SARLA
PROJECT
MODULE 1
WELL BEING –
SELF REFLECTION
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Module 1 – Well Being – Self Reflection
Module 1 - Well Being – Self Reflection
Session 1 – Introductory Session
Session Time: 60 minutes
Session Objective:
• To set the context for the SARLA project
• To allow participants to freely share and connect with themselves and with each other
• To allow them to reflect and absorb the journey that they will undertake as part of this
program and the various learning that they would have en-route this journey
Process Summary:
No. Content Method/ Time Materials
Activity
1 Getting to know one another Micro-lab 15
minutes
2 Web of dreams Yarn ball game 20 Yarn ball
minutes
3 SARLA Project – Context, Plenary 15 Pre-prepared
Objective setting and program presentation minutes chart/slides of Project
roll-out objectives
4 Feedback and closing Guided 10
Dialogue minutes
Task 1 – Getting to know each other – 15 minutes
• Welcome the participants to the SARLA project
• Ask them to sit in a circle, relax and share freely about themselves
• The facilitator can guide the sharing in 2 or 3 rounds using a few questions
o Share your name and one of your qualities
o What brought you to Shahi, what do you enjoy doing the most here?
o Can you share one of your best memories in life?
Task 2 – Web of Dreams – 20 minutes
Allow them to think and share freely
• Once the participants are a bit relaxed, introduce a game called Web of Dreams.
• Ask all participants to stand or sit in a circle. The first participant is given a ball of woollen
yarn. Ask her to share what she wants to achieve in her life/what is her dream?
• Ask her to roll the end of the yarn on one finger and toss the ball to any other person in
the circle
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Module 1 – Well Being – Self Reflection
• The next person also rolls the
yarn on her finger and shares her
aspiration and then passes on the
yarn ball to another person.
• This continues till all of them get
the ball and a web is created link-
ing all of them
• The facilitator then pulls the start-
ing thread and asks the group if
anyone’s hand failed to move
• The facilitator can then point out
that this web shows the interde-
pendencies of the group, the need
to connect with each other and
learning and growing together as a part of this program to work towards their individual
dreams.
• It is therefore important for all the persons to support one another and be present for
one another.
Task 3 – SARLA Project – 15 minutes
• Introduce briefly about the SARLA project and how this project will guide them on a jour-
ney of personal growth and help them work towards a better quality of life
• Explain briefly the program and its content and how it is going to be rolled out
• Explain that this is going to be journey of understanding self, building confidence, valu-
ing work and cherishing teamwork
Task 4 – Feedback and closure – 10 minutes
• Close the session asking the participants how they are feeling and if they are interested
about undertaking this journey
• Ask for a show of hands of who is looking forward to the next session.
• Thank all participants for their participation and involvement
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Module 1 – Well Being – Self Reflection
Session 2 - Life Goals
Session Time: 60 minutes
Session Objective:
• Participants reflect and set life goals
• Participants understand the need to have a plan for achieving the goals
• Participants understand that goals can be achieved only if they practice and build certain
qualities and skills
Process Summary:
No. Content Method/ Activity Time Materials
1 Opening Recap of previous 5 Flip Chart, markers
session minutes
2 Goal Setting Group work 45 Charts, markers, mountain
activity minutes template sheet
3 Feedback and Guided dialogue 10
closing minutes
Task 1 – Recap – 5 minutes
• Ask participants to recollect the commitment to learning and growing that they had
agreed to in the first session
• Ask if they are ready to start their journey of learning
Task 2 – Setting life goals -Mountain path activity - 45 minutes
• Ask participants to close their eyes for 1 minute and imagine their life 3 years from now if
everything went perfectly well.
• Ask them to keep their eyes closed and experience their feelings.
• Clarify that having a dream/aspiration is good, but a goal is not just a dream, it is a dream
with a deadline and a plan.
• Ask participants if they think that they need to set some goals for their own life, if they
want to achieve their dreams.
