 2

3 4

URGENT/ IMPORTANT GRID format

URGENT/ IMPORTANT NOT URGENT/ IMPORTANT

URGENT/ NOT IMPORTANT NOT URGENT/ NOT IMPORTANT

1 2

3 4

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Activity De-brief:

How can we balance tasks between the four categories?

How to manage time through this grid?

• Category 1: Urgent/Important ᴑ Try to keep as few tasks as possible here, with the aim to eliminate. ᴑ If you spend too much of your time in this category, you are working solely as a trouble shooter, and

never finding time to work on longer-term plans.• Category 2: Not Urgent/Important

ᴑ Plan these tasks carefully and efficiently as they are most crucial ones for success. ᴑ If necessary, also plan where you will do these tasks, so that you're free from interruptions. ᴑ Include strategic thinking, deciding on goals or general direction and planning in your planning

process.• Category 3: Urgent/Not Important

ᴑ Ask yourself whether you can reschedule or delegate them. ᴑ A common source of such activities is other people. Sometimes it's appropriate to say "no" to

peoplepolitely, or to encourage them to solve the problem themselves.• Category 4: Not Important and Not Urgent

ᴑ You also want to minimize the tasks that you have in this category. ᴑ These activities are just a distraction – avoid them if possible. ᴑ You can simply ignore or cancel many of them. ᴑ Politely say "no" to work assigned by others, if you can, and explain why you cannot do it. ᴑ Schedule your leisure activities carefully so that they don't have an impact on other important

tasks.• Discuss the traits of effective time managers and effective time management techniques as given in the

Participant Handbook.

Say

• Put down the formats for the to-do list and the urgent/ important grid on the board.• Instruct the participants to prepare their to-do list first.• Give the participants 10 minutes to prepare the list.• Once done, instruct them to divide the tasks in to-do list into the four categories.• Explain the four categories to the participants giving examples specific to their context.• As you explain the categories fill the grid with the type of tasks.• Give the participants 40 minutes to fill the grid.• Then explain how to balance the tasks between the four categories.• Keep a check on time. Tell the group to wind up quickly if they go beyond the given time limit.

Do

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• Discuss the traits of effective time managers and effective time management techniques as given in the Participant Handbook.

Summary

• Here is a short story. You can conclude the session narrating the story. To make it more interesting you can perform the demonstration described and discuss the short story.

ᴑ One day an expert in time management was speaking to a group of students. As he stood in front of the group, he pulled out a large wide-mouthed glass jar and set it on the table in front of him. Then he took out a bag of about a dozen rocks and placed them, one at a time, into the jar. When the jar was filled to the top and no more rocks would fit inside, he asked, "Is this jar full?" Everyone in the class said, "Yes." Then he said, "Really?"

ᴑ He reached under the table and pulled out a bucket of gravel (small stones). He dumped some gravel in and shook the jar causing pieces of gravel to work themselves down into the space between the rocks. Then he asked the group once more, "Is the jar full?" By this time, the class began to understand. "Probably not," one of them answered. "Good!" he replied.

ᴑ He reached under the table and brought out a bucket of sand. He started dumping the sand in the jar and it went into all of the spaces left between the rocks and the gravel. Once more he asked the question, "Is this jar full?" No!" the class shouted. Once again he said, "Good." Then he grabbed a jug of water and began to pour it in until the jar was filled to the brim. Then he looked at the class and asked, "What is the point of this illustration? “One student raised his hand and said, “No matter how full your schedule is, if you try really hard you can always fit some more things in it!" "No," the speaker replied, "that's not the point. The truth this illustration teaches us is: If you don't put the big rocks in first, you'll never get them in at all." What are the 'big rocks' in your life? Your children; your loved ones; your education; your dreams; a worthy cause; teaching or mentoring others; doing things that you love; time for yourself; your health; your mate (or significant other). Remember to put these BIG ROCKS in first or you'll never get them in at all. If you sweat about the little stuff (the gravel, sand, and water) then you'll fill your life with little things you worry about that don't really matter, and you'll never have the time you need to spend on the big, important stuff (the big rocks).

• End the story with these lines… So, tonight, or in the morning tomorrow, when you are reflecting on this short story, ask yourself thisquestion: What are the 'big rocks' in my life? Then, put those in your jar first


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13.1.7: Anger Management



• What is anger? Is anger good or bad?• Is anger normal or an abnormal behaviour? How can anger harm you?• Why is it important for entrepreneurs to manage their anger?

Ask

• Talk about anger and the importance of anger management in entrepreneurs as discussed in the Participant Handbook.

• Let us do a small activity. This is an individual activity.• Think of the incidents and situations that angered you and hurt you.

Say

• Instruct them to note down these situations under different categories (as given in the Activity).• Give the class 3-5 minutes to think and note down their answers.• At the end of 5 minutes, ask some participants to volunteer and present their answers.• They can also share these situations with their fellow participants if they do not wish to share it with

the entire class.

Do

• Do you remember any incident which has hurt ᴑ you physically ᴑ you mentally ᴑ your career ᴑ your relationships

Activity

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• Do you ever get angry?• What are the things that make you angry?• Do you remember any incident where your anger management helped you in maintaining healthy

relationship?• Do you remember any incident where someone lost business/ friend/ relationship due to temper

(anger)?

Ask

• There are a few strategies which can help in controlling your anger. Let's do an activity to understand the anger management process better.

• This is an individual activity.• Think of the incidents/ situations which trigger your anger (the cause).• Then think what happened as a result of your anger (the effect).• You need to come up with some techniques to manage your anger.

Say

• Give the class the anger triggers (the cause) as listed in the activity.• Put down the activity format (Anger Triggers, Result of your Anger, Anger Management Techniques) on

the board and instruct the class to write the answers under different categories.• Give the class 3-5 minutes to think and note down their answers.• At the end of 5 minutes, ask the participants who wish to volunteer and present their answers.

Do

Trigger points and Anger Management Techniques Activity

Anger Triggers

List of triggers that make you angry:

Someone says you did something wrong.You want something you can't have now.You get caught doing something you shouldn't have been doing.You are accused of doing something you didn't do.You are told that you can't do something.Someone doesn't agree with you.Someone doesn't do what you tell him to do.Someone unexpected happens that messes up your schedule.

Activity

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• Now, let's discuss the problems and solution with all.• The individual will first briefly describe trigger points to the class.• Then discuss the result of the anger. Other participants are requested to remain quiet while one is

making the presentation.• Post presentation, other participants may ask questions.

Say

• Congratulate each individual for sharing their points.• Ask the audience to applaud for them.• Ask de-brief questions after the presentation to the class.• Keep a check on the time. Ask the participants to wind up the activity quickly if they go beyond the

given time limit.

Do

Result of your anger:

Write the techniques that you use to manage your anger:

Anger Management Techniques

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De-brief questions:

• In the situation described by the presenter, who was at fault?• How could you have handled this situation alternatively?

Ask

• Close the discussion by summarizing the strategies and tips of anger management for entrepreneurs.• Ask the participants what have they learnt from this exercise/ activity.• Ask if they have any questions related to what they have talked about so far.

Summary

• Encourage the participants to share information about them while presenting the situations to the class.

• Keep the format of the Activity prepared in a chart paper so that it can be displayed during the session.


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13.1.8: Stress Management: What is stress?



• You are waiting in the reception for an interview or a very important meeting, suddenly your legs are shaky, your hands are cold, you are feeling nervous. Have you ever been in this kind of situation?

• Have you had days when you had trouble sleeping?• Have you ever been so worried about something that you ended up with a terrible headache?

Ask

• What do you understand by stress?• What gives you stress?• How do you feel when you are stressed or what are the symptoms of stress?• How can stress harm you?• Why is it important for entrepreneurs to manage stress?

Ask

• You've probably heard people say, I'm really stressed out" or "This is making me totally stressed."

Say

• When we feel overloaded or unsure of our ability to deal with certain challenges, we feel stressed.• Discuss about stress, causes of stress, and symptoms of stress as discussed in the Participant Handbook.• Let's understand the causes of stress and how to deal with them with the help of some case scenarios.• You will be given some cases.• You have to analyse the case scenario and then find an appropriate solution to the problem.• This will be a group activity.

Say

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• Divide the class into four groups of 5- 6 participants (depending on the batch size).• Assign one case scenario to each group.• Instruct them to read the case carefully.• The group is expected to analyse and discuss the case amongst them and find a solution to the given

problem.• Explain their discussion should result in getting answers for the following questions:

ᴑ What was/ were the cause(s) of stress? ᴑ Was the stress avoidable or manageable under the given circumstances? ᴑ If yes, how do you think that the stress could be avoided (managed)? ᴑ If no, then why not?

• Give the class 10-12 minutes to discuss the case and note down their solutions.• At the end of 12 minutes, the team should present their case solution to the larger group.• Ask the group to select a group leader for their group.• The group leader should discuss and assign roles to the group members for the presentation.• Explain their discussion should result in getting answers for the following questions.

Do

Case Study Analysis

Scenario 1Akash's alarm doesn't go off and he gets late getting out of the house. He hits traffic and ends up 15 min-utes late to work, which his boss notices. He gets to his desk and finds he has to complete 2 reports in next one hour. Just when he is about to begin work, a message pops up “Telecon with the client begins in 10 minutes. Please be in the conference room in 5 minutes.” He is not prepared for the call. He is stressed. He does not want to speak to his boss about this. He is stressed, feeling uncomfortable and sick; not in a position to attend the call or finish the reports on time.

Scenario 2While paying his overdue bills, Rahul realised that it's the middle of the month and he has only Rs 500 left in his account. He has already asked all of his friends, and family for loans, which he hasn't paid back yet. He is still contemplating over the issue when his phone rings. His sister's birthday is due next week and she has seen a beautiful dress which she wants to buy but cannot tell the parents as it is a bit expensive. She wishes if Rahul could buy the dress for her. Rahul has promised to buy her the dress for her birthday.Rahul is stressed, does not understand what to do. He is unable to concentrate on his work and unable tocomplete the tasks assigned. His team leader has already warned him of the delay.

Team Activity

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Scenario 3Sheela calls the cable company as she has unknown charges on her bill. She has to go through the automated voice mail menu three times and still can't get through to a customer care executive. After 15 minutes of repeated efforts, her call is answered. She explains the entire issue to the customer care executive but before the person could suggest a way out, the call drops. Now Sheela has to call back and repeat the whole process all over again with a new customer care executive. She is very angry and calls again but cannot connect this time. She has to leave to office so she decides to call from office and check. When she connects this time she is angry and argues with the executive on the call. All her co-workers around are looking at her as her volume has suddenly increased. She bangs the phone and ends the call. Her co-worker Neelam enquires what has happened to her. She ignores her and just walks off. She has become irritable and her behaviour and tone with other co-workers is not acceptable.

Scenario 4Arpit is a young entrepreneur who started doing business through Facebook few weeks back. He had always been into a job. Although Arpit has very few financial liabilities, it wasn't an easy decision to leave a comfortable job at once and look for newer pastures. Arpit's boss warned him of the consequences and the challenges of starting a business when nobody ever in his family had been in business. He has not been able to get a good deal till now. This is an important life shift for him which comes with unknown variables. Arpit is nervous and is wondering if he has what it takes to fulfill the requirement of his new role, or the new experiences he's likely to face.

De-brief questions:

• What was/ were the cause(s) of stress?• Was the stress avoidable or manageable under the given circumstances?• If yes, how do you think that the stress could be avoided (managed)?• If no, then why not?

Ask

• Now, let's discuss the problem and solution with the larger group.• The group will first briefly describe the case to the class.• Then discuss the issue identified and the proposed solution.• Post presentation, the other groups may ask questions to the group that has presented.

Say

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• While it is common and normal to feel some tension. This feeling nervous and tensed can interfere with your thinking process and can have a negative impact on your performance.

• Stress can deplete the most vibrant of souls. It can have a negative effect on every aspect of a person's life including their health, emotional well-being, relationships, and career. However, one needs to understand the causes and types of stress before looking for ways to manage it.

De-brief:

Scenario 1The cause of stress was lack of time management and the habit of procrastinating. If Akash would have managed his time well, planned alternate ways to get up on time, finished prior tasks on time and planned for client meetings in advance then he wouldn't have faced stress.

Scenario 2The cause of stress was lack of financial planning. Rahul should have planned his financial resources well in advance and saved some money for the rainy day. Also, differentiating between needs and wants and keeping a check on non-essential expenditure would have saved Rahul from this situation.

Scenario 3Sometimes, stress is caused due to external factors instead of internal ones. In this case, the stress was unavoidable because we have no control over this customer care system. Every time, you will get in touch with a new executive and will have to explain all over again. This might cause stress but despite being frustrated and angry there is little that we can do about it. All Sheela could do was to find ways to calm herself down through some breathing exercises and meditation, reading some good book or listening to music and then start afresh.

Scenario 4A positive, major life change can be a source of good stress. Regardless of how good the change is, it can be stressful. Stress caused by a positive and major life change can be beneficial because it causes a person to step out of their comfort zone and learn new skills. Here, Arpit may become a successful entrepreneur or learn new ways to do things differently. Now let us see this scenario, can I have a volunteer to read out this case to the class.

Say

• Congratulate each group for sharing their points.• Ask the audience to applaud for them.• Ask de-brief questions to cull out the information from each group.• Keep a check on time. Tell participants to wind up the discussion quickly if they go beyond the given

time limit.

Do

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De-brief:

• Not all stress is harmful; good stress is actually energizing. This was a case of lifesaving stress, or hero stress, which is an important example of good stress. You may have heard stories in which a person performs an impossible feat of physical strength in order to save their life or the life of someone they love. This type of stress causing a surge of adrenaline is good for us.

Say

• Ask one of the participant who can volunteer and read out this scenario to the class.

Scenario 5Rakesh lives in Kathmandu with his wife and two beautiful daughters Sarah and Sanya. Nepal was hit by amassive earthquake and Rakesh's building collapsed during the earthquake. During evacuation, Rakeshrealised that though his wife and Sarah were fine and suffered only minor bruises, Sanya was nowhere in the scene. Panic stricken, he started calling her name and searching her frantically. A little later, he heard a meek voice from beneath the debris. He quickly removed the rubble to find a huge bed. Rakesh was pretty sure that Sanya was trapped underneath. Though he was badly bruised, he gathered all his courage and with all his might, he lifted the several-ton bed to save Sanya's life. Everyone was relieved to see Sanya alive and also extremely surprised to see this father's ability to access superhuman strength.

• Ask the audience to applaud for the participant after the scenario is read completely.• Discuss the scenario, ask de-brief questions:• What kind of stress was Rakesh undergoing in this case?

ᴑ Was the stress avoidable or manageable under the given circumstances? ᴑ What was the result of the stress?

Do

• Close the discussion by summarizing the tips to manage stress as given in the Participant Handbook.• Ask the participants what they have learnt from this exercise/ activity.• Ask if they have any questions related to what they have talked about so far.

Summary

• Keep printed copies of the activities/ scenarios ready for the session.• Put down the de-brief questions on a flip chart so that it can be displayed in the class during the activity.• Encourage participation and make the discussions interative.


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UNIT 13.2: Digital Literacy: A Recap


• Identify the basic parts of a computer• Identify the basic parts of a keyboard• Recall basic computer terminology• Recall the functions of basic computer keys• Discuss the main applications of MS Office• Discuss the benefits of Microsoft Outlook• Identify different types of e-commerce• List the benefits of e-commerce for retailers and customers• Discuss Digital India campaign will help boost e-commerce in India• Describe how you will sell a product or service on an e-commerce platform

Unit Objectives

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• Let's take a quick recap of the basic computer parts.• Discuss 'Basic Parts of Computer' and 'Basic Parts of a Keyboard' with the class as given in the Participant

Handbook.

Say

• Explain all the parts of the computer and the keyboard by demonstrating on the real system.

Explain

13.2.1: Computer and Internet Basics: Basic Parts of a Computer

Participant Handbook , Computer Systems with the required applications


• Let's look at some basic internet terms.• Discuss 'Basic Internet Terms' with the participants as given in the Participant Handbook.

Say

• Do you know about internet?• Have you ever used internet?• Why do you think internet is useful?• What was the last task you performed on internet?

Ask

• Ask the participants what they have learnt from this exercise/ activity.• Ask if they have any questions related to what they have talked about so far.• Close the discussion by summarizing the importance of computer and internet for entrepreneurs.

Summary

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• Conduct a practical session.• Ask the participants to assemble in the computer lab.• Give some hands on practice exercises.

Practical

• Group the participants for the activity depending on the batch size and the number of computer systems available in the lab.

• Explain the purpose and duration of the activity.• Ensure the participants complete the practical exercises assigned.

Do

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• Give a brief introduction of MS Office as given in the Participant Handbook.• Discuss the most popular office products. Explain in brief their application, benefits and working.• Microsoft Word is a word processing program that allows for the creation of documents. The program

is equipped with templates for quick formatting. There are also features that allow you to add graphics, tables, etc.

• Microsoft Excel is a tool for accounting and managing large sets of data. It can also simplify analysing data. It is also used to create charts based from data, and perform complex calculations. A Cell is an individual data box which will have a corresponding Column and Row heading. This gives the cell a name, referred to as the Cell Reference. There can be multiple pages in each workbook. Each page, or sheet, is called a Worksheet. When you open a new Excel file, it automatically starts you with three worksheets, but you can add more.

Say

13.2.2: MS Office and Email: About MS Office

Participant Handbook, Computer Systems with MS Office


• What is the most frequent activity that you do on the computer?• Do you know how to make presentations on the computer?

Ask

• What do you know about e-mails?• Do you have an email id?• How often do you check your e-mails?

Ask

Explain the working and frequently used features of Office on a real system.

Explain

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• Demonstrate how to create email id.• Demonstrate how to write new mails, send mails.• Demonstrate how to use MS Office application to create a letter and send it as attachment in an email.• Demonstrate how to use other MS Office applications.

Demonstrate

• Give some hands on practice exercises• Group the participants for the activity depending on the batch size and the number of computer

systems available in the lab.• Explain the purpose and duration of the activity.

Practical

• Ask the participants to assemble in the computer lab.• Explain the working of Outlook on a real system.

Do

• Communication is vital for every business. The fastest and the safest way to communicate these days are through emails. MS Outlook helps to manage your emails in a better way and also offers a host of other benefits.

• Discuss “Why Choose Microsoft Outlook?” with the participants as given in the Participant Handbook.

Say

• Ask the participants what they have learnt from this exercise/ activity.• Ask if they have any questions related to what they have talked about so far.

Summary

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13.2.3: E-Commerce

• Give examples of e-commerce activities from Participant Handbook.

Say

Computer System with internet connection, Participant Handbook


• Give a brief introduction of “What is E-commerce”. Refer to the Participant Handbook.• E- commerce emerged in the early 1990s, and its use has increased at a rapid rate. Today, many

companies sell their products online. Everything from food, clothes, entertainment, furnitureand many other items can be purchased online.

Say

• How many of you have done shopping online?• Can you name at least five shopping websites?• What is the product that you most frequently buy online?• Why do you do shopping online instead of going to the market?

Ask

• What other types of transactions have you performed on the internet other than buying products?

Ask

E-commerce examples

• Instruct the participants to list some of the payment gateways that they have used for e-commerce activities.

• Give them 5 minutes to make this list.• Discuss payment gateways and transaction through payment gateways.• Conclude the discussion by mentioning how important e-commerce has become in our day to day

transactions.

Team Activity

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• E-commerce activities can be classified based on the types of participants in the transaction.• Discuss “Types of E-commerce” from the Participant Handbook.

• E-commerce activities bring a host of benefits for both, retailers and customers.• Discuss benefits of E-commerce from the Participant Handbook.

Say

Say

• Discuss all types of E-commerce by giving examples and names of some popular websites which use them.

• Make the discussion interactive by asking the class to share some popular e-commerce sites of each type.

Do

• The majority of the population that uses E-commerce activities lives in tier-1 and tier-2 cities. To encourage the use of digital money in tier-3 and 4 areas, PM Mr. Modi launched the “Digital India Campaign”.

• Discuss “Digital India Campaign” from the Participant Handbook.• By Digital India project the government will deliver services via mobile connectivity and in doing so, is

expected to bring the internet and broadband to remote corners of the country. This connectivity will in turn enhance e-commerce activities also. Furthermore, the Indian Government is also modernizing India Post and aims to develop it as a distribution channel for e-commerce related services.

Explain

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• Now let us discuss how to sell a product using E-commerce.• Every product has to be sold on a platform on the internet. Think of it as a shop that you have to sell

your product. Now this shop can be your own or shared or rented. If the shop is your own or rented there will be only your products in that shop. If the shop is shared, there will be products of multiple sellers in that shop. A common example is a departmental store which has products from multiple brands in the shop.

• Similarly, in E-commerce the shop is the website where your products are displayed. If it is your own website it will exclusively showcase your products. In this case the cost that you will incur will be:

ᴑ Developing the website ᴑ Hosting the website ᴑ Maintenance of the website

• If you rent a website it will also showcase your own products but the development, hosting and maintenance parts goes to the owner. This saves time and the cost to manage these activities.

• Smaller companies usually go for renting a website and the bigger ones develop their own website.• The concept of shared platforms has become very popular in recent times. In this platform the sellers

have to register and then they can sell their goods on a common platform. Among the most popular of these are Amazon, Myntra, Flipkart, etc.

Say

• Tell the participants to choose a product or service that they want to sell online.• Tell them to write a brief note explaining how they will use existing e-commerce platforms, or create a

new ecommerce platform to sell their product or service.

Role Play

• Demonetization has made carrying cash in the wallet very difficult. People either shop through cards or some other form of digital money.

• So what do you think is digital money?• In this form the money is both paid and received digitally. There is no hard cash involved. It is an instant

and convenient way to make payments.• There are various types of digital payments. Let us discuss some of them in brief here.• The first one is the most commonly used system i.e. the cards. Debit card, credit card, prepaid card, all

fall under this category.

Say

• How much money are you carrying in your wallet?• Do you have a credit/debit card?• How do you make payments while doing online shopping?

Ask

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• Digital money gives a lot of advantages over the conventional hard cash. Some of them are: ᴑ Digital payments are easy and convenient. You do not need to take loads of cash with you, a mobile

phone or a card will suffice. ᴑ With digital payment modes, you can pay from anywhere anytime. ᴑ Digital payments have less risk.

Say

Why do you think people have started using digital money instead of hard cash? Is demonetization the only reason?

Ask

Demonstrate how to make and receive payments through digital models like Paytm and state bank buddy.

Do

• Then is the e-wallet or the mobile wallet. This has become the most used form of digital money after demonetization. Examples are Paytm, state bank buddy, Freecharge, etc.

• Many other forms of digital money are also coming up in market like mobile apps, Aadhar card based payment, etc.

• Ask the participants what they have learnt from this exercise/ activity.• Ask if they have any questions related to what they have talked about so far.• Close the discussion by summarizing the importance of e-commerce and digital money.

Summary

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UNIT 13.3: Money Matters


• Discuss the importance of saving money• Discuss the benefits of saving money• Discuss the main types of bank accounts• Describe the process of opening a bank account• Differentiate between fixed and variable costs• Describe the main types of investment options• Describe the different types of insurance products• Describe the different types of taxes• Discuss the uses of online banking• Discuss the main types of electronic funds transfer

Unit Objectives

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• How many of you save money?• Why do you feel the need to save it?• Do you plan your savings?• Where do you keep the money you save?• How do you use the money that you have saved?

Say

13.3.1: Personal Finance – Why to Save?



• Let's look at these two examples:

Example 1:Suhani works in a good company and earns Rs.30, 000 month. She always saves 5000 per month and keeps it aside as a personal saving. She keeps the money at home and has saved quite a lot. One day her mother has a medical emergency and has to be taken to the hospital. Her family is worried about the amount they have to spend for the treatment. It will cost them atleast 40,000.Suhani says tells her family not to worry and that she has about 50,000, which she has saved over the months.

Example 2:Jasmeet works in the same company and earns the same as Suhani. She is very fond of shopping and spends most of her money on buying new clothes. At the end of the month, she is always asking her father for money as her pay is finished.

Example Example

• Who do you identify with –Suhani or Jasmeet ?• How do you think Suhani manages to save money which Jasmeet is unable to do?

Ask

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• We should always set aside some and save some money from our monthly pay. The future is unpredictable.

• Saving money not only gives you a sense of financial security but it can be used in case of emergencies.• Discuss “Importance of Saving” with the participants as given in the Participant Handbook.

Say

• What are the benefits of saving money?• What does being financially independent mean to you?

Ask

• Discuss “Benefits of Saving” with the participants as given in the Participant Handbook.• Now let us continue with Suhani's story. Suhani has told her family not to worry and that she has about

50,000, which she has saved over the months. The family is happy about Suhani's decision of saving money, which will be of great help for them now.Suhani is going to the hospital today to pay the first instalment for the treatment. Suddenly finds only 35,000 in her cash box when she counts and does not remember using it. She has not kept any record and now she is upset.

