Info Sys

Welcome to Infosys!
Members of the Infosys family are referred to as Infoscions', originating from the word SCION' meaning a family member or a descendant. Cool and capable in the most demanding situations, an Infoscion is known for caliber, competence and loves challenges. In sync with the companys vision to be a globally respected corporation that provides best-of-breed business solutions, leveraging technology, delivered by best-in-class people we have drawn the best of talent from campuses across the globe. At Infosys, you will be assured of best in class training and work environment to facilitate a smooth transition from Campus to Corporate life. To strengthen the objective further, this exclusive set of web pages has been created on the Campus Connect portal to help you gain a head-start in your career with Infosys. Skill Up provides useful articles and tips to help you enhance your soft skills. Articles on topics such as The Art of Networking, Goal Setting, Effective Englishetc. are all designed to help you succeed as a professional at Infosys. This site also provides more information about the units that you may work with upon joining us. Pre-Joining Formalities contains forms that you need to necessarily complete before joining Infosys, as well as information that will be useful to you. You will also find regular updates on Date of Joining as also know more about the Organization you have chosen to join.
Behavioral
Softskills Program at Infosys Objective: The soft skills program is aimed at imparting the necessary knowledge and skills to a fresh entrant on English communication,knowing how to learn; competence in reading, writing, effective listening and oral communication skills; adaptability through creative thinking and problem solving; personal management with strong self-esteem and initiative; interpersonal skills;the ability to work in teams. Design of the Softskills Program: The courses offered are as follows: Soft Skills Version 1.0 Facilitator Manual 1.0 o o o o o Art of Communication Hidden Data of Communication In the Worlds of Teams Discussion Decisions & Presentation Adapting to Corporate Life
Participant Manual 1.0 o o o o o Art of Communication Hidden Data of Communication In the Worlds of Teams Discussion Decisions & Presentation Adapting to Corporate Life
Soft Skills Version 2.0
Facilitator Manual 2.0 o o o o o Business Communication Skills Intrapersonal and Interpersonal Skills Campus To Company Group Discussions, Interviews and Presentations Entrepreneurial Skills Development
Participant Manual 2.0 o o o o o 3 Business Communication Skills Intrapersonal and Interpersonal Skills Campus To Company Group Discussions, Interviews and Presentations Entrepreneurial Skills Development
Note: If you are planning to start the rollout of the program, please rollout with Version 2.
MESSAGE FROM CAMPUS CONNECT CORE TEAM

Dear Facilitator: GREETINGS! We appreciate your participation in the Infosys Campus Connect program. This Training Manual is designed to record your observations, learning, discussions, takeaways and refer to them when needed. It is well recognized by the industry that the repertoire of skills that successful entry level employees bring to the workplace has two categories: Technical Skills and Soft Skills. Soft Skills are those that are crucial to an employees ability to work smarter. A survey of employers has revealed that some of the skills that are essential for entry level employees include: articulation, competence in reading, writing, effective listening and oral communication skills; adaptability to cross cultural environment through creative thinking and problem solving; personal management with assertiveness and initiative; interpersonal skills; the ability to work in teams. Enterprises define the entrants to be Industry Ready when they possess these soft skills. IT industry in particular, is facing critical need to bridge the soft skills gap. Infosys under its Campus Connect initiative has soft skills training program for the partnering colleges. Learning these soft skills just got easier. This workshop is a one-stop solution for your soft
skills training needs. The Facilitator Guide covers all five modules of the soft skills training: 1. Business Communication Skills 2. Intrapersonal and Interpersonal Relationship Skills 3. Campus to Company 4. Group Discussions, Interviews and Presentations 5. Entrepreneurial Skills Development Infosys acknowledges with gratitude the following team members for creating the revised robust Campus Connect Soft Skills program: Aruna C Newton, Devendra Chowdary, Renu Vadhvani, Abhishek Paul, Swati Jain, Sindhuja P and Sumeet Chakraborthy. Please do share your valuable suggestions to help us make the guide more useful to you. Happy Interactions! With Best Regards Team Campus Connect
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Table of Contents
Module 1
Business Communication Skills

Page Nos. : 7 - 27 English Language Enhancement The Art of Communication
Module 2
Intrapersonal & Interpersonal Relationship Skills