• Once the participants agree that there is a need to set life goals, provide 3 categories to
make the goal setting activity simpler and clearer. Participants can choose 1, 2 or all 3
areas to set goals - give 15 minutes for this activity
o Financial/Career goals
o Family/Education goals
o Personal growth goals
• Ask participants to draw a mountain for each category (template with sketch of a
mountain can be distributed or shown on a slide for participants to observe and draw) -
Give 15 minutes for this activity
o Write their goal on the top/peak of the mountain
o The base of the mountain is their current state
o Along the path to the top, they need to set milestones/steps that they will take to
reach the goal
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Module 1 – Well Being – Self Reflection
• Before they begin, give an example for better understanding: Moving Up the Ladder
(Career Growth) - 5 minutes
The Mountain Peak (The Big Goal) - To become a Quality Controller (QC) or a Line
Supervisor within 12 months.
• The Path: Small Steps
To reach the top, you need to identify "stepping stones" (small steps that will help you
reach the goal) that make the climb feel possible and not difficult
1. Step 1 (Month 1): Identify the gap. Talk to a current supervisor or QC for 5 minutes
during a break to ask, "What skills do I need to learn?"
2. Step 2 (Month 3): Peer-to-peer learning -Spend 15 minutes a week observing how the
QC or the supervisor works
3. Step 3 (Month 6): Build your technical competence -Focus on reducing personal
"rejection rates" in your own sewing line to prove you have an "eye for quality."
4. Step 4 (Month 9): Communication and leadership skills - Practice explaining a
technical error clearly to a co-worker in a helpful way, helping others in the batch who
are facing any problem etc.
• Explain that there can be storms (unexpected events that can happen) and we may not be
able to achieve the goal in the set time, but the efforts should continue
• Once the participants have done the goal setting exercise, ask them what qualities/skills/
attitudes do they think they need to achieve these goals
• Make a list of responses (can include self-confidence, ability to manage time wisely,
ability to overcome problems, courage, positive attitude etc.)
• Highlight that it is easy to set goals, but usually difficult to achieve them without having
the necessary qualities and skills.
Task 3– Feedback and Closure - 10 minutes
• Explain that we will be looking at the important qualities required, one by one in the
coming sessions without which we will not be able to work towards our goals
Conclude the session with each participant taking their goal sheets with them to further
reflect and keep it with them as a reminder.
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Module 1 – Well Being – Self Reflection
Session 3 - Growth Mindset
Session Time: 60 minutes
Session Objective:
• Participants understand the difference between fixed and growth mindsets
• Participants understand the need for a growth mindset in life
• Participants start practice on developing a growth mindset
Process Summary:
No. Content Method/ Activity Time Materials
1 Opening Recap of previous 5
session minutes
2 The power of ‘yet’ Group work 30 Flip charts, markers
minutes
3 The Wrong Hand Practice activity 15 White sheets, sketch pens/pencils
minutes
4 Deep dive into Statement activity 10 Chart Sheet, Markers
factory and minutes
closing
Task 1 - Opening - Recap and Introduction – 5 minutes
• Begin with recap of life goals - re-affirm do we want to achieve these?
• Ask - Will we be able to achieve our goals without doing anything/ trying? How do we
reach each milestone?
◦ Highlight that this means we need to learn new things, to change, and to grow. Can
we do that? Are we capable of learning? Do we feel confident of learning?
• Bring out that sometimes we “give up” on learning consciously, and draw conclusions
from our experience, to develop opinions about people rather than learn new ideas,
concepts.
Task 2 - The Power of Yet - 30 minutes
• Ask people how often have we heard someone say “Oh, I can’t learn something new
now,” or “I am too old to learn this,” or “I can’t do this” “ನನನ ಕೈಯಲ್ಲಿ ಆಗಲ್ಿ ಪ್ಪ ,” and so
on?
• Form participants into 4 groups, and get each group to sit together
◦ Ask participants to each write a statement of what they feel they cannot do.
◦ Once the statements are written, ask participants to read out - not all, say about 5-6
people.
◦ Now ask participants to write the same statement, but add the word “yet.” (अभी तक,
ಇಲ್ಲಿ ಯವರೆಗೆ)
◦ Ask participants to discuss in their groups if this makes a change in the feeling we get
- does it give us a chance of learning in the future?