Say

• Let's learn personal saving with the help of a group activity.

Say

• Was it a good decision by Suhani to save a part of her earnings every month?• Was it a wise decision to keep all her savings as cash in a cash box?• Could she have managed to save money in a better and more effective manner?• Do you want to learn how to save money and use it effectively?

Ask

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Personal Finance- Why to save

• This activity has two parts:

PART 1WAYS TO SAVE MONEY

• You are earning 30,000/- per month. You have recently changed your job and have to move to a met-ropolitan city. You are now living as a paying guest paying 10,000/- per month. Your other estimated expenditures like travel, food, recreation would be around Rs. 17, 000 per month.

• Make a list of different ways to save money.

PART 2HOW WILL YOU USE THE MONEY

• After a year how much have you been able to save?• How will you use the money that you have saved?

Team Activity

• Divide the class into groups of four.• Instruct the participants to think and prepare a list of the various ways they can save money.• Give the participants 10 minutes to prepare the list.• Once done, instruct them to think of how they could use the money they have saved.• Give the participants 10 minutes to prepare the list.• Keep a check on time. Tell the group to wind up quickly if they go beyond the given time limit.

Activity De-brief• What were the different ways you could save money?• How much money were you able to save?• How will you use the money you have saved in one year?

Do

Discuss the importance of personal finance and why it is important to save money.

Say

You can summarize the session by discussing:

• The importance of saving money.• Ways to save money.• How the money saved can be used for different purposes.

Summary

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13.3.2: Types of Bank Accounts, Opening a Bank Account

Account opening sample forms, Participant Handbook


• Let's look at these two examples:

Reena is in the third year of college but in the evening she gives tuitions for children living in her colony. She earns 15,000/- per month. As her students stay in different parts of the city, she has to walk a lot.To save time, she decides to buy a second hand scooter for herself. But she has to save money for it. Her class mate advises her to open a recurring deposit account in the bank. She goes to the bank close to her home. The personal manager gives her some forms to fill. She is confused as she has never done this before. Her elder sister has an account in the same bank. She asks for help from her sister. She goes to the bank the next day with her sister. The personal banker gives her a list of docu-ments that she will need to submit with the form for opening an account. The banker advises her to open a 6 months recurring deposit.

ExampleExample

• How many of you save money?• Where do you keep the money you save?• How many of you have a bank account?• What type of account do you have?

Ask

• Before opening a bank account, you need to know the types of accounts we have in India.• Discuss “Types of Bank Accounts” with the participants as given in the Participant Handbook.

Say

• Do you try to save money monthly but have to spend it on unforeseen expenditure?• Have you ever thought of depositing your savings in a bank?

Ask

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• Let's learn about the different types of bank accounts through an activity.

Say

• Can someone say what are the different types of bank accounts?

Ask

• Now that you know about the four different types of accounts, let's learn how to open a bank account.• Discuss “Opening a Bank Account” with the participants as given in the Participant Handbook.• Discuss “Tips” that the participants should keep in mind while opening a bank account as given in the


Say

• Divide the class in four groups.• Label the groups as savings account, current account, recurring account and fixed deposit.• On a chart paper, ask them to write the key points of their account.

Activity De-brief• Ask each group to present the key points of their account.

Team Activity

• What are the main documents required for opening a bank account?• What are some important points to ask the bank personnel while opening an account?

Ask

• Mention officially valid KYC documents (refer to the Participant Handbook)• Now, let's understand the procedure of opening a bank account through an activity.

Say

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Opening a Bank Account

• This activity is done in groups.• Divide the class in groups of four or six.

PART 1FILLING A BANK ACCOUNT OPENING FORM

• You have to fill a bank opening form.• You can refer to the section “Opening a Bank Account” of your Handbook for reference.• List all the steps that you will be required to fill in the form.• List the documents that you needs for filling the form.• Now fill in the form.

Activity De-briefHow did you design the form?

• What all details did you fill in the form?• What were your KYC documents?• How would this activity help you in future?

Team Activity

• Instruct the participants to read the section “Opening a Bank Account' of the Participant Handbook.• Give each group one sample account opening form.• Give the participants 5 minutes to read the form.• Give them 15 minutes to fill it.• Assist them by explaining each category and how to fill it.• Keep a check on time.• Tell the group to wind up quickly if they go beyond the given time limit.

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Note:

• You can summarize the unit through a role play. ᴑ A person wanting to open an account in the bank. ᴑ What is the procedure that he will go through? ᴑ Discuss the key points of different types of bank accounts. ᴑ How to select the type of account ᴑ How to fill the account opening form.

• A sample account opening form is given in the following page for reference. Use it for the activity in the class.

Sample Bank Account Opening form.

SAVING BANK ACCOUNT OPENING FORMAccount No.: ______________________ Date: __________________

Name of the BranchVillage/TownSub District / Block NameDistrictStateSSA Code / Ward No.Village Code / Town Code

Applicant Details:

Full Name Mr./Mrs./Ms. First Middle Last NameMarital StatusName of Spouse/FatherName of MotherAddressPin CodeTel No. Mobile Date of BirthAadhaar No. Pan No.MNREGA Job Card No.Occupation/ProfessionAnnual IncomeNo. of Dependents

Detail of Assets Owning House: YIN Owning Farm : Y/NNo. of Animals : Any other:

Existing Bank Alc. of family members / household Y / N If yes, No. of A/cs. ______________________

Summary

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Kisan Credit CardWhether Eligible Y/N

I request you to issue me a Rupay Card.

I also understand that I am eligible for an Overdraft after satisfactory operation of my account after 6 months of opening my account for meeting my emergency/ family needs subject to the condition that only one member from the household will be eligible for overdraft facility. I shall abide by the terms and conditions stipulated by the Bank in this regard.

___________________________________________________________________________________

Declaration: I hereby apply for opening of a Bank Account. I declare that the information provided by me in this application form is true and correct. The terms and conditions applicable have been read over and explained to me and have understood the same. I shall abide by all the terms and conditions as may be in force from time to time. I declare that I have not availed any Overdraft or Credit facility from any other bank.

Place: Date: Signature / LTI of Applicant_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Nomination:

I want to nominate as under

Name of Nominee Relationship Age Date of birth in case of minor

Person authorised in case toreceive the amount of deposit

on behalf of the nominee in the event of my/minor(s) death.

Place:

Date: Signature / LTI of Applicant

Witness(es)*

1. _________________________

2. _________________________

*Witness is requires only for thumb impression and not for signature

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13.3.3: Costs: Fixed vs. Variables: What are Fixed and Variable Costs?

Participant Handbook, Blank sheets of paper, Pens


• What is cost?• Will a telephone bill fall under the category of a fixed or variable cost?

Ask

Discuss: Fixed and Variable cost with examples.Let us do a small activity.

Say

Identify the type of cost

1. Rent2. Telephone bill3. Electricity bill4. Machinery5. Insurance6. Office supplies/ Raw materials7. Employee salaries8. Commision percentage given to sales person for every unit sold9. Credit card fees10. Vendor bills

Team Activity

• Divide the class into two groups. Read out the list of costs given in the activity.• Read out each item from the cost list and ask the groups in turns to identify whether it is a fixed or

variable cost.

Do

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• We saw that your utility bills like rent, electricity, telephone, etc. are all fixed costs because you have to pay it

• every month.• Variable costs is an expense which varies with production output or volume. For example commission,

raw material, etc.• Discuss “Cost: Fixed vs. variables” with the participants as given in the Participant Handbook.• Illustrate the relation between the costs with a graph.

Fixed Costs

Total Costs

Variable Costs

`

• Let's learn the difference between fixed and variable cost with the help of an activity.

Say

Fixed vs. Variable Costs


• You want to start your own entrepreneur business.• State the type of business you want to start.• List down all the cost or requirements for your business.• How will you differentiate between the fixed and variable cost.

• Activity De-brief• What is the total cost of your business?• What are the fixed costs?• What are the variable costs?• How did you differentiate between the fixed and variable costs?

Team Activity

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• Instruct the participants that this is group work.• Divide the class into small groups of 4 or 6.• Give each group a sheet of paper.• Tell the participants that they have to start their own entrepreneur business.• Ask them the type of business they want to start.• Instruct them to differentiate between the fixed and the variable costs of the business they want to start.• Give the participants 15 minutes to discuss and write.• Keep a check on time. Tell the group to wind up quickly if they go beyond the given time limit.

Do

• Note: You can summarize the unit either by having a role play between a consultant and a buddingentrepreneur explaining the differences between fixed and variable costs or by discussing the key points of the unit.

Summary

• Answers for the activity - Identify the type of cost1. Rent (Fixed)2. Telephone bill (Fixed)3. Electricity bill (Fixed)4. Machinery (Fixed)5. Insurance (Fixed)6. Office supplies/ Raw materials (Variable)7. Employee salaries (Fixed)8. Commision percentage given to sales person for every unit sold (Variable)9. Credit card fees (Variable)10. Vendor bills (Variable)


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13.3.4: Investments, Insurance and Taxes



• Let's have a look at a few scenarios.

Ranbir has sold his house and deposited the money in his bank. His Chartered Accountant tells him that hewill have to re-invest the money otherwise he will have to pay capital tax. What is capital tax and how is itdifferent from income tax?

Jasmeet and Anup are blessed with a baby girl. They decide to have an insurance policy that will maturewhen their daughter is ready to higher education.

Shivani is working in a corporate office and getting good pay. She will have to pay income tax so she de-cides to invest her money in tax saving schemes. She goes to the bank manager to discuss the best prod-ucts in which she can invest.

ExampleExample

• Ask the participants- “What do you see first thing in when you get your mobile bill? Apart from the amount and due date do you have a look at the taxes you are being billed for?

• Why do you think people get their cars insured or have a medical insurance?• You have saved money and want to invest it, how would you decide what is the best investment for

your money?

Ask

Discuss the Investment, Insurance and Taxes as given in the Participant Handbook.

Say

How do investments, insurances and taxes differ from each other?

Ask

Let's learn the differences between the three by having an activity.

Say

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We will have a quiz today.

Say

The activity is a quiz.

Team Activity

• Divide the class into groups of three and give a name to each group• Explain the rules of the quiz. For each correct answer the group gets 1 mark. If the group is unable to

answer the question is rolled over to the next group.• Explain the purpose and duration of the activity.• On the blackboard write the names of the groups.• Ask the questions of the quiz.• Keep a score for the groups.• Set guidelines pertaining to discipline and expected tasks.

Do

• Summarize the unit by discussing the key points and answering question

Summary

Questions for the quiz

1. What are bonds?

Bonds are instruments used by public and private companies to raise large sums of money.

2. Who issues the bonds?

Private and public companies issue the bonds.

3. Why are bonds issued?

To raise large amount of money as it cannot be burrowed from the bank.

4. Who is the buyer of stocks and equities?

The general public is the buyer.

5. What types of scheme is the Sukanya Samriddhi Scheme?

Small Saving Scheme

6. What is the difference between mutual and hedge funds?

Mutual funds are professionally managed financial instruments that invest the money in different securities on behalf of investors. Hedge funds invest in both financial derivatives and/or publicly traded securities.


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7. Why is a loan taken from the bank to purchase real estate?

To lease or sell to make profit on appreciated property price.

8. Name the two types of insurances?

Life Insurance and Non-life or general insurance

9. Which insurance product offers financial protection for 15-20 years?

Term Insurance

10. What is the benefit of taking an endowment policy?

It offers the dual benefit of investment and insurance.

11. Mr. Das gets monthly return on one of his insurance policies. Name the policy?

Money Back Life Insurance

12. What are the two benefits of a Whole Life Insurance?

It offers the dual benefit of investment and insurance

13. Which policy covers loss or damage of goods during transit?

Marine Insurance

14. After what duration is the income tax levied?

One financial year

15. What is long term capital gain tax?

It is the tax payable for investments held for more than 36 months.

16. Name the tax that is added while buying shares?

Securities Transaction Tax

17. What is the source of corporate tax?

The revenue earned by a company.

18. Name the tax whose amount is decided by the state?

VAT or Value Added Tax

19. You have bought a T.V. What tax will you pay?

Sales Tax

20. What is the difference between custom duty and OCTROI?

Custom duty is the charges payable when importing or purchasing goods from another country. OCTROI is levied on goods that cross borders within India.

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13.3.5: Online Banking, NEFT, RTGS, etc.

Participant Handbook, Computer System with internet connection, Debit card


• When was the last time you visited a bank?• How do you pay your bill for electricity and telephone?• Have you ever tried to transfer money from one bank account to another bank account using the online

banking facility?

Ask

• Most of us lead a busy life. Time has become more important than money. In this busy schedule no one has

• time to stand in bank queues. That's where Online Banking comes in. Online banking or internet banking• means accessing your bank account and carrying out financial transactions through the internet.• Discuss “What is online banking?” from the Participant Handbook.• There are various advantages of online banking:

ᴑ It saves time, as you need to visit the branch. . ᴑ You can conduct your banking transactions safely and securely without leaving the comfort of your home. ᴑ Online Banking also gives you round the clock access. ᴑ Online Banking makes it possible for you to pay your bills electronically.

Say

• Show them how they can use the internet banking.• Use the computer system and show the demo videos on how to use internet banking provided on most

banking sites. the computer system.• Tell the class the various features of online banking:

ᴑ Through their website set-up your online account. ᴑ Choose a secure username and password. ᴑ Set-up your contact information. ᴑ Once your information is verified, you are good to go. ᴑ Once you enter the portal explore all the features and learn your way through the portal.

• Discuss about maintaining the security of the online account.

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• One of the biggest advantage that online banking offers, as discussed earlier, is transferring money from one account to another. This transaction is called electronic funds transfer. Electronic transfers are processed immediately with the transferred amount being deducted from one account and credited to the other in real time, thus saving time andeffort involved in physically transferring a sum of money.

• Discuss “Electronic Funds Transfer” from the Participant Handbook.

Say

• Close the discussion by summarizing the about online banking.• Ask the participants if they have any questions related to what they have talked about so far.

Summary

• Discuss how to transfer money from one account to another using online banking (NEFT/ RTGS, etc.).• Illustrate with an example.

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• Discuss the steps to follow to prepare for an interview• Discuss the steps to create an effective Resume• Discuss the most frequently asked interview questions• Discuss how to answer the most frequently asked interview questions• Identify basic workplace terminology

UNIT 13.4: Preparing for Employment & Self Employment

Unit Objectives

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• Introducing Yourself

• An interview is a conversation between two or more people (the interviewer(s) and interviewee) where questions are asked by the interviewer to obtain information from the interviewee.

• It provides the employer with an opportunity to gather sufficient information about a candidate and help them select the ideal candidate.

• It also provides the interviewee with an opportunity to present their true potential to the employer, build confidence and help make a decision about the job by asking questions regarding designation, salary, perks, benefits, promotions, transfers, etc.

• Let’s do an activity to understand how to prepare for interviews better.

• Have you ever attended an interview?• How did you prepare before going for an interview?


13.4.1: Interview Preparation:How to Prepare for an Interview?

Activity 1

Say

Ask

• Select a participant and ask him/her to answer the following questions: “What can you tell me about yourself.”

• Give the participant at least one minute to speak.• Once he/she is done, ask the rest of the participant what they gathered about the participant who was

providing information.• Now repeat the exercise with five other participants.

Do

• What information you should include when you are describing or introducing yourself in an interview?• What information you should not include when you are describing or introducing yourself in an interview?

Ask

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• Congratulate each participant for sharing their points.• Ask the audience to applaud for them.• Ask de-brief questions to cull out the information from each group.• Keep a check on time.

Do

• Tell the participants that when an interviewer asks you to say something about yourself, he/she is not asking you to present your life history.

• Introduction should be short and crisp, and should present you in a positive light. It should include the following points:

ο Any work experience that you might have ο A brief summary of your educational qualifications ο Your strengths and achievements ο Any special projects that you might have been part of

• The following topics should be avoided during an introduction: ο Detailed description of your family (unless you are specifically asked to do so) ο Too much information about your weaknesses ο Information that is not true

Say

• Planning the right attire

Activity 2

• Describe 2 individuals to the participants. One is wearing a casual t-shirt, jeans, and slippers. He has not combed his hair and neither has he trimmed or shaved his beard. The other individual is dressed formally with a shirt and pant, and is well-groomed. He has also worn formal shoes and a belt. Ask the participants which person would they prefer to hire in their organization and why?

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• Close the discussion by discussing ‘how to prepare for an interview’ as discussed in the Participant Handbook.

• You can add the following points to it: ο Tell the participants to create a positive and good impression in an interview. It is important for

them to\ prepare for an interview beforehand. ο The interviewer analyses not only your technical knowledge in relation to the job, but also whether

or not you are a fit for the organization. ο Every employer looks at the whole package and not just one or two things in isolation. Therefore,

the way you dress and the way you present yourself is also important along with your skills and talents.

ο The participants will get only one chance to create a good first impression.

Summary

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13.4.2: Interview Preparation:How to Prepare for an Interview?

Participant Handbook, Blank papers, Pens

• Resume is not just a sheet of paper with your qualifications printed on it.• It is a selling tool that will help the employer to see how and what you can contribute for company.• Talk about the steps involved in creating an effective/attractive resumes discussed in the Participant

Handbook.• Now let’s prepare a resume to understand the process in a better way.

• When preparing for an interview, what are the most important things that you need to do?• What documents do you carry with you, when you go for an interview?• What is a resume?• Why do you need a resume?


Say

Ask

• This is an individual activity.• Give the details of the activity.• Instruct them to read the activity carefully.• The participant is expected to make an attractive resume based on the information provided.• Give the class 25-30 minutes to study the case and create a resume.• At the end of 30 minutes, the participants should exchange the resume with the person sitting next to

him or her.• Every participant will evaluate the resume prepared with their fellow participants.

Do

• Do you think the candidate should apply for the job posting described in the advertisement?• We have already discussed the steps involved in creating an effective/attractive resumes.• Now let’s prepare a resume for the candidate details given in the activity.

Say

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Case Study Analysis

• In the first section of the activity, you are being given the information about a candidate who is applying for a particular job.

• In the second section, you are being given the detailed description of the job posting. Create a resume for the candidate to apply for the job posting.

• Use the information that has been provided about the candidate to create this resume.

Candidate DetailsNipesh Singla was born on 20th April, 1988 in Chandigarh, India. He currently resides at 1XX7, Sector XX D, Chandigarh –160018. His mobile number is 988XXXXX01, and e-mail address is [email protected]. Nipesh attended middle and senior school at Government Boys Senior Secondary School, Sector 15, Chandigarh. He has been a very talented boy since school. He was fond of painting and watching old Hindi movies. As part of a school charity program, he volunteered at the children’s hospital during his senior years.In July 2007, he joined Westwood School of Hotel Management, Zirakpur to pursue a diploma course in Hotel Management and Catering. After completing this course, he joined XYZ Group of Hotels as a Housekeeping intern in June 2010 for six months. In this role, he was responsible for cleanliness and maintenance of one floor in the hotel. Taking advantage of his strong interpersonal skills, he also got opportunities to make housekeeping arrangements for corporate meetings. While pursuing education, he gained working knowledge of Microsoft Word, Excel, Access and PowerPoint.Nipesh is detail-oriented, flexible and adaptable. He has successfully worked with a diverse work force. He gelled well with his peers, both in college and during his internship. After completing the internship, his objective has been to find a job opportunity where he can use his skills and experience. Backed by experience, he is confident about his skills as housekeeping assistant.

Job Posting* Do you see yourself as a HOUSEKEEPING SUPERVISOR?What’s your passion? Whether you’re into cricket, reading or hiking, at IHG we are interested in YOU. At IHG, we employ people who apply the same amount of care and passion to their jobs as they do in their hobbies - people who put our guests at the heart of everything they do. And we’re looking for more people like this to join our friendly and professional team.THE LOCATION:At the moment, we are looking for HOUSEKEEPING SUPERVISOR to join our youthful and dynamic team at Holiday Inn Amritsar, Ranjit Avenue in Amritsar, Punjab (India). Holiday Inn Amritsar is ideally located in Amritsar’s commercial district on Ranjit Avenue with the world famous Golden Temple located only a short distance away. Sparkling chandeliers mark an incomparable arrival experience as you escape to the welcoming environment that is, Holiday Inn Amritsar. The fresh international brand to celebrate and explore Amritsar.

Activity

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Salary: NegotiableIndustry: Travel / Hotels / Restaurants / Airlines / RailwaysFunctional Area: Hotels , RestaurantsRole Category: HousekeepingRole: Housekeeping Executive/Assistant.Desired Candidate ProfileFriendly, pleasant personality, Service - oriented.You should ideally be Graduate/ Diploma holder in HM and at least 2 years of experience as a supervisor in good brand with good communication skills, English is a must.In return we’ll give you a competitive financial and benefits package. Hotel discounts worldwide are available as well as access to wide variety of discount schemes and the chance to work with a great team of people.Most importantly, we’ll give you the room to be yourself.*Please get in touch and tell us how you could bring your individual skills to IHG.Education-UG: Any Graduate/ Diploma holderPG: Post Graduation Not Required

• Now, let’s share the resume with the fellow participant sitting next to you and evaluate each other’s effort.

Say

• Congratulate each participant for making their first attempt towards creating an effective resume.• As a follow up activity, you can suggest them to prepare their own resume and show it to you the next

day.

Do

• Close the discussion by showing some effective resume samples to the candidates.• Ask the participants what they have learnt from this activity.• Ask if they have any questions related to what they have talked about so far.

Summary

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• Keep printed copies of the activity ready for the session.• Put down the suggested format of the resume on the board while explaining the steps in preparing a

resume.• Do check the participants’ resume and suggest necessary changes.• Suggested example for the case presented:

Nipesh Singla#1XX7, Sector XX-DChandigarh-160018Mobile No: 91-988XXXXX01E-mail: [email protected]

Objective: Seeking an opportunity to use my interpersonal skills and experience to contribute to yourcompany’s growth, profitability and objectives.

Professional strengths:• Proficient in housekeeping• Experienced in and capable of working with a diverse work force• Team player and friendly in nature• Successful working in a multi-cultural environment• Detail oriented, flexible, and adaptable• Knowledge of Microsoft Word, Excel, Access and PowerPoint

Educational background:• Diploma in Hotel Management and Catering, Westwood School of Hotel Management, Zirakpur• High School, Government Boys Senior Secondary School, Sector 15, Chandigarh

Professional internships:• Housekeeping Intern, XYZ Group of Hotels, New Delhi (June 2010 – August 2010)

ο Responsible for cleanliness and maintenance of one floor in the hotel. ο Got opportunities to make housekeeping arrangements for corporate meetings.

Volunteer Work:• Student volunteer at children’s hospital in Chandigarh.

Nipesh Singla


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• Tell the participants you will provide them with interview situation and questions and they have to try to answer them.

• Tell them you will also explain the different ways to approach these questions.


13.4.3: Interview FAQs

Say

• Divide the class in pairs and ask the participants to perform a role play.• One partner will play the role of the interviewer while the other will play the role of the interviewee.• Tell them the interviewer can start the interview by asking the interviewee to introduce himself/herself.• Call all the pairs one by one in front of the class to enact the role play.• Follow the same pattern for all other situations.• Time allotted for each situation is 8-10 minutes.• Congratulate each participant for giving their input.• Ask the class to applaud each time a team has completed their role play.• Keep a check on time.

Conduct a role play for the situation given.Situation 1• The interviewer will start by asking the interviewee a few generic questions such as:

ο What is your name? ο Tell me something about yourself? ο Can you tell me something about your family?

• Then, the interviewer will bluntly ask the following questions: ο How do you explain this huge time gap in your resume? ο What is the reason for this? ο Weren’t you looking for a job or is it that no one selected you?

Do

Role Play

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De-brief:• When you put information on your resume, you should be prepared to answer any questions about it.• Be present and focused on the questions being asked to you.• One way of tackling the blunt questions is to tell the interviewer you did not come across an opportunity

where you were sufficiently satisfied with both the remuneration offered as well as the profile. Therefore, you waited for the right opportunity to come along while looking for an ideal job.

De-brief:• There is nothing wrong with stating your strengths and achievements. However, do not come across as

arrogant or too boastful.• You need show the interviewee that you have unique skills or talents to contribute to the company. The

interviewer needs to know how you stand apart from the rest of the crowd.• Tell the interviewer you are looking forward to working with the company and that you are a hard-

working individual.

Conduct a role play for the situation given.Role Play – Situation 2• The interviewer will start by asking the interviewee a few generic questions such as:


• Then, at the end of the interview, ask the interviewee: ο There are over 200 people who have applied for this job, some with excellent work experience.

Why should I hire you?