Page Nos. : 29 - 54 Intrapersonal Relationships Interpersonal Relationships - To be an Effective Team Player
Module 3
Campus to Company
Page Nos. : 55 - 68 Corporate Dressing Corporate Grooming Business Etiquette Communication Media Etiquette
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Table of Contents
Module 4
Group Discussions, Interviews and Presentations

Page Nos. : 69 - 87 Group Discussions Interviews Presentations
Module 5
Entrepreneurial Skills Development
Page Nos. : 89 - 102 Goal Setting Entrepreneurial Skills Awareness and Development
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Business Communication Skills

English Language Enhancement The Art of Communication
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Objectives
By the end of this module, the student will be able to: Gain a functional understanding of basic English grammar Practice language skills to eliminate errors in pronunciation and sentence construction Understand and enhance interpersonal communication process
Recommendations to Faculty
The grammar topics covered in the following section are to be supplemented
by essential additional practice lessons. Excel in English by Sundra Samuel Samuel Publications will help students test their skills. The internet should also be utilised by the students to gain better understanding of unfamiliar topics such as phrasal verbs, business idioms, etc.
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Part I English Language Enhancement

Subject Verb Agreement 1. Everyone has / have done his or her homework. 2. Somebody has / have left her purse. 3. The mayor as well as his brothers is /are going to prison. 4. Either my father or my brothers is / are going to sell the house. 5. Neither my colleagues nor my boss was / were present for the meeting. 6. The news from the front is / are bad. 7. My scissors is / are missing. 8. Your brown trousers is / are missing. 9. The average workers earnings has / have gone up dramatically. 10. The jury has / have come to a consensus. 11. One of my friends is / are getting married tomorrow. 12. The majority of the population is / are against the mid-term elections.
Language Skills
Spoken by about 470 million people throughout the
world, English is the official language of about 45 nations. Because English is so widely used in international business, the ability to communicate effectively with power and confidence is a valuable asset. Whichever career one may choose English language skills has a direct impact on the success in the corporate environment. Grammar refers to the logical and structural rules that govern the composition of any language. Each language has its own distinct grammar and an in-depth study of it is the key to learning the language.
Verbs:
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Select the correct option:
Tenses:
Tenses Usage Question Explanation
Present Simple He drives a car. Does he drive a car? action in the present taking place once, never or several times; facts; actions taking place one after another; action set by a timetable or schedule Present Perfect He has driven a car. Has he driven a car? putting emphasis on the result; action that is still going on; action that stopped recently; finished action that has an influence on the present; action that has taken place once, never or several times before the moment of speaking Present Progressive He is driving a car. Is he driving a car? action taking place in the moment of speaking; action taking place only for a limited period of time; action arranged for the future Present Perfect Progressive He has been driving a car for 2 years. Has he been driving a car? putting emphasis on the course or duration (not the result) ; action that recently stopped or is still going on; finished action that influenced the present Past Simple He drove a car. Did he drive a
car? action in the past taking place once, never or several times; actions taking place one after another; action taking place in the middle of another action Past Perfect He had driven a car. Had he driven a car? action taking place before a certain time in the past; sometimes interchangeable with past perfect progressive; putting emphasis only on the fact (not the duration) Past Progressive He was driving a car. Was he driving a car? action going on at a certain time in the past; actions taking place at the same time; action in the past that is interrupted by another action Past Perfect Progressive He had been dr iving a car for 2 years. Had he been driving a car? action taking place before a certain time in the past; sometimes interchangeable with past perfect ; putting emphasis on the duration or course of an action
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Fill in the correct forms of the verbs given:
1. When Gita (call) __________ last night, I (watch) _________ my favorite show on television. 2. I (work) _____ for this company for more than thirty years, and I intend to stay here until I retire. 3. Shyam (love) ______ to travel. He (go) _____ on a vacation every summer. Next year, he plans to go to Kashmir. 4. Thomas is an author. He (write) _______ mystery novels and travel memoirs. He (write) ______ since he was twenty-eight. Altogether, he (write) ______ seven novels, three collections of short stories and a book of poetry.
5. Everyday I (wake) _________ up at 6 oclock, (eat) _____ breakfast at 7 oclock and (leave) ______ for work at 8 oclock. However, this morning I (get) _______ up at 6:30, (skip) ______ breakfast and (leave) ________ for work late because I (forget) _____ to set my alarm. Phrasal Verbs consist of a verb plus a particle (preposition or adverb). The particle can change the meaning of the verb completely, e.g.: look up consult a reference book (look a word up in a dictionary) look for seek (look for a missing file) look forward anticipate with pleasure (look forward to meeting someone)
Phrasal Verbs:
call off show down break up get across
Write down the meaning of the following Phrasal Verbs:
break down