◦ Explain that this is the difference between a fixed mindset and a growth mindset
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Module 1 – Well Being – Self Reflection
● Using the pictures as shown below explain the difference between fixed and growth
mindsets.
o In a fixed mindset, individuals believe that abilities are predetermined, limiting what
they think they can achieve.
◦ In a growth mindset, the belief is that intelligence and abilities are not fixed. Instead,
they can be developed over time with effort, perseverance, and learning
• Ask the group to discuss what we need to develop this desire and willingness to learn
continuously.
• Ask each group to present their points on a chart to the plenary.
Task 3 - The Wrong Hand - 15 minutes
• Continue the next activity in the same groups. Tell them that this a practice session.
• Ask everyone to sign their name OR draw a simple garment (like a shirt) using their
dominant hand.
◦ Then, ask them to do it with their non-dominant hand.
• After the exercise, discuss with participants how it felt (Frustrating, messy, slow).
• Ask them “If you did this every day for a month, would you get better?” Focus on those
who say yes, and acknowledge.
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Module 1 – Well Being – Self Reflection
• Draw out the conclusion that we have the capability to learn anything new if we try hard
enough.
◦ Explain that the struggle we feel in trying something new is just our brain muscles
growing.
◦ Compare brain muscle growth with other muscles - arms, legs, and that it is practice
that helps brain also to grow.
Task 4 - Deep Dive in Factory - 10 minutes
• Use a simple table to show how these mindsets show up on the shop floor. Add more
statements based on frequent issues that come up in the factory
Situation Fixed Mindset Response Growth Mindset Response
A mistake in a batch "I'm a bad worker. I will never "What caused the error? I will learn and not
get this right." repeat it the next time."
A promotion for a co- "They are just the supervisor's "What skills do they have that I can learn?"
worker favourite."
New technology "I'm too old to learn this." "It will be hard at first, but I can master it."
• Fill in the fixed mindset statement and ask the participants to fill in the growth mindset
statement
• Conclude highlighting the need to develop a growth mindset as a first step towards
achieving their life goals
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Module 1 – Well Being – Self Reflection
Session 4 – Self Esteem and Self Confidence
Session Time: 60 minutes
Session Objective:
• Participants will identify their existing strengths
• Participants will learn and practice one practical tool to boost self-confidence in their
daily lives
Process Summary:
No. Content Method/ Activity Time Materials
1 Opening Recap of previous 5 minutes
session
2 Self-esteem and self Group work and story 45 Colour sheets, sketch
confidence telling minutes pens
3 Feedback and closing Guided discussion 20 Golden ribbons
minutes
Task 1 - Opening - Recap and Introduction – 5 minutes
• Ask participants to reflect on the ‘Power of yet’ activity
• Briefly show the pictures used in the previous session and ask them about how they felt
when they realised or felt that they can learn more.
• Ask what would happen to our feeling of self-confidence as we keep learning and feel “we
can!”
• Highlight that self-esteem is not something you are born with; it reflects how we talk to
ourselves. If we have a growth mindset about our personality, we can grow our
confidence.
Task 2 – Self Esteem and Self Confidence – 45 minutes
• Start by making small groups – 4 to 5 members in each group
• Within the smaller group – ask one person to sit in the centre, the others in the group
need to think and tell one positive thing about the person in the centre, not related to
their work (they can also write it on a colour sheet and then read it out loud)
• Each member in the group gets a chance to sit in the centre and listen to the others telling
them their positive qualities
• Following the activity, ask the participants how they feel
• Emphasise that each one of us has something valuable within us; we just need to
recognise and appreciate that. We also need to respect and value others for what they
are.
• Once our overall sense of self-worth and value as a human being increases, our self-
confidence also increases and we can be more effective in all that we do.
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Module 1 – Well Being – Self Reflection
Share a story of the “Hidden Gold Silk” (can also be practiced as a drama by 2 participants prior
to the session and presented)
Once, in a busy village, there
was a master weaver named
Maya. Maya was known for
making the strongest, most
beautiful saris in the land. One
day, a young apprentice
named Ananya came to work
for her. Ananya was
hardworking, but she walked
with her head down. If she
made a single tiny mistake in a
stitch, she would cry and say,
"I am a terrible weaver. I am
worth nothing. I should just
quit." Her self-confidence was low because she was still learning, but her self-esteem was even
lower because she tied her whole value to being "perfect."