• Then, lean forward, clasp your hands on the table and in a soft voice ask the interviewee: ο Did you ever experience any neglect or disregard from your previous office? In other words, did you

ever suffer because your office or team displayed favouritism?

Say

Say

Role Play

Role Play

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De-brief:• Keep this in mind: Do not criticize anyone during an interview.• You are free to express your opinion, however, your language, answers, body language, and the tone of

your voice should remain constructive and neutral.• Since criticism will show you in negative light, you should keep your answers honest yet diplomatic.• You can tackle such questions by saying, “I got along well with most of my faculty and peers.”

De-brief:• Don’t provide unreal and idealistic answers.• Your answers should be honest yet diplomatic. In a situation like this, the interviewer does not expect

you to provide a specific timeline.• You can say something like, “I would like to stay with the company as long as I can contribute

constructively and develop as an employee, within the organization, professionally and financially.”

Say

Say



• Then very bluntly ask the interviewee: ο How long do you plan to stay with this company if you are selected?

• After the candidate responds, ask sarcastically: ο Do you seriously mean that?



• Ask him/her how important he/she thinks it is to be punctual in the corporate world.• After he/she answers, look up sternly at the interviewee and in a crisp voice, say:

ο You were late for this interview by 10 minutes. That surely does not seem to be in line with what you just said?

Role Play

Role Play

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De-brief:• Politely apologize for being late.• You can add something such as, “I assure you this is not a habit”. All your future actions should be in

line with this statement.• Avoid giving any excuses.• You might feel obligated to provide a justification for your tardiness, but the interviewer is not

interested in that.• Do not over apologize. Once this response is out of the way, turn your focus back to the interview.

De-brief:• If there is no way for you to avoid this question, respond to the interviewer by providing a reasonable

and well-thought out salary range.

Say

Say



• After asking a few academic or job-related questions, ask the interviewee: ο If you get this job, what salary package do you expect us to give you?



• Then, bringing the interview to a close, ask the interviewee: ο Do you have any questions for me?

Role Play

Role Play

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De-brief:• Ask relevant questions.• Don’t bombard the interviewer with questions.• If you have questions about the result of the interview, you can limit your questions to 1 or 2. Keep

them short and relevant like: ο When will I be informed about the results of the interview? ο What are the working hours? ο Will the job require me to travel?

Say

• Tell the participants to be prepared for answering different types of questions in an interview.• Stay calm and focused, and take a moment to think about how you should respond. Always maintain a

confident tone.• Even if you don’t intend to, your body language conveys your level of discomfort with a particular

question. Try to keep your actions, tone, and gestures neutral.• Maintain your composure while answering personal question.

Explain

• Tell all the participants to form pairs again.• Tell them to use the following list of frequently asked interview questions to conduct mock interviews.• They will use all or some of these questions to conduct mock interviews with their partners.• One partner will play the role of the interviewer while the other will play the role of the interviewee.• After they are through asking and answering the questions, the roles will be reversed.• The same list of questions will be used again.• After each mock interview ask the interviewer to provide feedback and clear any doubts that may arise.• Time allotted for each situation is 30-35 minutes.

Do

Mock Interview Questions

Mock Interview Questions

Tell me something about your family.

What qualities would you look for in a Manager or a Supervisor?

Why did you apply for this job?

What do you know about this company?

How do you deal with criticism?

Activity 1

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How do you plan to strike a good work-life balance?

Where do you see yourself five years from now?

Have you applied for jobs in other companies?

What kind of salary do you expect from this job?

Do you have any questions for me?

• Close the discussion by discussing the questions in the both activities.• Ask the participants what they have learned from this activity.• Ask if they have any questions related to what they have talked about so far.

Summary

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13.4.4: Work Readiness – Terms and Terminology

Participant Handbook, Chart papers, Blank sheets of paper, Pens.

• What do you understand by workplace terminology?• Are offer letter and contract of employment the same?

• Let’s start this unit with an activity.


Ask

Say

Workplace terminology• This is a group activity conducted in three parts.

Part 1Sheila received a call from the recruiter of MND Company. Before she is recruited by the company, think of the recruitment process she will have to go through. Start from the telephone call to signing her letter of acceptance. Write down all the words that come to your mind.

Activity De-brief• Have the participants read out the words they have written• Encourage all the participants to participate in the activity

Team Activity

• Divide the class into small groups of 4 or 6.• Instruct the participants that they will be doing a brainstorming activity.• Give them one chart paper each. Tell them to divide the chart in two parts.• Instruct them that they have to use one half of the chart paper now. The other half will be used later.• The participants have to write all the words that come to their mind related to the recruitment process.• Give them 10 minutes to do the activity.• Tell them that there are no right or wrong answers.• Keep a track of the time.

Do

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• You all know quite a few words related to the terms used in the office.• Let us talk about some new terms that have been missed out.• Discuss “Work Readiness – Terms and Terminology” with the participants as given in the Participant

Handbook.

• Why is it important to know the workplace terms?• How do they help?• Can the words be categorised further?

Say

Ask

• Let’s now continue the activity.

Say

Terms and Terminology

• This is again a group activity. The members of the group remain the same as in Activity 1.

Part 2With the help of the new terms you have learned, make a flow chart of the hiring process of MND Company.

Activity De-briefAsk the groups to share the flow charts and the new terms they added while preparing the flow chart.

Team Activity

• Let’s go ahead with the activity.

Say

• Instruct the participants that they have to use the 2nd half of the same chart they had used before.• Using the new terminology and the terms they had previously written on the chart, they have to make

a flow chart of the hiring process of the MND Company.• Give them 10 minutes for this activity.• Keep a check on time. Tell the group to wind up quickly if they go beyond the given time limit.

Do

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Terms and Terminology

The activity continues with the same group members.

Part 3Sheila now works for the MND Company. She is not aware of the company culture and policies. She goes to the HR Department to get her doubts clarified. Can you think of the terms for which she wants clarity? Make a list of those words.

Activity De-brief• Ask the groups to share their list of words. Some of the words are benefits, comp. time, deduction,

employee training, holidays, lay-off, leave, maternity leave, mentor, notice, paternity leave, and time sheet.

Team Activity

• Instruct the participants to identify the key terms an employee of a company should know. They can use the same chart paper for this activity.

• Give them 5 minutes for this activity.• Keep a check on time. Tell the group to wind up quickly if they go beyond the given time limit.

Do

Note: You can either summarize the key points of the unit or have a role play where an employee has just joined a company and the HR Manager explains the terms of employment.

Summary

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• Discuss the concept of entrepreneurship• Discuss the importance of entrepreneurship• Discuss the characteristics of an entrepreneur• Describe the different types of enterprises• List the qualities of an effective leader • Discuss the benefits of effective leadership • List the traits of an effective team• Discuss the importance of listening effectively• Discuss how to listen effectively• Discuss the importance of speaking effectively• Discuss how to speak effectively• Discuss how to solve problems• List the important problem solving traits• Discuss ways to assess problem solving skills• Discuss the importance of negotiation• Discuss how to negotiate• Discuss how to identify new business opportunities• Discuss how to identify business opportunities within their business• Explain the meaning of entrepreneur• Describe the different types of entrepreneurs• List the characteristics of entrepreneurs• Recall entrepreneur success stories• Discuss the entrepreneurial process• Describe the entrepreneurship ecosystem• Discuss the purpose of the ‘Make in India’ campaign• Discuss the key schemes to promote entrepreneurs• Discuss the relationship between entrepreneurship and risk appetite• Discuss the relationship between entrepreneurship and resilience• Describe the characteristics of a resilient entrepreneur• Discuss how to deal with failure

UNIT 13.5: Understanding Entrepreneurship

Unit Objectives

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• Let’s start this session with some interesting questions about Indian entrepreneurs.


13.5.1: Concept Introduction (Characteristic of an Entrepreneur, types of firms/ types of enterprises)

Say

Quiz Questions

1. Who is the founder of Reliance Industries?Dhirubhai Ambani

2. Who is the Chairman of Wipro Limited?Azim Premji

3. Who launched e-commerce website Flipkart?Sachin Bansal and Binny Bansal

4. Who is the founder of Paytm?Vijay Shekhar Sharma

5. CEO OLA Who is of Cabs?Bhavish Aggarwal

6. Who is the founder of Jugnoo?Samar Singla (autorickshaw aggregator)

7. OYO Who is the founder of Rooms?Bhavish Aggarwal

Team Activity

• Tell them that you will ask them few questions about a few entrepreneurs.• Divide the class in to two groups.• In turns ask the quiz questions to the groups.• If the answer is incorrect pass the question to the other group.• Share the answer if the groups are not able to answer.• Congratulate the participants who answered correctly.

Do

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• What do you understand by entrepreneurs?• What is the importance of entrepreneurship in today’s scenario?• What do you think are the characteristics of successful entrepreneurs?• What are different types of enterprises that an entrepreneur in India can own and run?

Ask

• Talk about entrepreneurs, importance of entrepreneurship, characteristics of successful entrepreneurs, and different types of enterprises in India as discussed in the Participant Handbook.

• Tell the participants, stories of successful Indian entrepreneurs- their struggles, the moments of heartbreak, the perseverance and triumph.

• Ask them if they know of any such entrepreneur.

Say

• Close the discussion by summarizing about the opportunities for entrepreneurs in India.

Summary

• Check out different Government schemes for small entrepreneurs. Share the information with the participants.

• You can tell them about the government websites like Start Up India, mudra.org.in, etc.• Discuss about various schemes and policies by the Government of India for entrepreneurs.


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Participant Handbook, Blank sheets of paper, Pens.


13.5.2: Leadership and Teamwork

• Show the picture given below to the class.• Ask them to quickly write on a piece of paper what comes to their mind after seeing the picture.• Now ask them, “What do you understand from this picture?”• Encourage participants to share their thoughts.

Fig. 13.5.2.1: Difference between Leader and Boss

Do

• This picture depicts the qualities of a leader and the difference between a leader and a boss.• A boss focuses on structure and inspires fear whereas a leader follows vision and generates enthusiasm.• A boss blames employees for the breakdown whereas a leader fixes breakdowns.• A boss depends on authority whereas a leader depends on goodwill.• A boss says “I” and a leader says “We”.• A boss drives employees whereas a leader coaches them.• A boss takes credit whereas a leader gives credit.

• Talk about leadership and leadership qualities for an entrepreneur as discussed in the Participant Handbook.

Say

Say

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• Why is it important for a leader to be effective? How does it help the organization?

• Do you consider yourself a team player?

Ask

Ask

• Let us discuss benefits of effective leadership as discussed in the Participant Handbook.• “Out-of-the-box thinking” is one of the new leadership styles. It means thinking differently and from a

new perspective.

De-brief:• What did the winning team do differently?• Who was responsible for the winning team’s success?• How does this activity explain the role of teamwork in entrepreneurial success?

Say

Say

Long Chain


Team Activity

• Divide the class into 2 teams.• Ask each team to create a chain using materials they have in class such as shoe laces, belts, paper,

handkerchief, ribbons, etc.• The team that creates the longest chain wins the game.• Observe if the participants are interacting with their team or working in isolation.• Share your observations with the class.

Do

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• Tell the class that both the teams performed well.• Discuss that the objective of this activity was to open communication channels and how this has been

achieved.• The participants should aim to keep the communication channels open when interacting with their

peers and team members.• It will set the pace and enthusiasm required for all the ensuing teamwork activities.• Talk about teamwork and importance of teamwork in entrepreneurial success as discussed in the


Say

• Close the discussion by summarizing about the importance of teamwork for employees. ο Teamwork helps in reducing stress for the employees. ο Teamwork helps employers in generating more number of solutions to a problem and developing

improved communication amongst employees.• Ask the participants what they have learned from these exercises.• Ask if they have any questions related to what they have talked about so far.

Summary

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13.5.3: Communication Skills: Listening & Speaking: The Importance of Listening Effectively

Activity – Chinese Whisper

Step 1: Form a circle.

Step 2: Start a whisper chain. Any one participant will whisper a message into his/her neighbour’s ear. No one else must hear the message. The message can be serious or downright silly.

Step 3: The next person who first heard the message should whisper the message very quickly to the person sitting next to them.

Step 4: The game goes on until the last person says whatever they heard out loud and the first person reveals the real message.

Compare them and have a great laugh!

Activity

De-brief questions:• Was the original message the same as the message that is communicated at the end of the game?• Why do you think there was a difference in the messages?

Ask

• No, the original message was not same at the end of game.• The barriers to communication like language, disturbance and noise, poor listening skills, boredom,

poor speaking skills, etc. are the potential reasons this happens.• There are various aspects to communication. Speaking skills and listening skills are two major components

to any communication. There is always some room for improvement in the way we communicate.• It is important to accept the reality of miscommunication and work to minimise its negative impacts.

Say

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• How often do you hear these statements? ο “You’re not listening to me!” ο “Why don’t you let me finish what I’m saying?” ο “You just don’t understand!”

• What do you think the other person is trying to convey to you through these sentences?• We will not talk about the importance of listening effectively as discussed in the Participant Handbook.

Ask

• Communication is a two-way process where people exchange information or express their thoughts and feelings

• It involves effective speaking and effective listening.• If I go to the store to get bread, I exchange money for the bread. I give something and get something in

return. Communication takes place in the same manner. You have to provide and receive information for communication to take place.

• Let’s play a game to understand effective listening process better.

Say

Say

• This is a class activity.• The participants need to answer the questions they hear.• Instruct them to listen carefully.• You will read it at a stretch and if need be repeat it once more.• Tell the participants to raise their hand if they know the answer to the question asked.• Keep a check on time.

Do

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Riddles:

Is there any law against a man marrying his widow’s sister?

If you went to bed at eight o’clock at night and set the clock’s alarm to ring at nine o’clock, how many hours of sleep would you get?

Do they have a 26th of January in England?

If you had only one match and entered a dark room that had a kerosene lamp, oil heater, and a wood stove, what would you light first?

The Delhi Daredevils and the Chennai Super Kings play five IPL matches. Each wins three matches. No match was a tie or dispute. How is this possible?

There was an airplane crash. Every single person died, but two people survived. How is this possible?

If an airplane crashes on the border of two countries, would unidentified survivors be buried in the country they were travelling to or the country they were travelling from?

A man builds an ordinary house with four sides except that each side has a southern exposure. A bear comes to the door and rings the doorbell. What is the colour of the bear?

Answers:

There’s no law against a man marrying his widow’s sister, but it would be the neatest trick in the book since to have a widow, the man would have to be dead.

You’d get one hour’s sleep since alarm clocks do not know the difference between morning and night.

Oh, yes. They have a 26th of January in England. They also have a 27th, a 28th, and so on.

First of all, you would light the match.

Who said the Delhi Daredevils and the Chennai Super Kings were playing against each other in those games?

Every SINGLE person died, but those two were married.

You can’t bury survivors under any law especially if they still have enough strength to object.

The bear that rang the doorbell would have to be a white bear. The only place you could build a house with four southern exposures is at the North Pole where every direction is in South.

Activity 2

De-brief question:• What were the barriers that came into your way of listening?• How can you overcome barriers to listening?

Ask

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• There is a difference between hearing and listening.• If you don’t listen properly, the message may be misunderstood.• Be open-minded while listening to someone.• It is important to listen effectively and carefully without making assumptions.

Say

Elevator Pitch: You are in the lift of a hotel and you bumped into your former client who is a famous businessman. He has financed a lot of small business ventures and can finance your new start-up too. After exchanging pleasantries, he asks you what your new company does. You open your mouth, and then pause. Where do you even begin?Then, as you try to organize your thoughts, his meeting is called, and he is on his way. If you would been better prepared, you’re sure that he would have stayed long enough to schedule a meeting with you too.If you were given another chance, what would you have said to this person?

Activity 3

• Start off the task by providing a beginning sentence to get the story started, and then go around the classroom getting each one to add a new sentence to keep the story going.

• This task should be done spontaneously allowing only a little time to think (30 seconds).• For example: There was once a student who was looking for a job after graduation.

Do

• Tell the participants to follow these steps to create a great pitch, but bear in mind that you’ll need to vary your approach depending on what your pitch is about.1. Identify Your Goal: Start by thinking about the objective of your pitch. For instance, do you want to

tell the potential clients about your organization? Do you have a great new product idea that you want to pitch to an executive or do you want a simple and engaging speech to explain what you do for a living?

2. Explain What You Do: Start your pitch by describing what your organization does. Focus on the problems that you solve and how you help people. Ask yourself this question as you start writing: what do you want your audience to remember most about you? Keep in mind that your pitch should excite you first. After all, if you don’t get excited about what you’re saying neither will your audience. People may not remember everything that you say, but they will likely remember your enthusiasm.

3. Communicate Your USP: Your elevator pitch also needs to communicate your unique selling proposition or USP. Identify what makes you, your organization or your idea unique. You’ll want to communicate your USP after you’ve talked about what you do.

4. Engage with a Question: After you communicate your USP, you need to engage your audience. To do this, prepare open-ended questions (questions that can’t be answered with a “yes” or “no” answer) to involve them in the conversation. Make sure that you’re able to answer any questions that he or she may have.


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5. Put it all Together: When you’ve completed each section of your pitch, put it all together. Then, read it aloud and use a stopwatch to time how long it takes. It should be no longer than 20-30 seconds. Remember, the shorter it is, the better!

Example:Here’s how your pitch could come together:“My company deals with cloth retail online business and we use various e-commerce platforms to sell our products. This means that you can do shopping with ease and spend time on other important tasks. Unlike other similar companies, we have a strong feedback mechanism to find out exactly what people need. This means that, on average, 95 percent of our clients are happy with our products. So, how can you help us in creating our own web portal?6. Practice: Like anything else, practice makes perfect. Remember, how you say it is just as important

as what you say. If you don’t practice, it’s likely that you’ll talk too fast, sound unnatural or forget important elements of your pitch. Set a goal to practice your pitch regularly. The more you practice, the more natural your pitch will become. Practice in front of a mirror or in front of colleagues until the pitch feels natural.

• Close the discussion by summarizing how to speak effectively as discussed in the Participant Handbook.

Summary

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• What is a ‘problem’?• What do you think are the problems you may face in the process of becoming a successful entrepreneur?


13.5.4: Problem Solving & Negotiation Skills

Say

• What do you do when you face a problem?• How do you resolve it? You can pick examples from the question asked previously ‘the problems they

are likely to face in the process of becoming a successful entrepreneur’.

Ask

• Discuss the definition of problem as given in the Participant Handbook.• In a hurdle race the hurdles are the obstacles on the way to reach your goal.• Similarly, obstacles are the hurdles you may face while reaching your goal i.e. to set-up your own

business . Your goal will be to reach the finishing line after crossing these hurdles.

• Discuss how to solve problems as given in the Participant Handbook.

Say

Say

• This is a group activity.• The groups will solve the problem and come up with the best solution in each case.

ᴑ Unable to arrange for some extra finance for setting up a beauty parlour. The loan sanctioned and disbursed is not enough. You have tried all your contacts, friends and relatives. But unable to manage the extra amount. Bank will not sanction more amount as you have used up the complete sanction limit.

ᴑ You have rented a space for your business and all arrangements are done. You will be operating from the office space rented in two days. Now the owner comes up to you and says he wants to sell the place and wants you to vacate in 15 days.

Team Activity

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• Divide the class into three groups. Give one scenario to each group.• Explain the purpose and duration of the activity.• Ask the groups to build on the scenario and present their solution as a role play.

Do

ᴑ You have just set up your business and need extra human resource. You have tried invieing a few also tied up with an agency for getting the right candidate. But you are unable to get the right candidate. If the candidate is good, you cannot offer the salary demanded. If the candidate agrees to the salary, he/she has other demands like working hours to be reduced, leaves, etc. which may not work for your set up.

De-brief questions:1. What was the problem?2. Is there any other alternative solution?3. Is this the best solution presented?

• Discuss the important traits for problem- solving as given in the Participant Handbook.

• Discuss how to assess for problem- solving skills as given in the Participant Handbook.

Say

Say

Say

• Try to think of some people around you who are able to solve problems very easily. Even you or your friends might be approaching them when there is a problem. What qualities do they have? What personality traits do such people possess?

• In order to build a successful organization, you need to hire people who possess good problem solving skills. How would you assess the level of problem solving skills of potential candidates before hiring them?

Ask

Ask

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• Ask the participants the things that they have learnt so far.• Ask if they have any questions related to what they have talked about so far.• Summarize the discussion on problem solving.

Summary

• The activity is to organise an election event. Select three volunteers from the group. They have to give a speech on their election manifesto to the class. They have to negotiate with the fellow participants and convince them to vote for them. The best negotiator will win the election.

Activity

• Ask three participants to volunteer for the activity.• Explain the purpose and duration of the activity.• Set guidelines pertaining to discipline and expected tasks.

Do

• Out of the three contestants, whom would you support? Why? What did they say or do which convinced you to make your decision?

• Have you ever tried to negotiate in your personal or professional life?• Ask the class to share some of their experiences where they have been able to strike a deal by negotiating.

• Why is it important to negotiate? As an entrepreneur, where do you think that negotiation skills will be needed?

Ask

Ask

• Discuss “What is Negotiation?” as given in the Participant Handbook.

• Discuss the importance of negotiation while starting a business as given in the Participant Handbook.

Say

Say

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• Conduct a role play activity.• Ask the participants to assemble together.• Explain the purpose and duration of the activity.• Set guidelines pertaining to discipline and expected tasks.

Role Play

• Discuss the important steps to negotiate as given in the Participant Handbook.

Say

• Divide them into groups of four (4) (depending on the batch size).• Give them the hand-outs for role play scenarios.• Two groups to be given scenarios on problem solving.• Other two groups to be given scenarios on negotiation.• The groups will build on the scenarios and prepare for the role play.• Give the groups atleast 5 mins to discuss and be ready with the role play.• Invite each group one by one to come and present their role play.

Problem solving Scenario 1Avinash has a Mobile Repair Store in Allahabad. His outlet is one of the most popular one in the vicinity and he has great rapport with his customers. He is always well-dressed, jovial and full of energy.It’s around 11 AM, when a customer barges in to the shop and starts shouting at Avinash for giving her back the instrument which is still not working. The screen of her mobile is also cracked from one side. Avinash remembered thoroughly checking the handset before handing it over to the customer. The customer threatens to sue the company and to go to Consumer Court for cheating her.

Problem solving Scenario 2You are running a successful small scale business, Shreeji Aggarbattis,. Your staff members do door to door selling and organise marketing campaigns in local markets. Your brand has established it’s name in last few years.Recently, lot of customers have been coming to you and lodging complaints that your staff members indulge in malpractices. Few of them informed you that a staff member engaged them in a friendly conversation. In the meanwhile, the other gave them lesser packets of aggarbattis than they paid for.Another set of customers lodged complaint about the misconduct and rude behaviour of a particular staff member.You often hear from your customers that the orders don’t get delivered on time or wrong products get delivered.You have already been struggling with shortage of staff and such complaints are a serious concern as it is hampering your brand image. What strategies will you adopt to solve this problem?

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Negotiation Scenario 1You have interviewed a prospective new employee who could be a key member of your new entrepreneurial venture. The new person is demanding a salary that is 20% higher than you thought based on your business plan. Finances are tight, yet you believe this person could make a significant impact on future profits. If you paid the required salary for the new person, then you would have to restructure your entire business plan. You’ve been searching for an individual with this skill level for three months. to the candidate is waiting for your response. Now you have to call him in to make the final negotiations.

Negotiation Scenario 2You are a young entrepreneur who has just registered his start up project and applied for a bank loan accordingly. You receive a letter saying that your loan application has been rejected as your start up idea did not appeal to the bank and they think that it is not a revenue generating model. You have taken an appointment to meet the manager and show your negotiation skills to get your loan approved.

Facilitating Role PlaysPreparing for the activity1. Carefully review the details of the scenario and the character descriptions.2. Become familiar with the key issues being addressed in the scenario.3. Study the provided material so that you are ready to address issues related to the situations depicted

in the role-plays.4. Anticipate and know how to address issues participants might raise during the activity.Conducting the activity1. Introduce the activity. Emphasize that role-playing provides participants with an opportunity to apply

their new knowledge, skills, and tools in situations that simulate actual interactions with customers.2. Ask participants to form pairs. Direct the members of each group to choose who will play the roles. Remind

the groups that each participant should be given the opportunity to play/practice the different roles.3. Conduct a demonstration so that participants become familiar with the expectations related to the

roles and support materials.4. Give the pairs/ groups 10 to 15 minutes to conduct the role-play (depending on the duration of the session).5. After all the groups have finished with the role-play, conduct a debriefing session on each role-play.6. Ask the groups to take five minutes to talk about what happened during the role-play. The groups

should discuss the questions given in the debriefing for each role-play. Encourage participants to provide constructive criticism during their discussions.


• Wrap the unit up after summarizing the key points and answering questions.