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Tip: The dictionary should be one of the most often used books in your home. Carrying in your purse or backpack a pocket dictionary with more concise definitions is also a good idea. Get in the habit of turning to it often. A thesaurus is useful in discovering just the right word you need, to express what you want to say. The online Merriam Websters Dictionary provides access to both an extensive dictionary and a hyperlinked thesaurus. You can also listen to the correct pronunciations of the words by clicking on audio links.
Synonyms:
Synonyms are different words which have the same meaning, or almost the same meaning. The words stones and rocks are synonyms. Synonyms can be nouns, verbs, adverbs or adjectives, as long as both are the same part of speech. chair and seat (nouns) go and leave (verbs) quickly and rapidly (adverbs) long and extended (adjectives) Synonyms need not be single words, as in war and armed conflict. A word can have more than one synonym depending on which meaning you use for the word. expired could have the synonym no longer fresh, if you mean milk thats past its sale date. expired could have the synonym dead, if you mean no longer alive.
Antonyms:
Antonyms are words which have opposite meanings.
The words hot and cold are antonyms. So are fast and slow, and short and tall. A word can have more than one antonym, depending on which meaning you use for the word. short could have the antonym tall if you are referring to a persons height. short could have the antonym long if you are referring to the length of something. In many languages, including English, you can sometimes make antonyms by adding a prefix: real and unreal are antonyms flexible and inflexible are antonyms However, English is well known for its exceptions to the rules, so you have to watch out for words like flammable and inflammable, where this doesnt work ... theyre synonyms!
Homonyms:
A homonym (same name) is a word that has the same pronunciation and spelling as another word, but a different meaning.
Synonyms, Antonyms and Homonyms: e.g e.g Part I English Language Enhancement e.g
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mean (an average) and mean (nasty) are homonyms. They are identical in spelling and pronunciation, but different in meaning. Here are some more homonyms: punch (a drink) and punch (a hit) dog (an animal) and dog (to follow closely) bat (an animal) and bat (baseball equipment) 1. The_________ in Bangalore is pleasant throughout the year. (weather/ whether) 2. ____________ are many possible answers to this question. (their/ they /there) 3. ____________ going to help me repair my bike? (whos/ whose) 4. It is difficult to __________ failure and rejection. (accept/ except/ expect) 5. __________ a cute puppy. Whats __________name?(Its/ its) 6. I like cold winter rather __________ hot summer months. (than/ then) 7. The classrooms in the college are never __________.(quiet/ quite) 8. I kept a daily ____________ during those years when I worked at the ________________ farm. (dairy/ diary) 9. In the__________ heat, the team of scientists did an__________ study on the __________ crop damage. (extensive/ intensive/ intense) 10. The school __________ expressed that todays youth lacked moral __________. (principal/ principle) 1. affect/ effect 2. alternate/ alternative 3. adapt/ adopt 4. beside/ besides 5. considerate/ considerable
e.g e.g
Select the correct option: Use the following Confusables in sentences to bring out their meaning:

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1. That is a suggestion we fully agree. 2. He came and asked the project file. 3. Finally they arrived a decision. 4. Youll have to bear his temper. 5. Riots have broken again. 6. Sam was really nervous to propose Sarah. 7. Many customers were discussing about the problem. 8. The value of dollar is falling down. 9. She married with her former boss. 10. The ambulance reached to the site of the accident. A good stock of descriptive words will boost the quality of your language. Sentences have to be combined to avoid the monotony that would surely result if all sentences were brief and of equal length. Tiger Woods is the name of a young American golfer. He set a record in the 1997 Masters Tournament. He surprised all the veterans. He was 22 at the time.
Correct the errors in the following sentences:
Part I English Language Enhancement Descriptive words: My Favorite Person Combining Sentences: e.g
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Describe your favorite person using 5 descriptive words:
An American golfer, Tiger Woods, was only 22 when he surprised all the veterans and set a record in the 1977 Masters Tournament. OR Twenty-two-year-old American golfer Tiger Woods surprised all veterans when he set a record in the 1997 Masters Tournament. 1. Shashi Tharoor is the award winning author of 9 books. Riot is a classic novel written by him. Shashi Tharoor is a peace-keeper, refugee worker, human rights activist. ___________________________________________________________________________
___________________________________________________________________________ __________________________ 2. John F. Kennedy was inaugurated into office in January of 1961. He was assassinated in November of 1963. He spent only 1000 days in office. ___________________________________________________________________________ ___________________________________________________________________________ __________________________ Idioms are fixed expressions with meanings that are not obvious. The meaning of idiom is usually different from the meaning of the individual words. Idioms are usually used in informal language. For better or worse, the workplace is full of idioms. People dont begin a project. They get a project off the ground. They dont call each other to discuss progress; they touch base. Later, if the project is not going well, they dont end it. They pull the plug. Here are some idioms youre likely to encounter in the workplace. Match the idioms on the first column with their meanings in the second column.
Combine the following sentences:
Business Idioms: Part I English Language Enhancement