One morning, Maya handed Ananya a bundle of grey, dusty-looking silk thread. "This thread is
old and dull," Ananya looked at the bundle and said sadly. "It is just like me—plain and useless."
Maya smiled. "Look closer, Ananya." Maya took the grey thread and dipped it into a basin of clear,
warm water. As the dust washed away, something miraculous happened. The thread began to
shimmer. It was not grey at all—it was pure, spun gold that had been covered in a thin layer of
factory dust.
"This thread didn't become gold because I washed it," Maya said. "It was gold the moment it
was spun. The dust just made it hard to see. Even when it was covered in dirt, its value never
changed. It was still the most expensive thread in the shop."
Maya then looked Ananya in the eyes. "You are like this silk. Life, hard work, and the harsh words
of others are like the dust. They might cover you up. They might make you feel 'dull' or 'plain.' When
you make a mistake at your machine, that is just a bit more dust being added. But underneath?
Your 'Gold'—your kindness, your strength, your life—is the same. The dust doesn't change the gold."
Ananya started to realize that even if she was not a "Master Weaver" yet (Growth Mindset), she
was already "Spun Gold" (Self-Esteem). She began to work with her head held high, not because
she never made mistakes, but because she knew the mistakes could not touch the gold inside
her.
After sharing the story, ask the small groups to reflect on 3 questions:
o "What are some things in the factory or at home that feel like 'dust' covering up your
gold? (e.g., a supervisor’s shouting, feeling tired, a mistake on a garment)."
o "If Ananya had never dipped the thread in the water, she would have never known its
value. In our lives, what is the 'water'? Is it a friend's or family member’s kind word? Is
it a training session like this? Is it a moment of prayer?"” Is it the encouragement given
to you by your supervisor”?
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Module 1 – Well Being – Self Reflection
o Look at the women sitting in your group right now. Can you see the 'gold' in them?
How can we help each other 'wash off the dust' when the work in the factory gets very
stressful?"
Task 3– Closing session - 10 minutes
• Ask participants to share their thoughts
• Conclude saying that a feeling of self-worth is very important for us to feel confident to
work towards our goal
• Give each participant a piece of bright yellow or golden ribbon which they can tie to their
bag or bangle or watch and which reminds them of their self-worth
• Ask to come up with one practical tool that they will develop and use to improve their
self-confidence
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Module 1 – Well Being – Self Reflection
Session 5 – Managing time effectively
Session Time: 60 minutes
Session Objective:
• Participants understand the importance of using time effectively
• Participants understand that wise use of time and energy helps them progress towards
life goals
• Participants understand the need to have time for self-care and growth
Process Summary:
No. Content Method/ Time Materials
Activity
1 Recap Activity 10 minutes
2 My time and Time audit 40 minutes Charts (with pre prepared circles),
energy template for time allotment, sketch
pens, colour pencils/pens
3 Feedback and Guided 10 minutes
closing discussion
Task 1 - Opening - Recap and Introduction – 10 minutes
• Recap how the participants are feeling after the previous session and one tool that they
have thought of to help improve their self confidence
• Ask them where they have kept the golden ribbon as a reminder of their self-worth
• Ask them to stand in a circle and touch the part of the body that feels the most tired at
the end of the day (shoulders, feet, eyes, back etc.)
• Ask them why we feel this way, is it just factory work or is it how we use our energy and
time throughout the day
• Remind them of their goal statements and ask if it is important to use our time and
energy wisely if we want to achieve our goals
• Tell them that today we will do an exercise to see how our time and energy is being used
and how we can utilise it better
Task 2 - My Time and Energy – 40 minutes
• Divide participants into groups based on these categories – married women, unmarried
women staying with parents, unmarried women staying in hostel etc., (you can make
groups differently, based on the profile of the workers in your factory)
• Provide each participant a template for allocation of time according to their activities.
Give 15 minutes for this activity
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Module 1 – Well Being – Self Reflection
Activity What is included? Approx.