Summary

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13.5.5: Business Opportunity Identification: Entrepreneurs and Opportunities

Participant Handbook, Blank sheets of paper, Pens.

• How does an entrepreneur identify an opportunity?• What do you think are the common queries or concerns faced by entrepreneurs?• How can you identify new business opportunity?


Ask

1. Let’s talk about opportunity, common queries or concerns faced by entrepreneurs, idea as an opportunity, factors to consider when looking for opportunities, ways to identify new business, and opportunity analysis as discussed in Participant Handbook.

2. Let’s do an activity to understand ways to identify business opportunities within your business.

Say

• Tell the class that this is an individual activity.• Tell the participants to create a matrix on their notebooks.• There will be four boxes in your matrix.• Strength, Weakness, Opportunity and Threats will be the four headings of the matrix. This is called the

SWOT matrix.• Read out the questions to them and tell the participants they need to answer the questions asked in

each matrix.• Tell them they can also use their own understanding of themselves to fill the SWOT matrix.

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• Congratulate everyone for the class activity.• Ask the audience to applaud for themselves.• Allot the participants sufficient time to complete this activity, but do keep a check on time.• Ask de-brief questions to cull out information from the participants.

Do

Do your SWOT analysis

StrengthWhat are your strengths?What unique capabilities do you possess?What do you do better than others?What do others perceive as your strengths?

WeaknessWhat are your weaknesses?What do your competitors do better than you?

OpportunityWhat trends may positively impact you?What opportunities are available to you?

ThreatDo you have solid financial support?What trends may negatively impact you?

Activity

De-brief questions:• What are your weaknesses according to your SWOT analysis?• Do you think you can change your weakness into strength? How?• Do you think you can work on your threats? How?

Ask

• Close the discussion by summarizing ways to identify business opportunities within your business.• Ask the participants what they have learned from this exercise.• Ask if they have any questions related to what they have talked about so far.

Summary

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13.5.6: Entrepreneurship Support Eco-System

Participant Handbook, Chart papers, Marker pens, Pencils, Colour pencils, Scale, Eraser, Other requisite stationery material

• Do you think that entrepreneurs need support?• What do you think is an eco-system?• What do you think ‘entrepreneurship support eco-system’ means?

• Can you define entrepreneurship support eco-system?• What are the key domains of the support eco-system?


Ask

Ask

• Let’s learn what entrepreneurship support eco-system means.• Discuss ‘Entrepreneurship Support Eco-System’ as given in the Participant Handbook.

Say

1. Let’s learn more about these domains by conducting an activity.2. You have to make a poster showing the components of the six main domains of entrepreneurship

support eco-system.

Say

Making a poster showing the entrepreneurship support eco-system.

Team Activity

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Discuss 'Make in India' campaign as given in the Participant Handbook.

Say

• Divide the class into groups of four or six. • Hand out chart paper and coloured pens. • Explain the purpose and duration of the activity. • Go around checking the progress of each group. • Set guidelines pertaining to discipline and expected tasks. Activity De-brief Ask each group to display

their poster and explain the key domains of entrepreneurship support eco-system.

Marker

Policy

Finance

Culture

Sports

Human Capital

Entrepreneurship

Fig. 13.5.6.1: key domains of entrepreneurship

Do

What kind of government support eco-system is available for entrepreneurs in India?

Ask

Presentation on key schemes to promote entrepreneurs

Team Activity

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• Divide the class into pairs. • Number each pair from 1-15. • Assign a scheme, same as their group number, to each group.• Ask them to read the scheme carefully and present it to the class. • Explain the purpose and duration of the activity. • Go around checking the progress of each group. • Set guidelines pertaining to discipline and expected tasks.

Activity De-brief

• Ask each group to explain the scheme offered by government to promote entrepreneurs.

Do

Summarize the unit by discussing the key points and answering questions the participants may have.

Summary

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13.5.7: Risk Appetite & Resilience

Participant Handbook, Chart papers, Blank sheets of paper, Pens, Marker pens

• Can you define risk or explain what constitutes a risk?• What do you people mean when they say, “This may be a risky proposition”?• What risks are they talking about?


Ask

• Let's have a look at these two examples:

Rohit and his family were travelling by car from Delhi to Nainital. It was their second trip there. Rohit wasfamiliar with the road. His friends told him that the highway after Rampur was in a bad condition. They advised him to take a shortcut and turn left from Moradabad and take the Kaladhungi road. This road is in abetter condition.Since he was going with his family, and did want take the risk of getting lost, he left early. He took the Kaladhungi road and reached Nainital well in time.

Suresh and his family too were travelling by car from Delhi to Nainital. It was their second trip there. His friends too advised him to take a shortcut and turn left from Moradabad and take the Kaladhungi road as this road was in a better condition.Suresh too decided to take the Kaladhungi road but he left Delhi in the afternoon. It was dark by the time he reached Kaladhungi, and he was sure that he was taking the correct turn. As it was late, he could not find anyone to give him directions. He ended up being in an unknown place that was scarcely inhabited.

ExampleExample

• Let's learn more about risk appetite and resilience with the help of an activity.

Say

• Let's see what type of risks Rohit and Suresh took.• Discuss 'Risk Appetite and Resilience' with the participants as given in the Participant Handbook.

Say

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Risk Appetite


• In the previous unit, you read success stories of Mr Dhirubhai Ambani and Dr Karsanbhai Patel.• Mr Ambani left his job and started his company Reliance with just Rs. 50,000/-.• Dr Patel kept his job, went door-to-door to sell Nirma, and only when the brand started gaining popu-

larity• did he start his own company.• What types of risk did both of them take?• What risk factors, do you think, did they keep in mind before launching their company?• Write the Risk Appetite Statement of both the companies.

Activity De-brief• Who took a greater risk?• What are the differences between the Risk Appetite Statement of both the companies?

Team Activity

• Do you think all entrepreneurial ventures are successful?• What happens if the first venture is not successful?• Should the entrepreneur stop when faced with challenges or face them?

Ask

• Instruct the participants that this is group work.• Divide the class into small groups of 4.• Give each group a chart paper.• Tell the participants that they have to evaluate the risks taken by Mr Dhirubhai Ambani and Dr

Karsanbhai Patel.• Give the participants 15 minutes to discuss and write.• Keep a check on time. Tell the group to wind up quickly if they go beyond the given time limit.

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• Let's have a look at the following example:

Vijay Shekhar Sharma is the founder of Paytm, which is a giant Indian e-commerce. He was born in a middleclass family in Uttar Pradesh. He started his first job at an MNC. He quit after six months and built a company One97 with his friends. As One97 grew bigger, it needed more money because it was running more servers, bigger teams, and had to pay royalty. At that time, the tech bubble popped and technolo-gy companies were running in losses. Finally, money ran out. So One97 took loans and then more loans at higher rates of interest, as high as 24 per cent, and became caught in a vicious cycle.

In 2014, Paytm was launched with online wallet services after which, the company enabled online pay-ment transactions. The company got licenses from RBI in 2016 to launch India's first ever payment bank. Moreover, the main motive of Paytm was to transform India into a cashless economy.

After demonetization came into effect, Vijay Shekhar Sharma started promoting online and digital trans-actions to deal with the cash crunch. In fact, the service of the company's mobile wallet is accepted across India. The logo of Paytm is now popular almost everywhere from tea stalls to major companies.

ExampleExample

• Let's learn more about entrepreneurship and resilience with the help of an activity.

Say

• Let's see what qualities made Vijay Shekhar Sharma a resilient entrepreneur.• Discuss Entrepreneurship and Resilience with the participants as given in the Participant Handbook.

Say

Entrepreneurship and Resilience


• Think of some entrepreneurship ventures that faced challenging times, but later resulted in success stories.

• Who is the founder of that company?• What challenging times did it face?• How did it overcome those challenges?• List the resilient characteristics of the entrepreneur.

Activity De-brief• Each group to give their presentation.• Why did you choose this company?• What is the success story of the company?

Team Activity

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Facilitator Guide

• Instruct the participants that this is group work.• Divide the class into small groups of 4.• Give each group a chart paper.• Tell the participants that they have to think of an entrepreneur who faced challenging times, but

eventually succeeded.• Give the participants 15 minutes to discuss and write.• Keep a check on time. Tell the group to wind up quickly if they go beyond the given time limit.

Do

• You can summarize the key points of the unit.• Ask the participants what they learned from the activities.• Clarify any questions or doubts they might have.

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• Let's have a look at this example.

Shah Rukh Khan, also known as, SRK or King Khan is a force to reckon with. Did he achieve stardom overnight? Shah Rukh Khan, who has seen many struggles in his life – he has slept on streets, struggled to support himself and his sister at a very young age, and lost his parents very early in life, which led to his sister seeking mental health support. Amidst all the chaos and challenges, he kept pushing himself, and today he stands tall as the 'Badshah of Bollywood'. Certainly those years were not easy for him.

When he was young, he stood at Marine Drive and said, “I will rule this city one day”. Failure was not just his companion during or before his stardom, it is still a substantial part of his life. Success does not come easy. What made him a star was his acceptance of failure and the urge to improve.

ExampleExample

13.5.8: Success and Failures

• Have you heard the quote 'nothing is impossible'?• What do you think it means?• Do you think that all successful entrepreneurs became famous overnight or did they have to struggle

or face failure before succeeding?

Ask



• How do you define success and failure?• What is fear?• Discuss “success and failure” with the participants as given in the Participant Handbook.

Say

• Have you felt or experienced fear?• What led you to feel that emotion?• How did you handle it?

Ask

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Facilitator Guide

• Let's learn the about success and failure with the help of an activity.

Say

• Divide the class into groups of four.• Instruct them to think of one scenario where they have to interview a successful entrepreneur.• Explain the purpose and duration of the activity.• Set guidelines pertaining to discipline and expected tasks.• They have to choose one person from the group as the interviewee and one as the interviewer.• Go around and make sure they have understood what is to be done and are discussing the roles properly.• Check that everyone understands their role. Give clarifications if needed. Give the participants about• minutes to discuss and decide their roles.• Ask the groups to stop the discussion as soon as the time is over.• Invite each group one by one to come and present their interview as a role play.

Team Activity

Facilitating Role Plays

Preparing for the activity

1. Carefully review the details of the scenario and the character descriptions.2. Become familiar with the key issues being addressed in the scenario.3. Study the provided material so that you are ready to address issues related to the situations depicted

in the role plays.4. Anticipate potential questions that might be raised by the participants and be ready to address them.

Conducting the activity

1. Introduce the activity. Emphasize that role playing provides participants with an opportunity to apply their new knowledge, skills, and tools in situations that simulate actual interactions with customers.

2. Ask participants to form pairs. Direct the members of each group to choose who will play the roles. Remind the groups that each participant should be given the opportunity to play/practice the different roles.

3. Conduct a demonstration so that participants become familiar with the expectations related to the roles and support materials.

4. To maintain spontaneity of the interactions during the role play, ask the participants not to discuss the details of their roles prior to the role play.

5. Give the pairs 15-20 minutes to conduct the role play.6. Circulate among the groups to answer any questions that may arise and provide guidance as needed.7. After all the pairs have finished with the role play, conduct a de-briefing session on each role play.


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8. Ask the groups to take five minutes to talk about what happened during the role play. The groups should discuss the questions given in the de-briefing for each role play. Encourage participants to provide constructive criticism during their discussions.

9. Conclude the activity by asking participants to think about whether and how they might use scripted role plays in their real life.

Wrap the unit up after summarizing the key points and answering questions.

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Facilitator Guide

UNIT 13.6: Preparing to be an Entrepreneur


• Discuss how market research is carried out• Describe the 4 Ps of marketing• Discuss the importance of idea generation• Recall basic business terminology• Discuss the need for CRM• Discuss the benefits of CRM• Discuss the need for networking• Discuss the benefits of networking• Discuss the importance of setting goals • Differentiate between short-term, medium-term and long-term goals • Discuss how to write a business plan • Explain the financial planning process • Discuss ways to manage your risk• Describe the procedure and formalities for applying for bank finance• Discuss how to manage their own enterprise• List the important questions that every entrepreneur should ask before starting an enterprise

Unit Objectives

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13.6.1: Market Study/ The 4Ps of Marketing/ Importance of an IDEA: Understanding Market Research

Participant Handbook, Chart papers, Markers pens, Blank sheets of paper


• Suppose, you want to open a restaurant, what are the factors you will consider?• How will you promote your restaurant?

Ask

• Let's have a look at this example.Arjun was an MBA working in a company. But he wanted to start a low cost budget hostel for foreign tourists coming to India. He did a lot or market research before starting the project. Based on the information he gathered, he made his business plan. His hostel is now flourishing and he is thinking of expanding to other tourist destinations.

ExampleExample

• Discuss “Market Study” with the participants. Refer to the Participant Handbook.• Let's learn about market study and research with the help of an activity.

Say

Market Study

• This is a group activity.• You want to start your own tuition centre.• What type of research will you do?Activity De-brief

• Ask each group to come forward and give a brief presentation.• Encourage other groups to be interactive and ask questions.• What factors did you keep in mind while doing your research?• Based on our research would you go ahead and open a tuition centre?

Team Activity

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Facilitator Guide

• Instruct the participants that this is group work.• Divide the class into small groups of 4 or 6.• Give each group a chart paper.• Tell the participants that they have to start their own tuition centre.• Give the participants 10 minutes to discuss and write the research work they need to do.• Keep a check on time. Tell the group to wind up quickly if they go beyond the given time limit.

Do

By opening a tuition centre you are offering a service.

Say

Discuss “The 4Ps of Marketing” with the participants as given in the Participant Handbook.

Let's learn about the 4Ps of Marketing with the help of an activity.

Say

Say

What factors will you keep in mind before opening it?

Ask

4 Ps of Marketing

• This is a group activity.• You have to sell a pen to four different segments:

1. Rural villagers2. Rural middle class3. Urban middle class4. Upper end rich people (Niche market)

• Keeping the 4Ps of Marketing in mind, what marketing strategy will you design to sell the pen?

Activity De-brief

• Ask each group to to present their strategy.• Encourage other groups to be interactive and ask questions.

Team Activity

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Instruct the participants that this is group work.

• Divide the class into four groups.• Give each group a chart paper.• Assign each group a target audience for selling the pens:

1. Rural villagers2. Rural middle class3. Urban middle class4. Upper end rich people

• Tell the participants that they have to design a marketing strategy keeping the 4Ps of Marketing in mind.• Give the participants 20 minutes to discuss and come up with their strategy.• Keep a check on time. Tell the group to wind up quickly if they go beyond the given time limitActivity De-brief• Ask each group to come forward and give a brief presentation.• Ask each group what they kept in mind while designing their marketing strategy.• Encourage other groups to be interactive and ask questions.

Do

• Each entrepreneur has an idea of wants he wants to sell. It may be a service or a product.• Discuss “Importance of an IDEA” as given in the Participant Handbook.

Say

• Summarize the key points of the unit.• Ask the participants what they learnt from the activities.• Encourage them to ask if they have any doubts.

Summary

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• Let's recall some basic business terminology.• Discuss the Business Entity Concepts as given in the Participant Handbook.• Let's learn some basic business terminology by having an activity.• We will have a quiz today

Say

13.6.2: Business Entity Concepts



The activity is a quiz.

Activity

• Divide the class in two groups and give a name to each group.• Explain the rules of the quiz. For each correct answer the group gets 1 mark.• If the group is unable to answer the question is passed to the next group.• Explain the purpose and duration of the activity.• Ask the questions of the quiz.• Keep a score of the groups.• Set guidelines pertaining to discipline and expected tasks.

Do

• Summarize the unit by discussing the key points.

Summary

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Questions for the quiz

1. What does B2B mean? Business to business

2. What is a financial report? A comprehensive account of a business' transactions and expenses

3. Who is a sales prospect? A potential customer

4. How is working capital calculated? Current assets minus current liabilities

5. What is an estimation of the overall worth of a business called? Valuation

6. You are buying a house. What type of transaction is it? Complex transaction

7. How will you calculate the net income? Revenue minus expenses

8. How is Return on Investment expressed? As percentage

9. How will you calculate the cost of goods sold? Cost of materials minus cost of outputs

10. What is revenue? Total amount of income before expenses are subtracted.

11. What is a Break-Even Point?This is the point at which the company will not make a profit or a loss. The total cost and total revenues are equal.

12. What is the formula used to calculate simple interest? A = P(1 + rt); R = r * 100

13. What are the three types of business transactions? Simple, Complex and Ongoing Transactions

14. The degrading value of an asset over time is known as . Depreciation

15. What are the two main types of capital? Debt and Equity


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• The key to every success business lies on understanding the customer's expectations and providing excellent customer service.

• Discuss about CRM and its benefits. Refer to the Participant Handbook.• Providing excellent customer service entails:

ᴑ Treating your customers with respect. ᴑ Be available as per their need/ schedule. ᴑ Handling complaints effectively. ᴑ Building long lasting relationships. ᴑ Collecting regular feedback.

• Handle customer complaints proactively. Ask “what happened”, “why it happened”, “how can it be avoided next time”, etc.

• Collecting feedback from the customers regularly will enable you to improve your good/service.• “Let's understand it better with the help of some case scenarios. You will be given some cases within

your groups. You have to analyse the case scenario that has been given to you and then find an appropriate solution to the problem.”

Say

13.6.3: CRM & Networking



• Can your business run without customers/buyers?• Who is the most important entity in any business?

Ask

• Divide the class into four groups of maximum six participants depending on the batch size.• Give one case study to each group.• Instruct them to read the case carefully.• The group is expected to analyse and discuss the case amongst them and find a solution to the given

problem.• Put down the discussion points (de-brief questions) on the board. Give the class 5-10 minutes to discuss

the case and note down their solutions.• At the end of 10 minutes, the team should present their case solution to the class.

Do

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Case Study Analysis

Raju runs a business of wooden furniture. He has a huge list of customers on Facebook and WhatsApp who give him orders regularly. Ankita is one of his old and regular customers. She placed an order for a new chester and TV cabinet via WhatsApp and requested Raju to send them as soon as possible. When the parcel reached Ankita through courier she found that chester was broken and the TV unit was chipped from the bottom. Ankita was heartbroken. It was a complete waste of money. She sent a message to Raju on WhatsApp, expressing her anger and disappointment. Raju might lose an old customer forever if he doesn't satisfy the customer. What should Raju do to retain his customer?

Scenario 2

Rajni runs a boutique shop. She sells suits and sarees. She is one of the most successful designer in her city. Rajni swears that all the clothes in her boutique have unique designs. Smita has to attend her cousin's wedding; she goes to Rajni's boutique to buy a saree. Smita wanted a unique designer saree. Rajni customized a saree for her and sent it over the courier. When Smita had a look at the saree she realised her two friends had the same design sarees. She sent a message to Rajni on WhatsApp, expressing her anger and disappointment. Did Rajni make a false promise? Were her designs copied? What could happen to Rajni's image after this incident? What would you do if you were in Rajni's place?

Scenario 3

Shama is a beautician who offers parlour services to ladies by making home visits. Recently, Shama got her name registered on an e- commerce website. Two days earlier, she got a message from Mrs Sushma. The appointment was fixed for next day, 11:00 am and the remuneration for the services was decided beforehand. When Shama reached there at 10:50 am, Mrs Sushma was not at home. When Shama called her, she asked her to wait for a while. Mrs Sushma reached home at 11:45 am. Meanwhile, Shama had to reschedule her next appointment.

After availing Shama’s services, Mrs Sushma refused to pay the requisite amount and started finding faults in the services provided by her. Who was at fault in this scenario? What should you do in case the customer behaves unreasonably? What would you do if you were in Shama’s place?

Scenario 4

Shailender is the manager of a car showroom. He proactively takes part in all the transactions that happen in his showroom. Vinita wants to buy a new car. She has chosen a car from Shailender’s showroom. The salesperson has given her a very good discount and has also promised free service for one year. Vinita goes to the showroom and asks to complete all the formalities to purchase the car. When she sees the final bill she realize that she has not received the promised discount neither was there any mention of the free services. She immediately demands to see the Shailender. When Shailender’s head asks how much discount Vinita was promised, he realised the discount will make the sale in loss. The car showroom owner might lose a customer and deal due to false commitments made by his manager. Besides, the customer might tell this to other people, creating a bad name and image for the showroom. If you owned that showroom, how would you have convinced your customer?

Team Activity

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Facilitator Guide

• Now, let's discuss the problem and solution with the class.• The group will first briefly describe the case to the class.• Then discuss the issue identified and the proposed solution.• Present the solution as a role play.• Post presentation, the other groups may ask questions from the group that has presented.

Say

• Congratulate each group for the presentation/ role play.• Ask the audience to applaud for them.• Keep a check on time. Tell the group to wind up the discussion quickly if they go beyond the given time

limit.

Do

• Ask the participants what they have learnt from this exercise/ activity.• Ask if they have any questions related to what they have talked about so far.• Close the discussion by summarizing the importance of CRM and Networking for entrepreneurs.• Close the discussion by summarizing the importance of CRM and Networking for entrepreneurs.

Summary

Group Discussion

• Conduct a group discussion in the class on how they can do networking for their business.

Activity

• If your customers are happy with you they will give referrals which will help to grow your business.• One more way of growing business is 'Networking'.• Discuss Networking and its benefits. Refer to the Participant Handbook.

Say

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Talk about short term, long term and medium term goals, as discussed in the Participant Handbook.

Say

13.6.4: Business Plan: Why Set Goals?

Participant Handbook, Chart papers, Blank papers, Marker pens, Ruler


• Remember we had written SMART Goals in a previous session? Let's try and recall why it is important to set goals?

• While framing SMART goals, we talked about 'T' in SMART, which was 'Time Bound? What do we mean by time bound goals?

• What time limit did you set for your goal-3 weeks, 3 years, 10 years?

Ask

• As you are planning to become an entrepreneur, you must have thought of an idea for a start-up. What is your business idea?

Ask

• Have you created a business plan for your business idea? • Do you think it is important to have a business plan in place? Why/ why not?

Ask

Ask few participants to share their business ideas.

Do

• Talk about 'Why Create a Business Plan'as discussed in the Participant Handbook. • Let's understand it better with the help of an activity.

Say

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Facilitator Guide

Writing a business Plan

• This is a group activity.• Give the groups the required resources such as chart paper and markers.• This activity is divided into two parts:

1. Create a business idea2. Develop a business plan

The group will discuss and come up with a new business idea and present their idea to the class.

In the second part of the activity the group will develop a business plan for the business idea.

The business plan prepared will be presented by the groups to the class.

MY BUSINESS PLAN

Executive Summary: What is your Mission Statement?

Business Description: What is the nature of your business?

Market Analysis: What is your target market?

Organization and Management: What is your company's organizational structure?

Service or Product Line: What is the lifecycle of your product/ service?

Marketing and Sales: How will you advertise and sell your products?

Funding Request: How much fund is required and from where?

Team Activity

• Teams will need to brainstorm for this part of the activity.• Use the blank papers for the second part of this activity• Make your business plan on a chart paper based on the following parameters:

1. Executive Summary2. Business Description3. Market Analysis4. Organization and Management5. Service or Product Line6. Marketing and Sales

• Explain each parameter in detail as done in the Participant Handbook.• Discuss each parameter with the business idea examples of the groups.• Groups will discuss and develop the business plan for their business idea.

Say

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• Now, let's share our plan with the class.• Each group will briefly describe the plan to the class.• Post presentation, the other groups may ask questions to the group who have presented their plan.

Say

• Ask the participants what they have learnt from this exercise/ activity.• Ask if they have any questions related to what they have talked about so far.

Summary

• Along with a business plan, you need to create a financial plan and evaluate the risk involved with your start up.

• Discuss 'Financial Planning' and 'Risk Management' in detail as given in the Participant Handbook.

Say

• Congratulate each group for sharing their points.• Ask the audience to applaud for them.• Keep a check on time. Tell group to wind up the discussion quickly if they go beyond the given time

limit.

Do

Keep the business plan format ready in a flipchart to display it during the activity.Notes for Facilitation

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13.6.5: Procedures and Formalities for Bank Finance

Participant Handbook, Bank loan/finance form sample


• While preparing a business plan in the last session, we discussed financial planning to arrange financial resources for your start-up. Therefore, how will you collect funds to start your business?

Ask

• Discuss the list of documents that are required to apply for a loan like letter of introduction, business brochure, references of other banks, and financial statements.

• Explain the details to be filled in a loan application form.• Divide the class into groups. Give each group a loan application form.• Ask the groups to discuss and fill the form.

Do

• Close the discussion by summarizing the important documents needed for bank loan.• Ask the participants if they have any questions related to what they have talked about so far.

Summary

• While most entrepreneurs think 'product' is the most difficult thing to decide for a business, start-up capital poses an even a bigger obstacle. Though there are various ways of funding the business, to convince investors to invest money is the most challenging.