1) As cool as a cucumber 2) Rain cats and dogs 4) An arm and a leg 5) The world is your oyster 3) Ones cup of tea 6) Have butterflies in ones stomach 7) Hold firm nervous believe in something very strongly rain heavily thing or activity that you like calm or relaxed Very expensive Life is full of opportunity Matching Game
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1. bitter pill to swallow _______________________________________________________________ 2. climb the corporate ladder _______________________________________________________________ 3. crunch time _______________________________________________________________
4. generate lots of buzz _______________________________________________________________ 5. jump through hoops _______________________________________________________________ All speakers of English from different parts of the world have added their own flavour to the language and sometimes also speak and/or write erroneous English. For example, a Texan might say Howdy partner? but in his business communication use a regular How are you? instead! India is no exception. What counts is what is considered correct in books and documentation. And there, all English whether Indian, American, Australian or British - merge as one single entity. Grammatically correct English is always correct English.

Discuss and find out the meanings for some of the other commonly used idioms listed below.
Indianisms in English:
Imagine an American corresponding with an Indian company. One day, he receives a mail with lines - You will be intimated shortly and ends with a polite note saying We sincerely hope that you will do the needful at your earliest possible convenience. Indians speak countless languages and each of these languages has its own grammar. Accordingly, Indians from different parts of India, especially those who have learnt another language before English, speak English as a translation of their own mother tongue using the same grammatical rules.
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Some of the most common words that we use on a daily basis are mispronounced. It is a common practice to pronounce the words in the most obvious way - the way it is spelt or the way our teachers or friends pronounce it. But often we end up learning the wrong pronunciation. HR Available Necessary/ Necessity Competition/ Competitor Economy/ Economic/ Economical
e.g
Indianism
What is your good name? I am liking it very much. Let us discuss about this.
My father is in the teaching line. They did it, no? / He is here, isnt it? / She closed the door, did she?
Grammatically Correct English

I only told her to do that. He does this always He is doing the work slowly slowly. What is your name? I like it very much. Let us discuss this. My father is in the teaching profession. They did it, didnt they? / He is here, isnt he? / She closed the door, didnt she? I told her to do that. He always does this. He is doing the work very slowly.
Part I English Language Enhancement Frequently Mispronounced Words: e.g

Have a discussion with the participants and make a list of 20 words that are frequently mispronounced.
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Part I English Language Enhancement Training Activities

2. Movie Review
a) Give a brief summary of the film (approximately 250 words). b) Give 3 specific learnings from the film. c) Identify your favourite character and tell us why he/she appeals to you. d) Give your favourite quote or dialogue from the film. e) Mention 5 new English words/ expressions you learnt from the film. Item a alone will be a written report. Items b e will have to be an oral report. Movies to choose from: 1. The Pursuit of Happiness 2. The Devil wears Prada 3. Erin Brockovich 4. Jerry Maguire 5. Facing the Giants 6. Men of Honour 7. Coach Carter
8. Miracle 9. Remember the Titans 10. Apollo 13 Describe your favorite person mentioning 3 specific qualities you admire about him/her and how he/she has influenced your life. This has to be a written report (Word Document) Call Pizza House; introduce yourself; order for one large pepperoni pizza with mushrooms, olives and extra cheese; give your home address and request a quick delivery. Close the call politely. Call a friend and invite him and his brother for a film followed by dinner. Give your friend the details of the show and decide a spot where you will meet him. Also mention the restaurant where you wish to go for dinner later. Close the call politely.
1. Book Review
Write a review of your favorite book in at least 250 words. Mention 3 specific learnings and 3 distinct ways in which you plan to incorporate them in your life.
4. Roleplays 3. Personal Journal