Category Hours
1. Factory & Travel Red Sewing, overtime, walking/bus to work.
2. Housework & Blue Cooking, cleaning, kids, fetching water
Care
3. Sleep & Green Sleeping, bathing, eating, resting.
Personal
4. Others Yellow Religious activities, phone time, talking to
friends, movies, shopping, going out etc.
TOTAL 24
• Once they finish the template, give each
participant a paper circle divided into 24
slots (like a 24-hour clock)
• Based on the number of hours for each
category colour the number of slots
accordingly. For example, if category 1 is 8
hours, 8 slots will have to filled in red and
so on. Give 15 minutes for this activity
• Once the charts are done, ask each one to
look at their charts and reflect on the
following within their groups: (10 minutes)
o Which activity takes most of your
time?
o Which activity gives you happiness
or relaxation?
o Is there any activity you want to reduce, do more efficiently or delegate?
o How do you want to use your time effectively to achieve your goal?
• Facilitators to guide the groups during the analysis (each group may have a different
pattern which needs to be discussed)
• One participant from each group can come forward and present their time audit chart
and share their reflections
Task 3 – Feedback and Closure – 10 minutes
• Conclude highlighting that each one of us has the same 24 hours, how we use it is
what makes a difference. Better use of time improves productivity at work, improved
health, family relationships and peace of mind
• Ask each participant to share one small change that they want to start following to
make better use of their time and energy (planning meals, organizing materials,
reducing phone use, sharing responsibilities at home, learning new skills etc.)
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Module 1 – Well Being – Self Reflection
Session 6 – Positive Attitude
Session Time: 60 minutes
Session Objective:
• Participants understand the difference between wishful thinking and positive attitude
• Participants understand the need to practice positive attitude to approach challenges in a
better way
• Participants will learn and practice one practical tool which will help them maintain a
positive attitude in all situations
Process Summary:
No. Content Method/ Activity Time Materials
1 Recap Activity 10 minutes
2 Positive Attitudes Presentation 10 minutes Slides/ charts
3 Practising a Positive Attitude Role Plays, conclusion 35 minutes
Feedback and closing Guided discussion 5 minutes
Task 1 - Opening - Recap and Introduction – 10 minutes
• Ask participants to reflect on their time audit sheets and share any changes that they
have made to use their time more effectively and what impact is it having on their
lives.
Task 2 -Positive Attitude - 10 minutes
• Put up two charts – One has the heading – ‘Positive Thinking’ (ಸಕಾರಾತ್ಮ ಕ ಚಿಂತ್ನೆ/
सकारात्मक सोच) and the other has the heading – ‘Positive Attitude’ (ಸಕಾರಾತ್ಮ ಕ
ಮನೋಭಾವ/ सकारात्मक रवैया)
• Ask participants if there is a difference between the two terms. If yes, what is the
difference?
Positive Thinking (The Belief) Positive Attitude (The Action)
Is in your Mind. Is in your Hands and Feet.
It is a feeling or a dream. It is how you behave.
Focuses on the Desired Result Focuses on the Process
(the "What"). (the "How").
"I hope my machine doesn't break "If my machine breaks, I will fix it or call for help
today." immediately."
"Will things get better?" "What can I do to make this better?"
• Tell participants that both are related: Positive Thinking + Action-Oriented Effort =
Positive Attitude
• Positive thinking is the start, but unless we act on it, there will be no change
• Highlight that positive attitude is another key skill that we need to develop to be able to
achieve our goals
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Module 1 – Well Being – Self Reflection
Task 3 -Practice session – 35 minutes
• Divide participants into smaller groups
• Ask each group to select one problem that frequently occurs on the shop-floor (each
group can be asked to choose different problems – one related to quality, production,
conflicts, worker welfare etc.)
• Ask the group to prepare a 1-to-2-minute role play on how positive attitude can be used
to solve the problem
• Ask each group to present the role play and analyse how positive attitude helps achieve
better outcomes and avoid negativity
Task 4-Feedback and closing – 5 minutes
• Emphasise that it is not enough if we just think positive, we need to have a positive
attitude which will help us do something when we face challenges
• We will face difficult situations in life both at home and at work, and we may not be able
to change the situation, but how we respond to them is totally our choice.
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