• Some of the funding options available in India are: ᴑ Bootstrapping: Also called self-financing is the easiest way of financing ᴑ Crowd funding: Funds are collected by consumers pre-ordering or donating for starting the business. ᴑ Angel investors: Individual or group of investors investing in the company ᴑ Venture capitalists: Venture capitals are professionally managed funds who invest in companies

that have huge potential. They usually invest in a business against equity. ᴑ Bank loans: The most popular method in India. ᴑ Microfinance Providers or NBFCs ᴑ Government programmes

• Let us know discuss the most popular method i.e. bank finance in detail here.

Say

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• Checklist of documents is provided as resources for the session.• You can make some copies and distribute it during the group activity.• Download sample loan application forms from any nationalised bank's website. Print sufficient copies

to circulate it amongst the groups.

CHECKLIST OF DOCUMENTS TO BE SUBMITTED ALONG WITH LOAN APPLICATION(Common for all banks)

1. Audited financial statements of the business concern for the last three years2. Provisional financial statements for the half – year ended on3. Audited financial statements of associate concern/s for the last three years4. Copy of QIS II for the previous quarter ended on5. Operational details in Annexure I6. CMA data for the last three years, estimates for current year and projection for the next year7. Term loan/DPG requirements in Annexure II8. List of machinery in respect of machinery offered as security in Annexure III9. Additional details for export advances furnished in Annexure IV10. Property statements of all directors/partners/proprietor/guarantors11. Copies of ITAO of the company for the last three years12. Copies of ITAOs/WTAOs of the directors/partners/proprietor and guarantors13. Copies of certificate from banks and financial institutions certifying the latest liability with them14. Copy of board resolution authorizing the company to apply to your bank for the credit facilitiesmentioned in application15. Copy of memorandum and article of association (in case of limited company)/partnership deed(in case of partnership firm)16. Cash budget for the current year and next year in case of contractors and seasonal industries


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Facilitator Guide

13.6.6: Enterprise Management – An Overview: How to Manage Your Enterprise?



• Having set-up a business, do you think it is possible to do everything on your own?• Does one require trained persons for help?• What does management mean?

Ask

• Let's have a look at this example:Kapil had a small business that was beginning to pick up pace. He wanted to expand his business, and therefore employed few more people. One day, as he was walking past Ramesh, one of his new employees, he overheard Ramesh talking rudely to a customer on the phone. This set him thinking. Kapil realised that he should have regular team meetings to motivate his employees and speak with them about any problems they might be facing during work. He should also conduct training sessions on new practices, soft skills, and technology, and develop work ethics manual for managing his enterprise.

Say

• Was Kapil correct in his approach or he should have scolded Ramesh instantly in front of his other employees?• Discuss “Enterprise Management – An Overview” with the participants as given in the Participant Handbook.

Let's learn how to effectively manage an enterprise or business through an activity.

Say

Say

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277

Hair Stylist

• Instruct the participants that this is group work.• Divide the class into small groups of 4.• Give each group a chart paper and coloured pen.• Tell the participants that they have make a matrix they need to fill.• They have to write the main topics and key words that will them effectively manage their enterprise.• Give the participants 15 minutes to discuss and write.• Keep a check on time. Tell the group to wind up quickly if they go beyond the given time limit.

Do

Enterprise Management

• This is a group activity.• Design a matrix listing the topics and key words that are needed to run an enterprise effectively and

smoothly.

Activity De-brief

• Have each group present their matrix.• Encourage participants of the other groups to ask question about each other's presentation.

Team Activity

• Ask the participants what they have learned from this exercise/activity.• Ask if they have any questions related to what they have talked about so far.• Close the discussion by summarizing the importance of effective management to run an enterprise as

given in the Participant Handbook.

Summary

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Facilitator Guide

• It is very important to know why you want to become an entrepreneur. Your personal goals for becoming an entrepreneur play a key role in the success of your business. Your goals should be clear well before you start your business.

• Apart from the goals, the other aspects of business that you need to bear in mind are the potential problems that you may face to set-up, your areas of interest, and all the other dimensions of the business.

• Let's understand it better with the help of some questions that every entrepreneur should ask before starting their own business.

• Open the Participant Handbook section named '20 Questions to Ask Yourself Before Considering• Entrepreneurship'. You have to answer the questions individually.• Then, we will have a class discussion on all the questions.

Say

13.6.7: 20 Questions to Ask Yourself before Considering Entrepreneurship

Participant Handbook, Blank sheets of paper, Pens


Why do you want to become an entrepreneur?

Ask

• Read out the questions one by one in front of all the participants.• Participants have to answer all the one by one questions.• Give the class 10-15 minutes to note down their answers.• At the end of 15 minutes, open the discussion for all the questions.• Moderate the discussion by focusing on the relevant points.• Keep a check on time and don't let the discussion get sabotaged or lose track of time. Ensure all the

questions are covered and discussed.

Do

• Ask the participants what they have learned from this exercise/activity.• Ask if they have any questions related to what they have talked about so far.

Summary

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Hair Stylist

14. AnnexuresAnnexure I: Training Delivery Plan

Annexure II: Assessment Criteria

280

Facilitator Guide

Training Delivery Plan

Program Name: Hairstylist

Qualification Pack Name & Ref. ID Hairstylist, BWS/Q0202

Version No. 2.0 Version Update Date 19/04/2020

Pre-requisites to Training (if any) Preferably Class VIII

Training Outcomes By the end of this program, the participants will be able to:1. Prepare and maintain work area2. Demonstrate basic blow drying of hair3. Demonstrate how to Shampoo, conditioning of the hair and scalp4. Demonstrate how to do Indian Head Massage and hair Spa services5. Demonstrate how to Cut hair6. Demonstrate how to perform hair styling and dressing7. Perform task to colour and lighten hair8. Demonstrate how to Perm and neutralize hair9. Demonstrate how to perform hair releasing and Straightening

services10. Maintain health and safety at the workplace11. Create a positive impression at the workplace12. Practice communication skill and 13. Practice Soft Skills

Sr. No.

Module Name

Session Name Session Objectives NOS

Reference Methodology Training Tools/Aids

Duration(hours)

1 Prepare and main-tain work area

Suitable Environ-mental Conditions of Beauty Salon(Session 1)

• Understand the organization’s standards of performance and sequence of services.

• Classify the types of products, materials and equipment required for the treatment.

• Maintaining accurate records of client, treatments, operating and closing checklists, product stock status.

• Read and write comprehension to understand, communicate and maintain processes, techniques, records, policies and procedures.

BWS/N9001

KA1KB1SA1, SA2SB1, SB2, SB3, SB4

Classroom Lecture, PPT Session, Video Session

White board, Pen, Audio Visual, Laptop, LCD, Pow-er Point Presenta-tion

1 hour

Annexure I

Training Delivery Plan

280

281

Hair Stylist

Practical:• Ensure that

environmental conditions are suitable for the client and the treatment to be carried out in a hygiene and safe environment.

• Select suitable equipment and products required for the treatment.

BWS/N9001

PC1, PC2

Video Session, PPT Session

Laptop, Audio Vi-sual, LCD

8 hours

Products, Materials and Equip-ment(Session 2)

• Learn the range of services and products offered by the organization.

• Understand the process and products to sterilize and disinfect equipment/ tools.

• Read about new products and services with reference to the organization and also from external forums such as websites and blogs.

• Abreast with the latest knowledge by reading brochures, pamphlets, and product information sheets.

BWS/N9001

KA2KB2SA3, SA4SB5, SB6, SB7, SB8

Classroom Lecture, PPT session, field demonstration

White board, pen, lap-top, LCD

1 hour

Practical:• Classify the

equipment and prepare the products for treatments in adherence to the salon procedures and product/ equipment guidelines.

BWS/N9001

PC3

Classroom Lecture, PPT Session, Field Demonstra-tion

White Board, Pen, Lap-top, LCD

8 hours

Steriliza-tion and Disinfec-tion(Session 3)

• Meet health and safety requirements in the organization.

• Follow to the manufacturer’s instructions related to equipment and product use and cleaning.

• Read and write comprehension to understand, communicate and maintain processes, techniques, records, policies and procedures

BWS/N9001

KA3KB3SA5, SA6, SA7SB9, SB10, SB11, SB12, SB13

Classroom Lecture/PPT/ field demon-stration

White board, pen, lap-top, LCD

1 hour

281

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Facilitator Guide

• Discuss task lists, schedules, and work-loads with co-workers

• Understand customers/ clients appropriately in order to understand the nature of the problem and make a diagnosis.

Practical:• Summarize the

products in the trolley for the treatment.

• Practice to sterilize, disinfect and place the tools on the tray.

BWS/N9001

PC4, PC5

Practical demonstra-tion, Video Session

Equip-ment, Tools, Trolley, Trays, LCD, Laptop, Audio visual

8 hours

Knowl-edge of applicable legislation(Session 4)

• Adhere to the knowledge of applicable legislation relating to the workplace (for example health and safety, workplace regulations, use of work equipment, control of substances hazardous to health, handling/storage/ disposal/ cautions in the use of products, fire precautions, occurrences, hygiene practice, disposal of waste, environmental protection.

• State clear instructions to customers/ clients.

• Keep customers/ clients informed about progress.

BWS/N9001

KB4SA8, SA9SB14, SB15



1 hour

Practical:• Dispose waste

materials in adherence to the salon’s and industry requirements.

• Sterilize, disinfect and place the tools on the tray as per organisational standards using recommended solutions and conditions

• conditions: Time, temperature, etc.

BWS/N9001

PC6,PC 7



8 hours

282

283

Hair Stylist

Environ-mental condition of the Salon & Disposal of waste materials(Session 5)


• Avoid the usage jargon, slang or acronyms when communicating with a customer/ client, unless it is required.

• Maintain manner and tone, being professional, supportive, respectful, sensitive to client.

• Practice to speak clearly and precisely in a courteous manner and develop a professional relationship with the client.

• Understand the directives passed down by supervisors.

• Build the ability to listen and understand the local language in dealing with clients and maintain client confidentiality

BWS/N9001

KB4SA10, SA11, SA12, SA13, SA14SB16, SB17, SB18, SB19, SB20



1 hour

Practical• Store records, materials

and equipment securely in line with the salon’s policies.

BWS/N9001

PC 8



8 hours

283

284

Facilitator Guide

2 Perform blow dry-ing of hair

Use a hair dryer to blow dry hair(Session 1)

• Follow organization’s standards of performance and sequence of services.

• Understand range of services and products offered by the organization.

• Follow applicable legislation relating to the workplace.

• legislation for the workplace: eg. health and safety, workplace regulations, use of work equipment, handling, storage, disposal of products.

• Understand environmental conditions required and expected for carrying out services and importance of maintaining these.

• Conditions: Air, light, space, temperature, sound, cleanliness, etc.

• Understand the importance of clarifying and following instructions from the client.

• Quantify the factor impacting clients’ comfort throughout the drying process and importance of checking the same regularly with the client.

• Read policy and procedure documents, guidelines and memos in English and/or local language to interpret the gist correctly

BWS/N0205

KA 1, KA 2KB 1, KB 2, KB 3, KB 4SA 1, SA 2, SA 3SB 1, SB 2, SB 3, SB 4



1 hour

• Read common organizational signage in English accurately

• Read simple emails, instructions, advertisements, brochures, manufacturer’s labels, forms, formats and other common documents accurately.

284

285

Hair Stylist

• Decide on course of action by recalling organisational policy, procedures and service standards.

• Plan simple decisions with respect to appropriateness of own behaviour recalling principles and practices of professional and social etiquette

• Practice to get information on limits of authority and permitted actions while making decisions on how to act in routine situations.

• Analyze to get information on chain of command to be approached for decisions based on.

Practical• Adhere to the health

and safety standards laid out by the manufacturer and salon

• Maintain position self and client correctly to ensure privacy, comfort and wellbeing throughout the service

• Plan to ask relevant and effective questions to check and establish the client’s understanding and expectation prior to commencement of the procedure and clarify doubts, if any including with guardians/parents for minors

• Ensure a guardian/parent is present for minors under age 14

• Perform and adapt the procedure using materials, equipment and techniques correctly and safely to meet the needs of the client.

BWS/N0205

PC 1, PC 2, PC 3, PC 4, PC 5



8 hours

285

286

Facilitator Guide

Use a hair dryer to blow dry hair (Session 2)

• Quantify basic anatomical structure of the hair and principles of hair growth.

• Demonstrate the structure of the hair and basic principles of hair growth.

• Structure: Arrector pili muscle, hair follicle, inner root sheath, cuticle layer), outer root sheath, vitreous membrane, connective tissue sheath, root, sebaceous gland

• Shaft: Medulla, cortex, cuticle

• Hair growth: Anagen, catagen, telogen.

• classification of hair .Classification: Straight, wavy, curly, very curly

• Explain how their hair characteristics may impact on the hairdressing services.

• Practice to read and interpret correctly information about new products and services with reference to the organization and also from external forums such as websites and/or blogs

• Identify to write appointments, names, addresses, simple emails, messages, and applications in English accurately.

BWS/N0205

KB 5,KB 6, KB 7SA 5, SA 6, SA 7SB 5, SB 6, SB 7, SB 8



1 hour

• Identify, plan and schedule tasks related to own work, to achieve standards of personal presentations expected in a professional set-up

• Orgnize to keep one’s own documents and possessions in order at the workplace to ensure cleanliness, security and efficiency of use.

286

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Hair Stylist

• Organize tasks based on instructions from supervisor or manager in order to complete them on time in order of stated priority.

• Organize service feedback files/documents.

Practical• Apply products for

moisturizing and styling, if required and maintain a regular check to minimize the risk of damage to the hair.

• Perform various blow drying techniques to achieve the desired look

• Techniques: Blow-waving (curls), blow-drying, scrunch drying, finger or hand drying, blow combing, blow–stretching or straightening

• Practice to blow dry hair to achieve volume, straightening and movement.

• Follow blow drying principles, while carrying out the procedure for safety, minimizing damage and achieving the desired look

• Principles: direction, duration, movement, sections, settings, ensuring moisturised hair, usage of products, shampooing prior to drying, using towel to dry, leaving little moisture and not drying out completely/non-static, etc.

BWS/N0205

PC 6, PC 7, PC 8, PC 9, PC 10



8 hours

287

288

Facilitator Guide

• Check the client’s comfort and wellbeing throughout the service and adapt procedures to ensure the same, reassure the client with necessary information and positive comments as required.

Comply with health and safety standards (Session 3)

• Express safe, effective and hygiene practices to be followed while providing blow-drying services.

• Categorise classification of hair

• Classification: Straight, wavy, curly, very curly

• Explain how their hair characteristics may impact on the hairdressing services.

• Effects of the humidity and drying process on the hair.

• Construct a CV or fill a job application form accurately representing skills, knowledge and past experiences in English accurately.

• Theorize an accident or incident report accurately in English.

• Practice to fill in various applicable forms and formats at the workplace accurately.

• Maintain accurate records of client, services, operating and closing checklists, product stock status.

• Plan and manage work routine based on salon procedure.

• Maintain the work area, equipment and product stocks to meet client schedules

• Maintain accurate records of clients, services and product stock levels.

BWS/N0205

KA 3KB 7, KB 8SA 6, SA 7, SA 8, SA 9SB 9, SB 10, SB 11, SB 12



1 hour

288

289

Hair Stylist

• Plan own development in line with feedback given from supervisor, co-workers and clients.

Practical• Practice to complete

the procedure to the satisfaction of the client in a commercially acceptable time and as per organisational standards.

• Ensure the work area is kept clean and tidy during the service.

• Practice to dispose waste materials as per organisational standards in a safe and hygienic manner.

• Use work methods to minimise wastage.

• Record details of the procedure accurately as per organisational policy and approved practice.

BWS/N0205

PC 11, PC 12, PC 13, PC 14, PC 15



8 hours

Comply with health and safety standards(Session 4)

• Follow the procedure to operate a blow dryer safely and usage of its features and settings

• Maintain correct application of blow drying.

• Correct application: Direction, duration, distance from scalp, frequency, etc.

• Analyze the effect of incorrect application of heat on the hair and scalp Effects: Split ends, damaged follicles, headache, burning sensation,

• Appraise listen and interpret correctly simple instructions in English

• listen for and identify the main points of short explanations or presentations in English

• Plan to listen to and follow short, straightforward explanations and instructions in English.

BWS/N0205

KB 9, KB 10, KB 11SA 10, SA 11, SA 12, SA 13SB 13, SBC 14, SB 15, SB 16



1 hour

289

290

Facilitator Guide

• Practice to introduce oneself and one’s role to customers and visitors, in English and the local language.

• Prioritise response to customers based on urgency and criticality of need, status of the customer and supervisor inputs.

• Minimize customer discomfort by taking permitted or directed actions in a timely manner.

• Respond promptly to customers in a manner that aims to exceed their expectation.

• Adhere to principles of service excellence as defined by the organization aimed at customer satisfaction.

Practical• Inspect store

information securely in line with the salon’s policies.

• Analyze to ask questions to check with the client their satisfaction with the finished result.

• Practice thank customer for feedback post-service, where customer is not satisfied with service take actions to resolve matter to customer satisfaction or apologise for the same and refer to supervisor.

• Provide specific after-procedure, homecare advice and recommendations for product use and further services to the client.

BWS/N0205

PC 16, PC 17, PC 18, PC 19



8 hours

290

291

Hair Stylist

3 Shampoo, condition hair and scalp

Prepare self and client(Session 1)


• Analyse environmental conditions required and expected for carrying out services and importance of maintaining these


• Understand hair and scalp conditions, causes and contra-indications to scalp massage.

• Demonstrate shampooing, conditioning and massage techniques and equipment.

• Measure cross infection and its causes and precautions for prevention.

• Read policy and procedure documents, guidelines and memos in English and/or local language to interpret the gist correctly.

• Recall and read common organizational signage in English accurately.

• Compose to read simple emails, instructions, advertisements, brochures, manufacturer’s labels, forms, formats and other common documents accurately.

BWS/N0202

KA 1KB 1, KB 2, KB 3, KB 4, SA 1, SA 2, SA 3, SA 4, SA 5, SA 6, SA 7SB 1, SB 2, SB 3, SB 4, SB 5, SB 6, SB 7, SB 8, SB 9, SB 10,



1 hour

• Read and interpret correctly information about new products and services with reference to the organization and also from external forums such as websites and/or blogs.

291

292

Facilitator Guide

• Critique to listen to and follow short, straightforward explanations and instructions in English.

• Develop to introduce oneself and one’s role to customers and visitors, in English and the local language.

• Express clearly statements of fact and give short explanations, accounts and descriptions to customers, seniors and co-workers in English.


• Formulate and make simple decisions with respect to appropriateness of own behaviour recalling principles and practices of professional and social etiquette.

• Analyse and get information on limits of authority and permitted actions while making decisions on how to act in routine situations.

• Compose and get information on chain of command to be approached for decisions based on.

• Identify, plan and schedule tasks related to own work, to achieve standards of personal presentations expected in a professional set-up.

• Keep one’s own documents and possessions in order at the workplace to ensure cleanliness, security and efficiency of use

292

293

Hair Stylist




• Maintain the work area, equipment and product stocks to meet client schedules.


and safety standards laid out by the manufacturer and salon

• Plan to position self and client throughout service to ensure privacy, comfort and safety

• Prepare yourself, the client and work area for shampoo and conditioning services

• Yourself: Sanitize the hands prior to service commencement, personal protective equipment, remove jewellery, etc.

• Client: provide suitable protective apparel, remove jewellery, etc.

• work area: no obstructions, equipment in clean and working condition, tools and equipment in correct position, etc.

BWS/N0202

PC 1, PC 2, PC 3,



8 hours


• Perform range of services and products offered by the organization.

• Anatomical hair structure and hair shaft.

• Inspect contra-indications and respective necessary action

BWS/N0202

KA 2KB 5, KB 6, KB 7, KB 8, KB 9SA 8, SA 9, SA 10, SA 11, SA 12, SA 13, SA 14



1 hour

293

294

Facilitator Guide

• Describe action of shampoo and water to cleanse hair.

• Revise consequences of using incorrect products on hair and scalp.

• Measure contra-actions and respective necessary subsequent actions.

• Illustrate to write appointments, names, addresses, simple emails, messages, and applications in English accurately.

• Test and construct a CV or fill a job application form accurately representing skills, knowledge and past experiences in English accurately.

• Analyze and write an accident or incident report accurately in English.

• Conduct to fill in various applicable forms and formats at the workplace accurately.

• Maintain accurate records of client, services, operating and closing checklists, product stock status

• Carefully listen and interpret correctly simple instructions in English.

• Listen for and identify the main points of short explanations or presentations in English.

SB 11, SB 12, SB 13, SB 14, SB 15, SB 16


• Plan own development in line with feedback given from supervisor, coworkers and clients

294

295

Hair Stylist





Practical• Modify and ask

relevant questions to consult with the client to identify the condition of the hair and scalp, provide suitable services and apply relevant procedures

• Plan and ask relevant and effective questions to clarify the client’s understanding and expectation prior to commencement of service.

• Select and prepare products, tools and equipment that are suitable for the client’s hair and scalp condition, that meet client’s needs and service plan

BWS/N0202

PC 4, PC 5, PC 6


Equip-ments, Tools, Trolley, Trays, LCD, Laptop, Audio visual

8 hours

Shampoo and con-dition the hair(Session 3)

• Follow health and safety requirements in the organization

• Understand factors that affect scalp massage.

• Follow safety considerations for shampooing and conditioning of hair.

BWS/N0202

KA 3KB 10, KB 11, KB 12, SA 15, SA 16, SA 17SB 17, SB 22, SB 23, SB 24,



1 hour

295

296

Facilitator Guide

• Pronounce the sounds of English or use sign language sufficiently clearly to be generally understood.

• Quantify and give simple directions, instructions and explanations.

• Plan ask and answer simple questions such as to establish customer needs, or who a visitor is seeking to meet and for what purpose

• Display an adequate range of vocabulary to communicate on familiar topics and perform simple tasks.

• Act in line with organizational policies, procedures, supervisor/manager instructions, rules and guidelines to contribute towards resolution of the problem in a timely and safe manner, within limits of authority

• Escalate the problem in a timely manner to the supervisor/manager for effective resolution minimizing damage

• Explain the importance of resolving problem in a timely manner.

• Explain the importance of accurate communications in problem resolution.

Practical• Carry out the

procedure using methods that minimise risk of cross infection.

• Apply shampoo using rotary massage technique

• Carry out and adapt massage techniques to suit the client needs and to perform the service plan.

BWS/N0202

PC 7, PC 8, PC 9, PC 10, PC 11, PC 12,



8 hours

296

297

Hair Stylist

• Check the water temperature and flow to meet the needs of the service. procedure and client comfort.

• Leave the hair clean and free of products, dirt, and grease after the shampoo.

• Perform and follow an accurate shampoo and conditioning service ensuring the client is comfortable throughout the process.


• Inspect various types of shampoo and conditioning products and some common brands.

• Inspect tools and equipment used to carry out shampoo and conditioning services, their operations, safety precautions, cleaning and maintenance procedures.

• Analyze and give clear instructions to customers and/or co-workers as required.

• Use simple and compound sentences in conversations.

• Avoid using jargon, slang or acronyms when communicating with a customer/ client, unless it is required.

• Speak in a manner and tone that is professional, supportive, respectful and sensitive.

• Listen and understand the local language in dealing with clients.

• Explain the negative effects of hiding problems instead of identifying, highlighting and working to resolve them.

BWS/N0202

KB 13, KB 14, KB 15, SA 18, SA 19, SA 20, SA 21, SB 25, SB 26, SB 27, SB 28



1 hour

297

298

Facilitator Guide

• Seek guidance to define criteria and assign values of importance and urgency.

• Sort information in order of importance.

• Identify impact of own actions in terms of health, safety, security, customer satisfaction, influence of co-workers, achievement of task objectives.

Practical• Practice to detangle

hair without causing damage to hair or scalp using a tooth comb.

• Check the client’s comfort and wellbeing throughout the service and adapt procedures to ensure the same, reassure the client with necessary information and positive comments as required

• Perform and adapt the service procedure using materials, equipment and techniques correctly and safely to meet the needs of the client.

• Promptly refer problems that cannot be solved to the relevant superior for action.

• Complete the service procedure to the satisfaction of the client in a commercially or professionally acceptable time as per organizational standards and client needs.

• Ensure the work area is kept clean and tidy during the service

BWS/N0202

PC 13, PC 14, PC 15, PC 16, PC 17, PC 18,

Practical Demonstra-tion, Video Session


8 hours

298

299

Hair Stylist


• Speak or communicate with reasonable ease in structured situations and short conversations on familiar topics.

• Practice to exchange information effectively to perform a task.

• Build customer relationships using a customer centric approach.

• Follow hygiene, safety and personal presentation standards in line with customer and organisation expectations

• Identify problems that hinder achievement or increase risks

• Recall organizational policies, procedures, rules and guidelines applicable to the situation that may be used to decide course of action when faced with problems

• Differentiate between routine and non-routine issues and escalate issues of a non-routine nature and as needed.

• Verify information to clarify doubts through seeking guidance from organization documents, supervisor, managers and co-workers.

• Identify relevant and reliable sources of information for seeking clarity where required.

BWS/N0202

KB 16, KB 17 SA 22, SA 23, SA 24, SA 25,SB 29, SB 30, SB 31, SB 32, SB 33



1 hour

• Explain the concept of assumptions and how they impact decisions, actions and consequences.

• Identify situations and possible underlying intent where information provided by others may be unreliable.

299

300

Facilitator Guide

Practical• Illustrate to complete

the shampooing and conditioning process with suitable towel wrap procedure to remove excess remaining water and reposition the client comfortably for completion of service

• Dispose waste materials as per organisational standards in a safe and hygienic manner.

• Record the service details accurately as per salon policy and procedures.

• Store information securely in line with the salon’s policies and procedures.

• Provide correct, specific after-procedure, homecare advice, recommendations for product use and further services to the client, as per manufacturer instructions and salon standards.

• Ask questions to check with the client their satisfaction with the finished result.

• Prepare to thank customer for feedback post-service, where customer is not satisfied with service take actions to resolve matter to customer satisfaction or apologise for the same and refer to supervisor.

BWS/N0202

PC 19, PC 20, PC 21, PC 22, PC 23, PC 24, PC 25, PC 26

Practical Demonstra-tion, Video Session


8 hours

• Minimize the wastage of products by using products economically, by storing products and chemicals as per manufacturer’s instructions.

300

301

Hair Stylist

4 Perform Indian Head Mas-sage and Hair Spa Services


• Recall organization’s standards of performance and sequence of services.

• Perform environmental conditions required and expected for carrying out services and importance of maintaining these


• Understand position and principles of seven primary chakras.

• Develop and read policy and procedure documents, guidelines and memos in English and/or local language to interpret the gist correctly.

• Test and read common organizational signage in English accurately.

• Practice to write appointments, names, addresses, simple emails, messages, and applications in English accurately.

• stock status.• Decide on course of

action by recalling organisational policy, procedures and service standards.

• Make simple decisions with respect to appropriateness of own behaviour recalling principles and practices of professional and social etiquette.

BWS/N0206

KA 1KB 1, KB 2, SA 1, SA 2, SA 3, SB 1, SB 2, SB 3, SB 4



1 hour

• Construct to get information on limits of authority and permitted actions while making decisions on how to act in routine situations.

• Analyze to get information on chain of command to be approached for decisions based on.

301

302

Facilitator Guide


and safety standards laid out by the manufacturer and salon.

• Position self and client in a manner to ensure privacy, comfort and safety, throughout the service.

• Prepare yourself, the client and work area for head massage.

• Yourself: Sanitize the hands prior to service commencement using hand sanitiser, wear personal protective equipment, remove jewellery, etc.

• Client: Provide suitable protective apparel, remove jewellery, etc.

• Practice to organise and arrange products, tools and equipment, sanitise tools and equipment, no trailing wires, no obstructions, etc.

BWS/N0206

PC 1, PC 2, PC 3, PC 4,



8 hours


• Prepare for hair and scalp conditions, their causes and contra-indications to Indian head massage

• Execute hair structure and hair shaft.

• Analyze and read simple emails, instructions, advertisements, brochures, manufacturer’s labels, forms, formats and other common documents accurately

• Practice to read and interpret correctly information about new products and services with reference to the organization and also from external forums such as websites and/or blogs

BWS/N0206

KB 3, KB 4,SA 4, SA 5, SB 5, SB 6, SB 7



1 hour

302

303

Hair Stylist


• Categorize keep one’s own documents and possessions in order at the workplace to ensure cleanliness, security and efficiency of use.


Practical• Prepare to ask relevant

questions to consult with the client to identify the condition of the hair and scalp and provide the suitable services. Ask relevant and effective questions to clarify the client’s understanding and expectation prior to commencement of service procedures

• Identify contra-indications if any that restrict the services or products sought by the customer

• Explain politely to the customer why service is denied or modified in case done so for contra-indications. Work minimising risk of cross infections.

BWS/N0206

PC 5, PC 6, PC 7



8 hours


• Structure: Structure: Arrector pili muscle, hair follicle, inner root sheath, cuticle layer), outer root sheath, vitreous membrane, connective tissue sheath, root, sebaceous gland

BWS/N0206

KB 5 SA 6, SA 7, SA 8, SA 9, SB 8, SB 9



1 hour

303

304

Facilitator Guide

• Shaft: Medulla, cortex, cuticle Build position and principles of marma pressure points


• Construct to write an accident or incident report accurately in English.

• Fill in various applicable forms and formats at the workplace accurately.

• Maintain accurate records of client, services, operating and closing checklists, product



Practical• Select and prepare

products, tools and equipment that are suitable for the client’s head massage to meet to the client’s needs and service plan Tools: Hair clips, hair band, spatula

• Equipment: Towels, sheets to protect client clothing, consumables, bin, bin liner, trolley, stool/chair, bowl, magnifying lamp, cotton wool, tissues, cotton buds, mirror

• Perform a pre-shampoo or other relevant procedure in accordance with the required service.

BWS/N0206

PC 8, PC 9, PC 10



8 hours

304

305

Hair Stylist

Perform head mas-sage(Session 4)

• Recall range of services and products offered by the organization.

• Inspect massage techniques, equipment, massage mediums

• Listen and interpret correctly simple instructions in English.


• Listen to and follow short, straightforward explanations and instructions in English.

• Learn to pronounce the sounds of English or use sign language sufficiently clearly to be generally understood.


• Exchange information effectively to perform a task.


BWS/N0206

KA 2KB 6SA 10, SA 11, SA 12, SB 10, SB 11, SB 12, SB 13,



1 hour

Practical• Select a suitable

medium and perform hair spa and the head massage.

• Medium: Oil (organic-sesame, coconut, almond, olive, mustard), cream

• Perform various massage techniques to complete the service as required

• Check the client’s comfort and wellbeing throughout the service and adapt procedures to ensure the same, reassure the client with necessary information and positive comments as required.

BWS/N0206

PC 11, PC 12, PC 13,



8 hours

305

306

Facilitator Guide


• Understand benefits of Indian head massage.

• Understand the consequences of using incorrect products.

• Introduce oneself and one’s role to customers and visitors, in English and the local language.


• Analyze and give clear instructions to customers and/or co-workers as required.





BWS/N0206

KB 7, KB 8,SA 13, SA 14, SA 15, SB 14, SB 15, SB 16, SB 17



1 hour

Practical• Perform and adapt the

service procedure using materials, equipment and techniques correctly and safely to meet the needs of the client

• Techniques: Effleurage, petrissage, tapotement, rotary, vibration, friction.

• Apply suitable pressure on the marma pressure points as per requirement taking care of client comfort.

BWS/N0206

PC 14, PC 15, PC 16



6 hours

306

307

Hair Stylist

• Perform post massage services or procedures in accordance with the requirements of products, skin, hair structure, and type.


• Contra-indications that may affect service plan and relevant actions.

• Contra-actions that may occur during service and necessary relevant actions.

• Follow hygiene, safety and personal presentation standards in line with customer and organisation expectations.

• Identify problems that hinder achievement or increase risks.

• Recall organizational policies, procedures, rules and guidelines applicable to the situation that may be used to decide course of action when faced with problems.

• Plan to act in line with organizational policies, procedures, supervisor/manager instructions, rules and guidelines to contribute towards resolution of the problem in a timely and safe manner, within limits of authority.

• Escalate the problem in a timely manner to the supervisor/manager for effective resolution minimizing damage.


BWS/N0206

KB 9, KB 10 SA 16, SA 17, SA 18 SB 18, SB 19, SB 20, SB 21, SB 22



3 hour


307

308

Facilitator Guide


Practical• Practice to promptly

refer problems that cannot be solved to the relevant superior for action

• Complete the service to the satisfaction of the client in a commercially acceptable time and as per organisational standards.

BWS/N0206

PC 17, PC 18

Video Session, Classroom Lecture

Laptop, LCD, Audio Visual, White board, Pen

6 hours

Carry-out post-pro-cedure activities(Session 7)

• Follow health and safety standards and requirements in the organization.

• Diagnose cross infection, cross infestation - their causes and precautions for prevention

• Contact dermatitis, its causes and precautions for prevention.

• Factors that affect head massage

• Factors: Scalp condition, hair condition, hair length, hair density, special conditions.

• Practice customer service principles including privacy and protection to modesty of the customers.

• Understand importance of keeping accurate records of services, clients and product usage (inventory).

• Give simple directions, instructions and explanations

• Build to ask and answer simple questions such as to establish customer needs, or who a visitor is seeking to meet and for what purpose.

BWS/N0206

KA 3KB 11, KB 12, KB 13, KB 14, KB 15SA 19, SA 20, SA 21, SA 22, SA 23, SA 24, SA 25SB 23, SB 24, SB 25, SB 26, SB 27, SB 28, SB 29, SB 30, SB 31, SB 32, SB 33



2 hour

308

309

Hair Stylist



• Avoid using jargon, slang or acronyms when communicating with a customer/ client, unless it is required


• Practice to listen and understand the local language in dealing with clients



• Explain the negative effects of hiding problems instead of identifying, highlighting and working to resolve them



• Identify impact of own actions in terms of health, safety, security, customer satisfaction, influence of coworkers, achievement of task objectives.

• Differentiate between routine and non-routine issues and escalate issues of a non-routine nature and as needed

309

310

Facilitator Guide





Practical• Ask questions to check

with the client their satisfaction with the finished result

• Thank customer for feedback post-service, where customer is not satisfied with service take actions to resolve matter to customer satisfaction or apologise for the same and refer to supervisor.

• Record details of the service accurately as per organisational policy and procedures.

• Store information securely in line with the salon’s policies

• Provide specific after-procedure, homecare advice and recommendations for product use and further services to the client Minimize the wastage of products and store chemicals and equipment securely post service.

• Dispose all waste safety according to the salon’s standards of hygiene and safety.

BWS/N0206

PC 19, PC 20, PC 21, PC 22,PC 23, PC 24



6 hours

310

311

Hair Stylist

5 Cut hair Prepare self and client(Session 1)


• Understand environmental conditions required and expected for carrying out services and importance of maintaining these


• Illustrate cross infection, cross infestation - their causes and precautions for prevention.

• Manage to contact dermatitis, its causes and precautions for prevention.

• Differentiate between disinfecting and sterilising.

• Follow policy and procedures for servicing minor (age under 14) customers.

• Classification of hair• Classification: Straight,

wavy, curly, very curly.• Analyze the structure

of the hair and basic principles of hair growth


BWS/N0207

KA 1KB 1, KB 2, KB 3, KB 4, KB 5, KB 6, KB 7SA 1, SA 2, SA 3, SA 4, SA 5, SA 6SB 1, SB 2, SB 3, SB 4, SB 5, SB 6, SB 7, SB 8, SB 9, SB 10, SB 11, SB 12



1 hour

• Build to read policy and procedure documents, guidelines and memos in English and/or local language to interpret the gist correctly.

• Build to read common organizational signage in English accurately

311

312

Facilitator Guide

• Practice to read simple emails, instructions, advertisements, brochures, manufacturer’s labels, forms, formats and other common documents accurately




• Practice to decide on course of action by recalling organisation policy, procedures and service standards.


• Practice to get information on limits of authority and permitted actions while making decisions on how to act in routine situations

• Manage to get information on chain of command to be approached for decisions based on

312

313

Hair Stylist


• Maintain to keep one’s own documents and possessions in order at the workplace to ensure cleanliness, security and efficiency of use.






• Plan own development in line with feedback given from supervisor, coworkers and clients.



• Demonstrate the position self and client in a manner to ensure privacy, comfort and safety, throughout the service.

• Prepare yourself, the client and work area for scalp massage, hair spa services including shampoo and conditioning services where required.

BWS/N0207

PC 1, PC 2, PC 3, PC 4



6 hours

313

314

Facilitator Guide

• Prepare to ask relevant questions to consult with the client to identify the condition of the hair and scalp and provide the suitable services, including with guardians or parents of minors.


• Follow range of services and products offered by the organization.

• Understand hair and scalp conditions and causes

• Various cutting tools• Tools: Scissors, razors,

thinning scissors, clippers, combs

• Various sectioning techniques

• Build hair cutting and analysis techniques, equipment and hair styles.

• Hair Styles: one length, uniform, graduation, increased layers

• Measure cutting angles when cutting and its effects.

• Compose hair distribution when cutting and its effects.

• Understand range and suitability of styling products, tools and equipment and the effects achieved.

• Modify an accident or incident report accurately in English.



• Listen and interpret correctly simple instructions in English

BWS/N0207

KA 2KB 8, KB 9, KB 10, KB 11, KB 12, KB 13, KB 14SA 7, SA 8, SA 9, SA 10, SA 11, SA 12SA 13SB 13, SB 14, SB 15, SB 16



1 hour

314

315

Hair Stylist





• Minimize customer discomfort by taking permitted or directed actions in a timely manner



Practical• Ensure a guardian/

parent is present for minors under age 14.

• Practice to ask relevant and effective questions to clarify the client’s understanding and expectation prior to commencement of service.

• Select styling products, tools and equipment based on the results of client consultation and hair analysis.

BWS/N0207

PC 5, PC 6, PC 7



6 hours

315

316

Facilitator Guide

Carry out haircuts(Session 3)


• Illustrate range and application of finishing products.

• Construct physical effects of styling on hair structure.

• Understand different factors that must be taken into consideration prior to and during cutting

• Factors: Face shape, hair type, preferred look, wet cutting/dry cutting, texture, growth pattern, etc.

• Types of products available for achieving final look

• Products: Gel, mousse, spray, oil, creams

• Analyze the sources of creative information and inspiration

• Sources: Magazines, models, etc.

• Perform considerations for cutting hair when wet.

• Express clearly statements of fact and give short explanations, accounts and descriptions to customers, seniors and co-workers in English

• Give clear instructions to customers and/or coworkers as required.

• Prepare to pronounce the sounds of English or use sign language sufficiently clearly to be generally understood.

BWS/N0207

KA 3KB 15, KB 16, KB 17, KB 18, KB 19, KB 20SA 14, SA 15, SA 16, SA 17, SA 18, SA 19, SA 20SB 17, SB 18, SB 19, SB 20, SB 21, SB 2, SB 23, SB 24, SB 25



1 hour



316

317

Hair Stylist

• Practice to give simple directions, instructions and explanations.

• Inspect to ask and answer simple questions such as to establish customer needs, or who a visitor is seeking to meet and for what purpose.





• Identify to act in line with organizational policies, procedures, supervisor/manager instructions, rules and guidelines to contribute towards resolution of the problem in a timely and safe manner, within limits of authority.




317

318

Facilitator Guide


Practical• Inspect to ask

questions or use charts, catalogues to consult the client to identify the desired look before cutting

• Identify and analyse the condition of the hair and its effect on service procedure or procedure selection for achievement of the required results.

• Select the technique or procedure most suitable to the client’s hair and to achieve the desired look.

• Follow established guidelines related to the selected procedure to accurately achieve the required look.

• Select the correct cutting tool to achieve the desired look.

• Perform various sectioning techniques to carry out the desired haircut.

• Perform various cutting techniques and texturising technique while carrying out the service.

• Achieve even balance and weight distribution by checking time to time and adjusting the cutting technique accordingly

BWS/N0207

PC 8, PC 9, PC 10, PC 11, PC 12, PC 13, PC 14, PC 15



6 hours

Carry out haircuts(Session 4)

• Understand the techniques for cutting dry hair.

• Understand the methods to use all the cutting techniques in the range.

BWS/N0207

KB 21, KB 22, KB 23, KB 24, KB 25, KB 26,



1 hour

318

319

Hair Stylist

• Range of techniques: Scissors over comb, clipper over comb, club cutting, thinning, razoring, texturizing, etc.

• Understand the importance of tension when cutting.

• Follow customer service principles including privacy and protection to modesty of the customers.

• Importance of keeping accurate records of services, clients and product usage (inventory).

• Understand contra indications for hair cutting and respective necessary actions.

• Justify contra-actions and respective subsequent actions

• Importance if using products economically and storing products correctly to minimize wastage.




KB 27, KB 28, SA 21, SA 22, SA 23, SA 24, SA 25, SB 26, SB 27, SB 28, SB 29, SB 30, SB 31, SB 32, SB 33

• Practice to speak in a manner and tone that is professional, supportive, respectful and sensitive.


319

320

Facilitator Guide

• Seek guidance to define criteria and assign values of importance and urgency

• Practice to sort information in order of importance.







320

321

Hair Stylist

Practical• Ensure the work area

is kept clean and tidy during the service.


• Practice to check the client’s comfort and wellbeing throughout the service and adapt procedures to ensure the same, reassure the client with necessary information and positive comments as required.

• Perform and adapt the procedure using materials, equipment and techniques correctly and safely to meet the needs of the client.

• Promptly refer problems that cannot be solved to the relevant superior for action.

• Complete the procedure to the satisfaction of the client in a commercially acceptable time and as per organisation standards.

• Record details of the procedure accurately as per organisation policy and procedures.

• Store information securely in line with the salon’s policies

• Provide specific after-procedure, homecare advice and recommendations for product use and further services to the client

BWS/N0207

PC 16, PC 17, PC 18, PC 19, PC 20, PC 21, PC 22, PC 23, PC 24, PC 25, PC 26



6 hours

• Practice to ask questions to check with the client their satisfaction with the finished result.

321

322

Facilitator Guide

• Identify to thank customer for feedback post-service, where customer is not satisfied with service take actions to resolve matter to customer satisfaction or apologise for the same and refer to supervisor.

6 Perform hair styling and dress-ing

Perform hair styling(Session 1)

• Follow organization’s standards of performance and sequence of services

• Explain range of services and products offered by the organization

• Understand environmental conditions required and expected for carrying out services and importance of maintaining these Conditions: Air, light, space, temperature, sound, cleanliness, etc.

• Illustrate the structure of the hair and basic principles of hair growth



• Hair growth: Anagen, catagen, telogen

• Classify hair and scalp conditions and causes.

• Classification of hair• Classification: Straight,

wavy, curly, very curly.• Follow contra

indications for hair processes.

• Practice to planning the style according to the occasion

• Understand the factors that influence services.

BWS/N0208

KA 1, KA 2KB 1, KB 2, KB 3, KB 4, KB 5, KB 6, KB 7, KB 8, KB 9, KB 10, KB 11, KB 12, KB 13, KB 14SA 1, SA 2, SA 3, SA 4, SA 5, SA 6, SA 7, SA 8, SA 9, SA 10SB 1, SB 2, SB 3, SB 4, SB 5, SB 6, SB 7, SB 8, SB 9, SB 10, SB 11, SB 12, SA 13, SA 14, SA 15, SA 16



3 hour

322

323

Hair Stylist

• Factors: Previous history, hair cut/style, texture, length, density, growth patterns, skin tone, face shape, lifestyle, existing curl Understand various styles of dressing hair

• Styles: Plait, twists, braids, weave, knots, chignon, pleat, rolls, barrel curls, ringlets, smooth blow dry, curly blow dry, scrunch dry, tonging, crimping, straightening, pin curls, finger waves, wet/dry setting, added hair, hot rollers, up-do’s, iron curls, hair accessories

• Understand range and suitability of styling products, tools and equipment and the resultant effects of using these.

• Practice heated styling equipment

• Factors: straighteners, tongs, etc.

• Understand range and application of finishing products

• Build to read policy and procedure documents, guidelines and memos in English and/or local language to interpret the gist correctly.

• Build to read common organizational signage in English accurately


323

324

Facilitator Guide




• Modify an accident or incident report accurately in English.





• Practice to decide on course of action by recalling organisation policy, procedures and service standards.


324

325

Hair Stylist

• Practice to get information on limits of authority and permitted actions while making decisions on how to act in routine situations

• Manage to get information on chain of command to be approached for decisions based on


• Maintain to keep one’s own documents and possessions in order at the workplace to ensure cleanliness, security and efficiency of use.






• Plan own development in line with feedback given from supervisor, coworkers and clients.


325

326

Facilitator Guide

• Minimize customer discomfort by taking permitted or directed actions in a timely manner



Practical• Use suitable

consultation techniques to identify the client’s wishes for the desired look before dressing the hair, including with parents or guardians for minors

• Consultation techniques: eg. ask questions, catalogue of styles, chart or image referencing, computer aided simulations.


• Identify and analyse the condition of the hair and its effect on treatment or procedure selection for achievement of the required results.

• Plan to select the most suitable drying, setting, styling and finishing techniques to achieve the desired look.

• Perform back combing /back brushing technique as required.

• Control and secure hair effectively into place, during dressing.

• Practice to dress the hair to the satisfaction of the client.

• Manage position of self and client to ensure privacy, comfort and safety, throughout the service.

BWS/N0208

PC 1, PC 2, PC 3, PC 4, PC 5, PC 6, PC 7,PC 8, PC 9, PC 10



6 hours

326

327

Hair Stylist

• Perform and adapt the procedure using materials, equipment and techniques correctly and safely to meet the needs of the client

Perform dressing(Session 2)


• Understand effects that can be achieved by curling on and off base.

• Illustrate physical effects of styling on hair structure.

• Classify current techniques for blow drying, finger drying and finishing hair.

• Understand importance of adapting temperature of equipment to suit different hair types

• Practice importance of cooling hair prior to finishing.

• Follow customer service principles including privacy and protection to modesty of the customers.

• Understand importance of keeping accurate records of services, clients and product usage (inventory).

• Practice importance if using products economically and storing products correctly to minimize wastage

• Explain risks to customer privacy and modesty and actions (precautions) taken to maintain the same in the salon.

BWS/N0208

KA 3KB 12, KB 13, KB 14, KB 15, KB 16, KB 17, KB 18, KB 19, KB 20, KB 21

SA 11, SA 12, SA 13, SA 14, SA 15, SA 16, SA 17, SA 18, SA 19, SA 20, SA 21, SA 22, SA 23, SA 24, SA 25

SB 17, SB 18, SB 19, SB 20, SB 21, SB 2, SB 23, SB 24, SB 25, SB 26, SB 27, SB 28, SB 29, SB 30, SB 31, SB 32, SB 33



3 hour

• Understand importance of following policy and procedures while providing service to minors.

327

328

Facilitator Guide

• Express clearly statements of fact and give short explanations, accounts and descriptions to customers, seniors and co-workers in English

• Give clear instructions to customers and/or co-workers as required.

• Prepare to pronounce the sounds of English or use sign language sufficiently clearly to be generally understood.



• Practice to give simple directions, instructions and explanations.

• Inspect to ask and answer simple questions such as to establish customer needs, or who a visitor is seeking to meet and for what purpose.






328

329

Hair Stylist



• Practice to sort information in order of importance.









329

330

Facilitator Guide


• Identify to act in line with organizational policies, procedures, supervisor/manager instructions, rules and guidelines to contribute towards resolution of the problem in a timely and safe manner, within limits of authority.





Practical• Ensure the finished

style takes into account the critical influencing factors

• Influencing factors: length, density, condition of hair, etc.




BWS/N0208

PC 11, PC 12, PC 13, PC 14, PC 15,PC 16, PC 17, PC 18, PC 19



6 hours

330

331

Hair Stylist

• Practice to thank customer for feedback post-service, where customer is not satisfied with service take actions to resolve matter to customer satisfaction or refer to supervisor if actions beyond scope of authority or no action is possible to mitigate damage.

• Practice to complete the procedure to the satisfaction of the client in a commercially acceptable time and as per organisational standards.

• Manage to record details of the procedure accurately as per organisational policy and procedures.

• Practice to store information securely in line with the salon’s policies.

• Provide specific after-procedure, homecare advice and recommendations for product use and further services to the client

7 Colour and lighten hair


• Follow Organization’s standards of performance and sequence of services

• Classify the range of services and products offered by the organization.

• Employ environmental conditions required and expected for carrying out services and importance of maintaining these


• Modify hair structure and hair shaft.

BWS/N0209

KA 1, KA 2

KB 1, KB 2, KB 3, KB 4, KB 5, KB 6, KB 7, KB 8

SA 1, SA 2, SA 3, SA 4, SA 5, SA 6, SA 6, SA 7, SA 8, SA 9, SA 10, SA 11, SA 12, SA 13



3 hour

331

332

Facilitator Guide




• Measure hair and scalp conditions and causes

• Modify hair examination and principles of colouring.

• Revise international colour chart and its use

• Differentiate permanent, semi-permanent and temporary colours.

• Test natural base, undercoats, numbering system.

• Diagnose colour application principles and procedures

• Principles and procedures: Global colouring, gray coverage, various stages of re-growth.

• Understand and read policy and procedure documents, guidelines and memos in English and/or local language to interpret the gist correctly


SB 1, SB 2, SB 3, SB 4, SB 5, SB 6, SB 7, SB 8, SB 9, SB 10, SB 11, SB 12, SB 13, SB 14,SB 15, SB 16

• Practice to read simple emails, instructions, advertisements, brochures, manufacturer’s labels, forms, formats and other common documents accurately.

332

333

Hair Stylist

• Read and interpret correctly information about new products and services with reference to the organization and also from external forums such as websites and/or blogs

• Compose to write appointments, names, addresses, simple emails, messages, and applications in English accurately.

• Construct a CV or fill a job application form accurately representing skills, knowledge and past experiences in English accurately

• Compose an accident or incident report accurately in English.





• Build to and follow short, straightforward explanations and instructions in English.



333

334

Facilitator Guide


• Analyze to get information on limits of authority and permitted actions while making decisions on how to act in routine situations.

• Analyze to get information on chain of command to be approached for decisions based on


• Organize one’s own documents and possessions in order at the workplace to ensure cleanliness, security and efficiency of use.

• Organize tasks based on instructions from supervisor or manager in order to complete them on time in order of stated priority


• Plan and manage work routine based on salon procedure




334

335

Hair Stylist

• Prioritise response to customers based on urgency and criticality of need, status of the customer and supervisor inputs






• Consult the client by questioning to identify contra-indications to hair and make-up products.

• Prepare yourself, the client and work area for hair colouring services where required.

• Yourself: sanitize the hands prior to service commencement

• Client: provide suitable protective apparel, remove jewellery, etc.

• Work area: organise and arrange products, tools and equipment, sanitise tools and equipment, no trailing wires, no obstructions, etc.

• Manage self and client to ensure privacy, comfort and safety, throughout the service.

• Test the colours accurately as per manufacturer instructions

BWS/N0209

PC 1, PC 2, PC 3, PC 4, PC 5, PC 6, PC 7, PC 8, PC 9, PC 10



8 hours

335

336

Facilitator Guide

• Select products, tools and equipment based on the results of client consultation, hair analysis and any tests conducted, which will best achieve desired results safely.

• Review relevant and effective questions to clarify the client’s understanding and expectation prior to commencement of service.

• Apply colours in sections neatly, taking into account various influencing factors

• Influencing factors: skin tone, existing colour, hair condition, test results if any, etc.

• Promptly refer problems that cannot be solved to the relevant person/ senior hair stylist for action.

• Apply colour using techniques that reduce the risk of colour being spread to the client’s skin, clothes and surrounding areas

Perform a variety of colouring techniques such as full head, regrowth and high-lighting and/or low-light-ing(Session 2)

• Follow health and safety requirements in the organization

• Types of colouring products and their effect on hair structure

• Construct colouring techniques, colouring products, bleaching products, conditioners and post-colour applications and service

• Tools and equipment used for colouring.

• Restoring the hair to its natural pH using conditioner

• Understand the importance if using products economically and storing products correctly to minimize wastage.

BWS/N0209

KA 3

KB 9, KB 10, KB 11, KB 12, KB 13, KB 14, KB 15, KB 16,

SA 14, SA 15, SA 16, SA 17, SA 18, SA 19, SA 20, SA 21, SA 22, SA 23, SA 24, SA 25



3 hour

336

337

Hair Stylist

• Justify customer service principles including privacy and protection to modesty of the customers.

• Importance of keeping accurate records of services, clients and product usage (inventory).

• Inspect risks to customer privacy and modesty and actions (precautions) taken to maintain the same in the salon.


• Prepare to give clear instructions to customers and/or coworkers as required.

• Practice to pronounce the sounds of English or use sign language sufficiently clearly to be generally understood.

• Practice to speak or communicate with reasonable ease in structured situations and short conversations on familiar topics


• Assess to give simple directions, instructions and explanation

SB 17, SB 18, SB 19, SB 20, SB 21, SB 22, SB 23, SB 24, SB 25, SB 26, SB 27, SB 28, SB 29, SB 30, SB 30, SB 31, SB 32, SB 33

• Compose and ask and answer simple questions such as to establish customer needs, or who a visitor is seeking to meet and for what purpose

• Choose and display an adequate range of vocabulary to communicate on familiar topics and perform simple tasks.

337

338

Facilitator Guide

• Use simple and compound sentences in conversations

• Practice to avoid using jargon, slang or acronyms when communicating with a customer/ client, unless it is required.



• Support and prioritise response to customers based on urgency and criticality of need, status of the customer and supervisor inputs

• Practice to minimize customer discomfort by taking permitted or directed actions in a timely manner.







338

339

Hair Stylist

• Practice to act in line with organizational policies, procedures, supervisor/manager instructions, rules and guidelines to contribute towards resolution of the problem in a timely and safe manner, within limits of authority







• Identify impact of own actions in terms of health, safety, security, customer satisfaction, influence of co-workers, achievement of task objectives.



339

340

Facilitator Guide


• Explain the concept of assumptions and how they impact decisions, actions and consequences


Practical• Build to monitor

accurately the development of colour as required, follow the manufacturer’s instructions to ensure desired development

• Practice to remove the colour products thoroughly from the hair and leave the hair free of any colouring products.

• Apply a suitable conditioner, post colour application or service to the hair following manufacturer’s instructions.

• Practice to work minimising wastage of products.

• Check the client’s comfort and wellbeing throughout the service and adapt procedures to ensure the same, reassure the client with necessary information and positive comments as required

• Complete the procedure to the satisfaction of the client in a commercially acceptable time and as per organisation standards

• Record details of the procedure accurately as per organisation standards.

BWS/N0209

PC 11, PC 12, PC 13, PC 14, PC 15, PC 16, PC 17, PC 18, PC 19



8 hours

340

341

Hair Stylist


• Provide specific after-procedure, homecare advice and recommendations for product use and further s to the client.

8 Perm and neutralize hair

Prepare Self and Client(Session 1)


• Understand environmental conditions required and expected for carrying out services and importance of maintaining these


• Classify the structure of the hair, shaft and basic principles of hair growth




• Understand the hair and scalp conditions and causes.

• Use perm lotions, products, tools and equipment, winding techniques used for perming and neutralizing.

• Identify skin test, pre-perm test curl, incompatibility test, development test curl.

• Develop post-perm conditioners

• Measure pH scale and its effects on hair structure

BWS/N0210

KA 1

KB 1, KB 2, KB 3, KB 4, KB 5, KB 6, KB 7, KB 8, KB 9, KB 10

SA 1, SA 2, SA 3, SA 4, SA 5, SA 6, SA 6, SA 7, SA 8, SA 9, SA 10, SA 11, SA 12, SA 13

SB 1, SB 2, SB 3, SB 4, SB 5, SB 6, SB 7, SB 8, SB 9, SB 10, SB 11, SB 12, SB 13, SB 14,SB 15, SB 16



3 hour

341

342

Facilitator Guide

• Test: Incompatibility, porosity, elasticity, skin, pre-perm test curl, ph test

• Types and causes of problems during and after perming procedure (fish hooks, uneven curl, curl too loose or too tight)

• Understand effects of perm and nuetralising lotion on the hair structure and the effects of temperature on the perming process.

• Build contra-indications and respective necessary actions

• Understand and read policy and procedure documents, guidelines and memos in English and/or local language to interpret the gist correctly


• Practice to read simple emails, instructions, advertisements, brochures, manufacturer’s labels, forms, formats and other common documents accurately.

• Read and interpret correctly information about new products and services with reference to the organization and also from external forums such as websites and/or blogs

• Compose to write appointments, names, addresses, simple emails, messages, and applications in English accurately.

• Construct a CV or fill a job application form accurately representing skills, knowledge and past experiences in English accurately

342

343

Hair Stylist

• Compose an accident or incident report accurately in English.





• Build to and follow short, straightforward explanations and instructions in English.




• Analyze to get information on limits of authority and permitted actions while making decisions on how to act in routine situations.

• Analyze to get information on chain of command to be approached for decisions based on

343

344

Facilitator Guide


• Organize one’s own documents and possessions in order at the workplace to ensure cleanliness, security and efficiency of use.

• Organize tasks based on instructions from supervisor or manager in order to complete them on time in order of stated priority


• Plan and manage work routine based on salon procedure




• Prioritise response to customers based on urgency and criticality of need, status of the customer and supervisor inputs




344

345

Hair Stylist



• Practice to consult the client by questioning to identify contra-indications to hair and haircare products.

• Prepare yourself, the client and work area for perming and neutralising services where required.

• Yourself: Sanitize the hands prior to service commencement


• Work area: Organise and arrange products, tools and equipment, sanitise tools and equipment, no trailing wires, no obstructions, etc.

• Execute position of self and client to ensure privacy, comfort and safety, throughout the service

• Use suitable consultation techniques to identify the client’s wishes for the desired look before perm and neutralizing service, including with parents/guardians of minors

BWS/N0210




8 hours

• Consultation techniques: eg. ask questions, catalogue of styles, chart or image referencing, computer aided simulations

• Ensure a guardian or parent is present while providing service to minors.

345

346

Facilitator Guide

• Identify, test and analyse the condition of the hair and its effect on service or procedure selection for achievement of the required results

• Test: Incompatibility, porosity, elasticity, skin, pre-perm test curl, pH test

• Categorize to select products, tools and equipment based on the results of client consultation, hair analysis and tests conducted, which will best achieve desired results safely.

• Use a perm curler and relevant winding techniques effectively and safely to carry out perming

• Winding Techniques: Spiral perm, ladder perm, body wave perm, soft perm.

• Practice to combine and adapt perming and sectioning techniques to achieve desired perm effect.

• Sectioning techniques: Brick, nine section, directional, piggy back.

Create a variety of looks using basic perming techniques(Session 2)

• Identify the range of services and products offered by the organization.


• Inspect contra-actions and respective necessary subsequent actions.

• Test cross infection, cross infestation - their causes and precautions for prevention.

• Practice to contact dermatitis, its causes and precautions for prevention.

BWS/N0210

KA 2, KA 3

KB 11, KB 12, KB 13, KB 14, KB 15, KB 16, KB 17, KB 18, KB 19

SA 13, SA 14, SA 15, SA 16, SA 17, SA 18, SA 19, SA 20, SA 21, SA 22, SA 23, SA 24, SA 25



3 hour

346

347

Hair Stylist

• Differentiate between disinfecting and sterilizing

• Understand importance of using products economically and storing products correctly to minimize wastage.

• Compose customer service principles including privacy and protection to modesty of the customers.

• Identify risks to customer privacy and modesty and actions (precautions) taken to maintain the same in the salon

• Understand importance of keeping accurate records of services, clients and product usage (inventory


• Prepare to give clear instructions to customers and/or coworkers as required.

• Practice to pronounce the sounds of English or use sign language sufficiently clearly to be generally understood.

• Practice to speak or communicate with reasonable ease in structured situations and short conversations on familiar topics.

SB 17, SB 18, SB 19, SB 20, SB 21, SB 22, SB 23, SB 24, SB 25, SB 26, SB 27, SB 28, SB 29, SB 30, SB 30, SB 31, SB 32, SB 33


• Assess to give simple directions, instructions and explanation.

347

348

Facilitator Guide

• Compose and ask and answer simple questions such as to establish customer needs, or who a visitor is seeking to meet and for what purpose

• Choose and display an adequate range of vocabulary to communicate on familiar topics and perform simple tasks.


• Practice to avoid using jargon, slang or acronyms when communicating with a customer/ client, unless it is required.



• Support and prioritise response to customers based on urgency and criticality of need, status of the customer and supervisor inputs

• Practice to minimize customer discomfort by taking permitted or directed actions in a timely manner.




348

349

Hair Stylist




• Practice to act in line with organizational policies, procedures, supervisor/manager instructions, rules and guidelines to contribute towards resolution of the problem in a timely and safe manner, within limits of authority







349

350

Facilitator Guide





• Explain the concept of assumptions and how they impact decisions, actions and consequences

• Identify situations and possible underlying intent where information provided by others may be unreliable

Practical• Practice to monitor

accurately the development of perming process as required and take a development test curl as required.

• Build to stop the perm development and neutralize the hair when the required degree of the curl is established.

• Practice to leave the hair free of neutralizer with the required degree of curl, use creative finishing techniques.

BWS/N0210

PC 11, PC 12, PC 13, PV 14, PC 15, PC 16, PC 17, PC 18, PC 19, PC 20, PC 21, PC 22, PC 23, PC 24, PC 25



7 hours

350

351

Hair Stylist

• Apply a suitable post-perm conditioner or procedure to the hair following manufacturer’s instructions.




• Dispose waste materials as per organisational standards in a safe and hygienic manner.

• Practice to check the client’s comfort and wellbeing throughout the service and adapt procedures to ensure the same, reassure the client with necessary information and positive comments as required.

• Complete the procedure to the satisfaction of the client in a commercially acceptable time and as per organisational standards.

• Record details of the procedure accurately as per organisational policy and procedures.


• Provide specific after-procedure, homecare advice and recommendations for product use and further services to the client.

351

352

Facilitator Guide


• Build to thank customer for feedback post-service, where customer is not satisfied with service take actions to resolve matter to customer satisfaction or apologise for the same and refer to supervisor.

9 Perform hair relax-ing and straight-ening services

Prepare Self and Client(Session 1)


• Analyze the environmental conditions required and expected for carrying out services and importance of maintaining these


• Understand structure of the hair, shaft and basic principles of hair growth



• Hair growth: Anagen, catagen, telogen.

• relaxing, products, tools and equipment used for relaxing service.

• Understand hair and scalp conditions and causes.

• Inspect influencing factors to be considered before and during relaxing service.

• Execute various hair straightening services.

BWS/N0211

KA 1KB 1, KB 2, KB 3, KB 4, KB 5, KB 6, KB 7, KB 8, KB 9SA 1, SA 2, SA 5, SA 6, SA 7, SA 8, SA 9, SA 10, SA 11, SA12, SA 13, SA 14, SA 15SB 1, SB 2, SB 3, SB 4, SB 5, SB 6, SB 7, SB 8, SB 9, SB 10, SB 11, SB 12, SB 13, SB 14, SB 15, SB 16



3 hour

352

353

Hair Stylist

• Hair straightening services : Smoothening/ Keratin application Straightening, rebounding and relaxing.

• Categorise contra-indications and respective necessary actions.

• Plan contra-actions and respective necessary subsequent actions

• Select the correct product according to the hair type to achieve the desired result.

• Read policy and procedure documents, guidelines and memos in English and/or local language to interpret the gist correctly.


• Write appointments, names, addresses, simple emails, messages, and applications in English accurately.


• Prepare to write an accident or incident report accurately in English.




353

354

Facilitator Guide

• Listen for and identify the main points of short explanations or presentations in English


• Introduce oneself and one’s role to customers and visitors, in English and the local language


• Give clear instructions to customers and/or coworkers as required.



• Propose to get information on limits of authority and permitted actions while making decisions on how to act in routine situations

• Justify to get information on chain of command to be approached for decisions based on

• Identify, plan and schedule tasks related to own work, to achieve standards of personal presentations expected in a professional set-up

354

355

Hair Stylist

• Practice to keep one’s own documents and possessions in order at the workplace to ensure cleanliness, security and efficiency of use





• Maintain accurate records of clients, services and product stock levels

• Plan own development in line with feedback given from supervisor, coworkers and clients





355

356

Facilitator Guide



• Prepare yourself, the client and work area for the relaxing and straightening services

• Yourself: Sanitize the hands prior to service commencement


• Work area: Organise and arrange products, tools and equipment, sanitise tools and equipment, no trailing wires, no obstructions, etc.

• Position self and client to ensure privacy, comfort and safety, throughout the service


• Identify, test and analyse the condition of the hair and its effect on service or procedure selection for achievement of the required results

• Test: Elasticity, porosity, incompatibility, strand

• PC6. select products, tools and equipment based on the results of client consultation, hair analysis and any tests conducted, which will best achieve desired results safely

BWS/N0211




6 hours

• Apply pre relaxing products to protect the scalp and even out the porosity of the hair.

• Explain to carry out relaxing services using relevant application techniques

• Techniques: Top, top and bottom, hand

356

357

Hair Stylist

• Monitor accurately the development of relaxing process


Perform hair relax-ing and straight-ening services(Session 3)



• Pronounce the sounds of English or use sign language sufficiently clearly to be generally understood.

• Practice to speak or communicate with reasonable ease in structured situations and short conversations on familiar topics

• Inspect to exchange information effectively to perform a task.

• Practice to give simple directions, instructions and explanations

• Select to ask and answer simple questions such as to establish customer needs, or who a visitor is seeking to meet and for what purpose

• Perform to display an adequate range of vocabulary to communicate on familiar topics and perform simple tasks.

BWS/N0211

KA 2, KA 3KB 4, KB 5, KB 6SA 3, SA 4, SA 16, SA 17, SA 18, SA 19, SA 20, SA 21, SA 22, SA 23, SA 24, SA 25SB 17, SB 18, SB 19, SB 20, SB 21, SB 22SB 23, SB 24, SB 25, SB 26, SB 27, SB 28, SB 29, SB 30, SB 31, SB 32, SB 33



4 hour

357

358

Facilitator Guide

• Use simple and compound sentences in conversations



• Listen and understand the local language in dealing with clients



• Recall organizational policies, procedures, rules and guidelines applicable to the situation that may be used to decide course of action when faced with problems

• Practice to act in line with organizational policies, procedures, supervisor/manager instructions, rules and guidelines to contribute towards resolution of the problem in a timely and safe manner, within limits of authority.




358

359

Hair Stylist




• Identify impact of own actions in terms of health, safety, security, customer satisfaction, influence of coworkers, achievement of task objectives


• Verify information to clarify doubts through seeking guidance from organization documents, supervisor, managers and co-workers

• Identify relevant and reliable sources of information for seeking clarity where required


• Identify situations and possible underlying intent where information provided by others may be unreliable

359

360

Facilitator Guide

Practical• Practice to check the

client’s comfort and wellbeing throughout the service and adapt procedures to ensure the same, reassure the client with necessary information and positive comments as required.

• Complete the procedure to the satisfaction of the client in a commercially acceptable time and as per organisational standards.




• Identify to record details of the procedure accurately as per organisational policy and approved practice.


• Provide specific after-procedure, homecare advice and recommendations for product use and further beauty services to the client.

BWS/N0211

PC 11, pc 12, pc 13, pc 14, pc 15, pc 16, pc 17, pc 18, pc 19, pc 20



6 hours

• Formulate to ask questions to check with the client their satisfaction with the finished result.

360

361

Hair Stylist

• Measure to thank customer for feedback post-service, where customer is not satisfied with service take actions to resolve matter to customer satisfaction or apologise for the same and refer to supervisor.

10 Maintain health and safety at the work-place

Contra indications related to beauty advising(Session 1)

• Adhere to the organization’s policies and procedures to address risks and hazards

• Perform contra-indications related to beauty treatments

• Understand the process of sterilizing and disinfecting equipment/ tools

• Maintain accurate records of client, treatments, operating and closing checklists, product stock status


• Read about new products and services with reference to the organization and also from external forums such as websites and blogs.

• Keep abreast with the latest knowledge by reading brochures, pamphlets, and product information sheets


BWS/N9002

KA1KB1SA1, SA2, SA3, SA4, SA5SB1, SB2, SB3, SB4, SB5, SB6, SB7

Classroom Lecture, PPT Session,

White board, pen, lap-top, LCD, Power Point Pre-sentation

3 hours

361

362

Facilitator Guide

• Make decisions pertaining to the concerned area of work

• Plan and organise service feedback files/documents


• Understand the client scheduling and bookings and maintain the work area, equipment and product stocks to meet the schedule.

• Maintain accurate records of clients, treatments and product stock levels.

• Accept feedback in a positive manner and develop on the shortcomings.

• Be committed to service excellence, courteous, pleasant personality.

Practical:• Set up and position the

equipment, chemicals, products and tools in the work area to meet legal, hygiene and safety requirements.

• Clean and sterilize all tools and equipment before use

• Maintain one’s posture and position to minimize fatigue and the risk of injury

BWS/N9002

PC1, PC2, PC3



6 hours

Steriliza-tion and disinfec-tion of tools and equip-ments(Session 2)

• Maintain health and safety requirements in the organization.

• Learn the manufacturer’s instructions related to equipment and product use and cleaning.

• Discuss task lists, schedules, and work-loads with co-workers.

BWS/N9002

KA2KB2, KB3SA6, SA7, SA8, SA9SB8, SB9, SB10, SB11, SB12, SB13, SB14

Classroom Lecture, PPT Session, Practical Demonstra-tion

White board, Pen, Lap-top, LCD, Power Point Pre-sentation

3 hour

362

363

Hair Stylist

• Question customers/ clients appropriately in order to understand the nature of the problem and make a diagnosis.

• Giving clear instructions to customers/ clients.

• Keep customers/ clients informed about progress.

• Manage relationships with customers who may be stressed, frustrated, confused, or angry.

• Build customer relationships and use customer centric approach.

• Be clean, sporting the professional uniform, neat combed hair, closed-in footwear, personal hygiene and cleanliness (shower/bath), oral hygiene (clean teeth, fresh breath).

• Maintain a hygienic work area adhering to the salon and applicable legal health and safety standards.

• Sanitize the hands and clean all working surfaces, use disposable products and sterilized tools.

• Manage the storage/ disposal/ cautions of use of products, fire precautions, occurrences, hygiene practice, disposal of waste and environmental protection.

• Handle, using and storing products, tools and equipment safely to meet with the manufacturer’s instructions.

363

364

Facilitator Guide

Practical:• Dispose waste

materials in accordance to the industry accepted standards.

• Maintain first aid kit and keep oneself updated on the first aid procedures.

• Identify and documenting potential risks and hazards in the workplace.

BWS/N9002

PC4, PC5, PC6

Video Ses-sion, Practical Demonstra-tion, Group Activity

Audio Visual, Laptop, LCD, First Aid Kit

6 hours

Control of hazardous substance and dis-posal of waste and environ-mental protection(Session 3)


• Avoid the usage of jargon, slang or acronyms when communicating with a customer/ client, unless it is required.


• Speak clearly and precisely in a courteous manner and develop a professional relationship with the client.

• Understand the directives passed down by supervisors


BWS/N9002

KB4SA10, SA11, SA12, SA13, SA14SB15, SB16, SB17, SB18, SB19, SB20, SB21

Classroom Lecture, PPT Session, Practical Demonstra-tion

White board, pen, lap-top, LCD, projector, Power Point Pre-sentation

3 hours

364

365

Hair Stylist

• Think through the problem, evaluate the possible solution(s) and suggest an optimum/ best possible solution(s)

• Deal with clients lacking the technical background to solve the problem on their own

• Identify immediate or temporary solutions to resolve delays

• Use the existing data to arrive at specific data points.

• Use the existing data points to generate required reports for business.

• Apply, analyse and evaluating the information gathered from observation, experience, reasoning, or communication, as a guide to thought and action.

• Participate in self-developmental training activities to enhance one’s knowledge of salon performance standards and applicable health and safety legislative requirements.

Practical:• Maintain accurate

accident reports.• Report health and

safety risks/ hazards to concerned personnel.

• Use tools, equipment, chemicals and products in accordance with the salon’s guidelines and manufacturers’ instructions.

BWS/N9002

PC7, PC8, PC9

Report Making Session, Group Activity

Sample data of accidents, Sample tools, equip-ments and chemicals

6 hours

365

366

Facilitator Guide

11 Create a positive impression at the workplace

Maintain good appear-ance and behaviour(Session 1)

• Understand the importance of personal health and hygiene.

• Maintain the salon’s standards of grooming and personal behaviour.

• Keep the salon’s standards intact, relating to courtesy, behaviour and efficiency.

• Build the ability to speak, read and write in the local vernacular language and English.

• Use appropriate verbal and non-verbal cues while dealing with clientsfrom different cultural, religious backgrounds, age, disabilities andgender

• Maintain accurate records of client, treatments, operating and closing checklists, product stock status.


• Read about new products and services with reference to the organization and also from external forums such as websites and blogs

• Keep abreast with the latest knowledge by reading brochures, pamphlets, and product information sheets

BWS/N9003

KA1, KA2, KA3

KB1, KB2

SA1, SA2, SA3, SA4, SA5

SB1, SB2, SB3, SB4, SB5, SB6, SB7



3 hours


366

367

Hair Stylist

• Make decisions pertaining to the concerned area of work

• Plan and organising service feedback files/documents

• Plan and managing work routine based on salon procedure

• Understand the client scheduling and bookings and maintain the work area, equipment and product stocks to meet the schedule

• Maintain accurate records of clients, treatments and product stock levels

• Accept feedback in a positive manner and develop on the shortcomings

• Be committed to service excellence, courteous, pleasant personality

Practical:• Maintain good health

and personal hygiene.• Comply with

organisation’s standards of grooming and personal behaviour.

• Meet the organisation’s standards of courtesy, behaviour and efficiency.

• Stay free from intoxicants while on duty.

• Wear and carryi organisation’s uniform and accessories correctly and smartly.

BWS/N9003

PC1, PC2, PC3, PC4, PC5



6 hours

367

368

Facilitator Guide

Execute tasks as per orga-nization’s standards(Session 2)

• Know the ill-effects of intoxicants and potential actions at workplace

• Learn about the items of uniform & accessories and correct method of wearing/ carrying them.

• Report/ record formats and protocol for documentation.

• Maintain different formats on which information is to be recorded.

• Understand importance to maintain security and confidentiality of information.

• Discuss task lists, schedules, and work-loads with co-workers

• Question customers/ clients appropriately in order to understand the nature of the problem and make a diagnosis

• Give clear instructions to customers/ clients

• Keep customers/ clients informed about progress

• Manage relationships with customers who may be stressed, frustrated, confused, or angry.

• Build customer relationships and use customer centric approach.

BWS/N9003

KA4, KA5, KA6KB3, KB4SA6, SA7, SA8, SA9SB8, SB9, SB10, SB11, SB12, SB13, SB14



3 hour

• Be clean, sporting the professional uniform, neat combed hair, closed-in footwear, personal hygiene and cleanliness (shower/bath), oral hygiene (clean teeth, fresh breath)

• Maintain a hygienic work area adhering to the salon and applicable legal health and safety standards.

368

369

Hair Stylist

• Sanitise the hands and clean all working surfaces, use disposable products and sterilized tools

• Manage the storage/ disposal/ cautions of use of products, fire precautions, occurrences, hygiene practice, disposal of waste and environmental protection.

• Handle, use and store products, tools and equipment safely to meet with the manufacturer’s instructions.

Practical:• Take appropriate and

approved actions in line with instructions and guidelines

• Record details related to tasks, as per procedure

• Participate in workplace activities as a part of the larger team.

• Report to supervisor immediately in case there are any work issues.

• Use appropriate language, tone and gestures while interacting with clients from different cultural and religious backgrounds, age, disabilities and gender.

BWS/N9003

PC6, PC7, PC8, PC9, PC10



6 hours

Commu-nicate and record informa-tion(Session 3)

• Know the different kinds of work issues that may arise and reporting structure.

• Perform code of practices and guidelines relating to communication with people.

• Meet the salon’s requirements for recording and retaining information.

BWS/N9003

KA7, KA8, KA9KB5, KB6SA10, SA11, SA12, SA13, SA14SB15, SB16, SB17, SB18, SB19, SB20, SB21



2 hours

369

370

Facilitator Guide

• Learn about the kinds of communication equipment (email, phone etc) available and their effective use.

• Sell/ influence techniques to provide additional services/products to clients.

• Avoide the usage of jargon, slang or acronyms when communicating with a customer/ client, unless it is required.


• Speak clearly and precisely in a courteous manner and develop a professional relationship with the client.

• Understand the directives passed down by supervisors.


• Think through the problem, evaluate the possible solution(s) and suggest an optimum/ best possible solution(s)

• Deal with clients lacking the technical background to solve the problem on their own

• Identify immediate or temporary solutions to resolve delays.

• Use the existing data to arrive at specific data points.

• Use the existing data points to generate required reports for business.

370

371

Hair Stylist

• Apply, analysing and evaluating the information gathered from observation, experience, reasoning, or communication, as a guide to thought and action.

• Participating in self-developmental training activities to enhance one’s knowledge of salon perfor

Practical:• Communicate

procedure related information to clients based on the sector’s code of practices and organisation’s procedures/ guidelines

• Communicate role related information to stakeholders in a polite manner and resolve queries, if any.

• Assist and guide clients to services or products based on their needs.

• Report and record instances of aggressive/ unruly behaviour and seek assistance

• Report and record instances of aggressive/ unruly behaviour and seeking assistance

• Use communication equipment (phone, email etc) as mandated by your organization.

• Carry out routine documentation legibly and accurately in the desired format.

• File routine reports and feedback.

• Maintain confidentiality of information, as required, in the role.

BWS/N9003

PC11, PC12, PC13, PC14, PC15, PC16, PC17, PC18



6 hours

371

372

Facilitator Guide

12 Soft Skills Develop-ing Soft skillsSession 1

• Personal Grooming• Personality

development

Bridge Module

Classroom Lecture/PPTPractical demonstration


1 hour

Develop-ing Soft skillsSession 2

• Interview handling• Working in team


White board, pen, lap-top, LCD, power Point Pre-sentation

1 hour

Devel-oping Soft skills Session 3

• Customer Handling• Time management



1 hour

13 Communi-cationSkills

Implemen-tation of commu-nication skillsSession 1

• Reading, Writing and Oral communication

• Courteous behaviour

Bridge Module


White board, pen, Lap-top, LCD, Power Point Pre-sentation

1 hour

Implemen-tation of commu-nication skillsSession 2

• Problem solving techniques

• Positive Body language


White board, pen, Lap-top, LCD, Power Point Pre-sentation

1 hour

Total Duration 350 HOURS

372

373

Hair Stylist

Assessment Criteria for Hairstylist

Job Role Hairstylist

Qualification Pack BWS/Q0202

Sector Skill Council Beauty & Wellness

Sr. No. Guidelines for Assessment

1Criteria for assessment for each Qualification Pack will be created by the Sector Skill Council. Each Performance Criteria (PC) will be assigned marks proportional to its importance in NOS. SSC will also lay down proportion of marks for Theory and Skills Practical for each PC

2 The assessment for the theory part will be based on knowledge bank of questions created by the SSC

3 Assessment will be conducted for all compulsory NOS, and where applicable, on the selected elective/option NOS/set of NOS.

4 Individual assessment agencies will create unique question papers for theory part for each candidate at each examination/training centre (as per assessment criteria below)

5 Individual assessment agencies will create unique evaluations for skill practical for every student at each examination/training centre based on this criteria

6 To pass the Qualification Pack, every trainee should score a minimum of 70% in aggregate7 In case of unsuccessful completion, the trainee may seek reassessment on the Qualification Pack

Assessable Outcomes Assessment Criteria for Outcomes Total

Mark Out Of

Marks Allocation

Theory Skills Practical

BWS/N9001 Prepare and maintain work area

PC1. Ensuring that ambient conditions are suitable for the client and the service procedures to be carried out in a hygiene and safe environment

100

12 2 10

PC2. Identifying and selecting suitable equipment and products required for the respective services 16 3 13

PC3. Setting up the equipment and preparing the products for services in adherence to the salon procedures and product/ equipment guidelines

19 4 15

PC4. Placing and organizing the products in a trolley or area convenient and efficient for service delivery 10 1 9

PC5. Preparing sterilization solution as per organizational standards using approved products and as per manufacturer’s instructions

16 4 12

PC6. Sterilizing, disinfecting and placing the tools on the tray as per organizational standards using recommended solutions and conditions

13 4 9

PC7. Disposing waste materials in adherence to the salon's and industry requirements 6 1 5

Annexure IIAssessment Criteria

CRITERIA FOR ASSESSMENT OF TRAINEES

373

374

Facilitator Guide

PC8. Storing records, materials and equipment securely in line with the salon’s policies 8 2 6

Total 100 21 79

BBWS/N0205 Perform Blow drying of hair

PC1. Adhering to the health and safety standards laid out by the manufacturer and salon

100

4 1 3

PC2. Positioning self and client correctly to ensure privacy, comfort and wellbeing throughout the service 5 1 4

PC3. Asking relevant and effective questions to check and establish the client's understanding and expectation prior to commencement of the procedure and clarify doubts, if any including with guardians/parents for minors

5 2 3

PC4.Ensuring a guardian/parent is present for minors under age 14 4 0.5 3.5

PC5. Performing and adapting the procedure using materials, equipment and techniques correctly and safely to meet the needs of the client

8 3 5

PC6. Applying products for moisturising and styling, if required and maintain a regular check to minimise the risk of damage to the hair

6 1 5

PC7. Performing various blow drying techniques to achieve the desired look 8 2 6

PC8. Blow drying hair to achieve volume, straightening and movement 6 2 4

PC9. Following blow drying principles, while carrying out the procedure for safety, minimising damage and achieving the desired look

6 1 5

PC10. Checking the client’s comfort and wellbeing throughout the service and adapt procedures to ensure the same, reassure the client with necessary information and positive comments as required

6 1.5 4.5

PC11. Completing the procedure to the satisfaction of the client in a commercially acceptable time and as per organisational standards

6 2 4

PC12. Ensuring the work area is kept clean and tidy during the service 4 0 4

PC13. Disposing waste materials as per organisational standards in a safe and hygienic manner 4 0.5 3.5

PC14. Using work methods to minimise wastage 5 1.5 3.5

PC15. Recording details of the procedure accurately as per organisational policy and approved practice 4 2 2

PC16. Storing information securely in line with the salon’s policies 4 1 3

PC17. Asking questions to check with the client their satisfaction with the finished result 5 1.5 3.5

PC18. Thanking customer for feedback post-service, where customer is not satisfied with service take actions to resolve matter to customer satisfaction or apologise for the same and refer to supervisor

5 1.5 3.5

PC19. Providing specific after-procedure, homecare advice and recommendations for product use and further services to the client

5 2 3

Total 100 27 73

374

375

Hair Stylist

BWS/N0202 Shampoo and condition the hair and scalp


100

3 1 2

PC2. Positioning self and client throughout service to ensure privacy, comfort and safety 4 1 3

PC3. Preparing yourself, the client and work area for shampoo and conditioning services 4 1 3

PC4. Asking relevant questions to consult with the client to identify the condition of the hair and scalp, providing suitable services and apply relevant procedures

4 1.5 2.5

PC5. Asking relevant and effective questions to clarify the client's understanding and expectation prior to commencement of service

4 1.5 2.5

PC6. Selecting and preparing products, tools and equipment that are suitable for the client’s hair and scalp condition that meet client’s needs and service plan

4 1 3

PC7. Carrying out the procedure using methods that minimise risk of cross infection 6 1.5 4.5

PC8. Applying shampoo using rotary massage technique 3 1 2

PC9. Carrying out and adapting massage techniques to suit the client needs and to perform the service plan 5 1 4

PC10. Checking the water temperature and flow to meet the needs of the service procedure and client comfort 4 1 3

PC11. Leaving the hair clean and free of products, dirt, and grease after the shampoo 3 0.5 2.5

PC12. Performing and following an accurate shampoo and conditioning service ensuring the client is comfortable throughout the process

5 1 4

PC13. Completing the shampooing and conditioning process with suitable towel wrap procedure to remove excess remaining water and reposition the client comfortably for completion of service

4 1 3

PC14. Detangling hair without causing damage to hair or scalp using a tooth comb 5 1 4


4 0.5 3.5

PC16. Performing and adapting the service procedure using materials, equipment and techniques correctly and safely to meet the needs of the client

5 1 4

PC17. Referring promptly problems that cannot be solved to the relevant superior for action 3 1.5 1.5

PC18. Completing the service procedure to the satisfaction of the client in a commercially or professionally acceptable time as per organisational standards and client needs

4 1 3



375

376

Facilitator Guide

PC21. Recording the service details accurately as per salon policy and procedures 3 1.5 1.5

PC22. Storing information securely in line with the salon’s policies and procedures 3 1.5 1.5

PC23. Providing correct, specific after-procedure, homecare advice, recommendations for product use and further services to the client, as per manufacturer instructions and salon standards

3 1 2

PC24. Asking questions to check with the client their satisfaction with the finished result 4 1.5 2.5


4 1 3

PC26. Minimizing the wastage of products by using products economically, by storing products and chemicals as per manufacturer’s instructions

3 1 2

TOTAL 100 27 73

BWS/N0206 Perform Indian Head Massage and Hair Spa Services


100

3 1 2

PC2. Positioning self and client throughout service to ensure privacy, comfort and safety 3 1 2

PC3. Preparing yourself, the client and work area for scalp massage, hair spa services including shampoo and conditioning services where required

4 1 3

PC4. Ensuring a guardian/parent is present for minors under age 14 3 0.5 2.5

PC5. Asking relevant questions to consult with the client to identify the condition of the hair and scalp and providing the suitable services, including with guardians/parents for minors

5 2 3


5 2 3

PC7. Identifying contra-indications if any that restrict the services or products sought by the customer 4 1 3

PC8. Explaining politely to the customer why service is denied or modified in case done so for contra-indications 5 1 4

PC9. Selecting and preparing products, tools and equipment that are suitable for the client’s hair and scalp condition to meet to the client’s needs and service plan

5 1 4

PC10. Performing a pre-shampoo or other preliminary procedure in accordance with the required service 5 1 4

PC11. Selecting a suitable medium and performing hair spa and the scalp massage 5 1 4

PC12. Performing various massage techniques to complete the service as required 5 1 4

PC13. Applying suitable pressure on the marma pressure points as per requirement taking care of client comfort 5 1.5 3.5

376

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PC14. Performing post conditioning services or procedures in accordance with the requirements of products, skin, hair structure, and type

5 1.5 3.5


5 1 4

PC16. Performing and adapting the service procedures using materials, equipment and techniques correctly and safely to meet the needs of the client

4 1 3

PC17. Referring promptly problems that cannot be solved to the relevant superior for action 5 2 3

PC18. Completing the service to the satisfaction of the client in a commercially acceptable time and as per organisational standards

4 1 3

PC19. Recording details of the service accurately as per organisational policy and procedures 4 2 2



4 1.5 2.5

PC22. Minimizing the wastage of products and storing chemicals and equipment securely post service 3 0 3

PC23. Disposing all waste safety according to the salon’s standards of hygiene and safety 2 0 2

PC24. Addressing hair concerns by identifying appropriate remedial action 4 1 3

Total 100 27 73

BWS/N0207 Cut hair


100

3 1 2

PC2. Positioning self and client in a manner to ensure privacy, comfort and safety, throughout the service 3 1 2

PC3. Preparing yourself, the client and work area for scalp massage, hair spa services including shampoo and conditioning services where required

3 1 2

PC4. Asking relevant questions to consult with the client to identify the condition of the hair and scalp and providing the suitable services, including with guardians or parents of minors

4 1 3

PC5. Ensuring a guardian/parent is present for minors under age 14 2 0 2


4 1 3

PC7. Selecting styling products, tools and equipment based on the results of client consultation and hair analysis 4 1 3

PC8. Asking questions or use charts, catalogues to consult the client to identify the desired look before cutting 5 2 3

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PC9. Identifying and analysing the condition of the hair and its effect on service procedure or procedure selection for achievement of the required results

4 1 3

PC10. Selecting the technique or procedure most suitable to the client’s hair and to achieve the desired look 5 1.5 3.5

PC11. Following established guidelines related to the selected procedure to accurately achieve the required look 5 2 3

PC12. Selecting the correct cutting tool to achieve the desired look 4 0.5 3.5

PC13. Performing various sectioning techniques to carry out the desired haircut 5 1 4

PC14. Performing various cutting techniques and texturising technique while carrying out the service 5 1.5 3.5

PC15. Achieving even balance and weight distribution by checking time to time and adjusting the cutting technique accordingly

4 1 3


PC17. Using work methods to minimise wastage 4 1 3

PC18. Checking the client’s comfort and wellbeing throughout the service and adapting procedures to ensure the same, reassure the client with necessary information and positive comments as required

3 1 2


5 1 4

PC20. Referring promptly problems that cannot be solved to the relevant superior for action 4 1 3

PC21. Completing the procedure to the satisfaction of the client in a commercially acceptable time and as per organisation standards

5 1.5 3.5

PC22. Recording details of the procedure accurately as per organisation policy and procedures 2 1 1



4 1 3

PC25. Asking questions to check with the client their satisfaction with the finished result 4 1 3


4 1 3

TOTAL 100 27 73

BWS/N0208 perform hair styling and dressing

PC1. Using suitable consultation techniques to identify the client’s wishes for the desired look before dressing the hair, including with parents or guardians for minors

100 7 3 4

378

379

Hair Stylist

PC2. Ensuring a guardian/parent is present for minors under age 14 4 0.5 3.5

PC3. Identifying and analysing the condition of the hair and its effect on treatment or procedure selection for achievement of the required results

5 1.5 3.5

PC4. Selecting the most suitable drying, setting, styling and finishing techniques to achieve the desired look 5 1 4

PC5. Performing back combing /back brushing technique as required 7 2 5

PC6. Controlling and securing hair effectively into place, during dressing 6 1.5 4.5

PC7. Dressing the hair to the satisfaction of the client 5 1 4

PC8. Positioning self and client to ensure privacy, comfort and safety, throughout the service 5 1.5 3.5


6 2 4

PC10. Applying finishing product following manufacturer’s instructions to maintain the style 6 2 4

PC11. Ensuring the finished style takes into account the critical influencing factors 4 0 4


PC13. Thanking customer for feedback post-service, where customer is not satisfied with service take actions to resolve matter to customer satisfaction or referring to supervisor if actions beyond scope of authority or no action is possible to mitigate damage

5 1 4




7 2 5

PC17. Recording details of the procedure accurately as per organisational policy and procedures 5 2 3



5 1 4

TOTAL 100 27 73

BWS/N0209 Colour and lighten hair


100

4 1 3

PC2. Consulting the client by questioning to identify contra-indications to hair and make-up products 5 1.5 3.5

PC3. Preparing yourself, the client and work area for hair colouring and lightening services where required 5 1 4

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PC4. Positioning self and client to ensure privacy, comfort and safety, throughout the service 5 1.5 3.5

PC5. Selecting products, tools and equipment based on the results of client consultation, hair analysis and any tests conducted, which will best achieve desired results safely

5 1.5 3.5


4 1 3

PC7. Mixing the colours accurately as per manufacturer instructions 5 1 4

PC8. Applying colours in sections neatly, taking into account various influencing factors 5 1 4

PC9. Referring promptly problems that cannot be solved to the relevant person/ senior hair stylist for action 5 1 4

PC10. Applying colour using techniques that reduce the risk of colour being spread to the client’s skin, clothes and surrounding areas

5 1 4

PC11. Monitoring accurately the development of colour as required, follow the manufacturer’s instructions to ensure desired development

5 2 3

PC12. Removing the colour products thoroughly from the hair and leaving the hair free of any colouring products 5 1 4

PC13. Applying a suitable conditioner or post colour procedure to the hair following manufacturer’s instructions 5 1.5 3.5

PC14. Working minimising wastage of products 2 0 2


5 2 3

PC16. Completing the procedure to the satisfaction of the client in a commercially acceptable time and as per organisation standards

5 2 3

PC17. Recording details of the procedure accurately as per organisation standards 3 1 2


PC19. Providing specific after-procedure, homecare advice and recommendations for product use and further s to the client

5 1 4

PC20. Ensuring the work area is kept clean and tidy during the service 3 0.5 2.5


PC22. Disposing waste materials as per organisational standards in a safe and hygienic manner 3 1 2



3 1 2

380

381

Hair Stylist

TOTAL 100 27 73

BWS/N0210 Perm and neutralize hair


100

4 1 3

PC2. Consulting the client by questioning to identify contra-indications to hair and haircare products 5 1 4

PC3. Preparing yourself, the client and work area for perming and neutralising services where required 4 1 3

PC4. Positioning self and client to ensure privacy, comfort and safety, throughout the service 6 2 4

PC5. Using suitable consultation techniques to identify the client’s wishes for the desired look before perm and neutralizing service, including with parents/guardians of minors

6 2 4

PC6. Ensuring a guardian or parent is present while providing service to minors 4 1 3

PC7. Identifying, testing and analysing the condition of the hair and its effect on service or procedure selection for achievement of the required results

5 2 3

PC8. Selecting products, tools and equipment based on the results of client consultation, hair analysis and tests conducted, which will best achieve desired results safely

4 1 3

PC9. Using a perm curler and relevant winding techniques effectively and safely to carry out perming 5 2 3

PC10. Combining and adapting perming and sectioning techniques to achieve desired perm effect 5 1 4

PC11. Monitoring accurately the development of perming process as required and take a development test curl as required

5 2 3

PC12. Stopping the perm development and neutralizing the hair when the required degree of the curl is established 4 1 3

PC13. Leaving the hair free of neutralizer with the required degree of curl, using creative finishing techniques 4 1 3

PC14. Applying a suitable post-perm conditioner or procedure to the hair following manufacturer’s instructions 4 1 3



PC17. Using work methods to minimise wastage 3 1 2

PC18. Disposing waste materials as per organisational standards in a safe and hygienic manner 4 1 3


4 1 3


5 1 4

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PC21. Recording details of the procedure accurately as per organisational policy and procedures 3 1 2



4 1 3



2 1 1

TOTAL 100 28 72

BWS/N0211 Perform hair relaxing and straightening services


100

4 1 3

PC2. Preparing yourself, the client and work area for the relaxing and straightening services 5 1 4

PC3. Positioning self and client to ensure privacy, comfort and safety, throughout the service 5 1 4

PC4. Ensuring a guardian/parent is present for minors under age 14 3 0 3

PC5. Identifying, testing and analysing the condition of the hair and its effect on service or procedure selection for achievement of the required results

6 2 4

PC6. Selecting products, tools and equipment based on the results of client consultation, hair analysis and any tests conducted, which will best achieve desired results safely

5 1 4

PC7. Applying pre relaxing products to protect the scalp and evening out the porosity of the hair 6 1.5 4.5

PC8. Carrying out relaxing services using relevant application techniques 6 2 4

PC9. Monitoring accurately the development of relaxing process 7 2 5



5 1 4


8 2 6




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Hair Stylist

PC16. Recording details of the procedure accurately as per organisational policy and approved practice 5 2 3


PC18. Providing specific after-procedure, homecare advice and recommendations for product use and further beauty services to the client

5 2 3


PC20. Thanking customer for feedback post-service, where customer is not satisfied with service, taking actions to resolve matter to customer satisfaction or apologise for the same and refer to supervisor

5 1.5 3.5

TOTAL 100 26 74

BWS/N9002 Maintain health and safety at the workplace

PC1. Setting up and positioning the equipment, chemicals, products and tools in the work area to meet legal, hygiene and safety requirements

13 3 10

PC2. Cleaning and sterilizing all tools and equipment before use 10 3 7

PC3. Maintaining one's posture and position to minimize fatigue and the risk of injury 9 2 7

PC4. Disposing waste materials in accordance to the industry accepted standards 12 2 10

PC5. Maintaining first aid kit and keep oneself updated on the first aid procedures 10 3 7

PC6. Identifying and documenting potential risks and hazards in the workplace 10 3 7

PC7. Accurately maintaining accident reports 13 5 8

PC8. Reporting health and safety risks/ hazards to concerned personnel 12 3 9

PC9. Using tools, equipment, chemicals and products in accordance with the salon's guidelines and manufacturers’ instructions

11 3 8

TOTAL 100 27 73

BWS/N9003 Create a positive impression at the workplace

PC1. Maintaining good health and personal hygiene

100

5 1 4

PC2. Complying with organisation's standards of grooming and personal behavior 5 1 4

PC3. Meeting the organisation's standards of courtesy, behavior and efficiency 5 1 4

PC4. Staying free from intoxicants while on duty 4 0.5 3.5

PC5. Wearing and carrying organisation’s uniform and accessories correctly and smartly 5 0.5 4.5

PC6. Taking appropriate and approved actions in line with instructions and guidelines 5 1.5 3.5

PC7. Recording details related to tasks, as per procedure 5 3 2

PC8. Participating in workplace activities as a part of the larger team 7 2 5

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PC9. Reporting to supervisor immediately in case there are any work issues 5 1 4

PC10. Using appropriate language, tone and gestures while interacting with clients from different cultural and religious backgrounds, age, disabilities and gender

6 1.5 4.5

PC11. Communicating procedure related information to clients based on the sector’s code of practices and organisation’s procedures/ guidelines

6 1 5

PC12. Communicating role related information to stakeholders in a polite manner and resolve queries, if any 7 2 5

PC13. Assisting and guiding clients to services or products based on their needs 6 2 4

PC14. Reporting and recording instances of aggressive/ unruly behavior and seek assistance 5 2 3

PC15. Using communication equipment (phone, email etc.) as mandated by your organization 6 3 3

PC16. Carrying out routine documentation legibly and accurately in the desired format 7 3 4

PC17. Filing routine reports and feedback 5 2 3

PC18. Maintaining confidentiality of information, as required in the role 6 2 4

TOTAL 100 30 70

Grand Total (Hairstylist) 1100 294 806

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Hair Stylist

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Address: Unifires Social Ventures Pvt. Ltd. B-100, LGF, Sarvodya Enclave, New Delhi - 110017, IndiaEmail: [email protected]: www.unifires.inPhone: 011-41073077/41072977

Facilitator Guide - bwssc

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