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Training Activities Part I English Language Enhancement

5. Skits
Write short scripts using the following key words and practice conversations in different scenarios.
Restaurant Shopping Movie Theatre Medical

Appetizer Entre Menu card Serviette Portions Buffet A la carte Beverage Cutlery Cuisine Dessert Tip Service Grocery Credit Card Cash Counter Shopping list Frozen Foods
Dairy products Canned juice Tetra pack Cereal Detergent Deodorant Customer service Schedule Duration Advance booking Genre Musical Thriller Sound track Review Ticket Counter Popcorn Soft Drink Front Row Seats Appointment Ailment Receptionist Acute Chronic Symptoms Diagnosis Contagious Infectious Anesthesia CPR ECG Surgery
Signposts in English:
Airline ticket office, Copenhagen: we take your bags and send them in all directions. The box of a clockwork toy made in Hong Kong: guaranteed to work throughout its useful life. Supermarket, Hong Kong: for your convenience, we recommend courteous, efficient self-service. A laundry in Rome: ladies, leave your clothes here and spend the afternoon having a good time. Hotel lobby, Romania: the lift is being fixed for the next day. During that time we regret that you will be unbearable.
Hotel brochure, Italy: this hotel is renowned for its peace and solitude. In fact, crowds from all over the world flock here to enjoy its solitude. In a cemetery: persons are prohibited from picking flowers from any but their own graves.
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Our ability to communicate has a direct bearing on our relationships personal and professional. It affects the level of respect or support we receive from others and dictates our ability to have our ideas and feelings accepted. How well we share ideas and information in turn determines how well we solve problems, make decisions and resolve conflicts. The following self-assessment exercise is designed to help you evaluate your communication skills. Read the following situations and mark them with: Always/ Often/ Never to best describe your communication style. 1. When I meet someone I introduce myself with a smile and offer a handshake. 2. I make an effort to remember and use peoples names. 3. I frequently use courtesy words like Please, Thank-you, Im sorry etc 4. I make eye-contact to give the impression that I am interested and engaged in the conversation. 5. When Im listening to someone, I often lean slightly forward and face my body toward the speaker. 6. When someone talks about an unfortunate event I show sensitivity. 7. I express a negative opinion or comment in a tactful way. 8. When I disagree with someone, I do not quickly point out he/she is wrong. 9. When I receive unfavorable feedback, I do not get angry and defensive. 10. To end a conversation, I wrap up with a closing statement.
Part II The Art of Communication

Communication is a central part of our lives. Verbal or written, symbolic or direct, intentional or inadvertent, active or passive, effective communication is one of the key tools for achieving results. 1. Everything we do is communication. 2. The way we begin our message often determines the outcome of the communication. 3. The way the message is delivered always affects the way the message is received.
Communication Skills Self-Assessment Exercise

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Communication is a process of conveying a message to an individual or a group of people. In effective communication, the message reaches the receiver without distortion or interruption. When the message is not understood the way it is intended its because of Communication Barriers which can
broadly be categorized as: Physical, Perceptual, Emotional, Cultural and Psychological. Two-way communication often fails to be effective because barriers exist. Some of these barriers could be environmental. Other barriers are to do with the way people think, feel and behave. Perhaps the most common barrier to reception is simply a lack of attention on the receivers part. We all let our minds wander now and then, regardless of how hard we try to concentrate. People are most likely to drift off when they are forced to listen to information that is difficult to comprehend or that has little direct bearing on their own lives. As workload and pressure to meet targets increase, the tendency for these barriers to pile up might also be on the rise. It is therefore more important than ever to be aware of these barriers and make an effort to eliminate them. The act of communicating involves verbal, nonverbal, and paraverbal components. The verbal component refers to the content of our message the choice and arrangement of our words. The nonverbal component refers to the message we send through our body language. The paraverbal component refers to how we say what we say - the tone, pacing and volume of our speech. Barriers can arise in any of the 3 components of communication. To overcome barriers, paraphrase what you have understood, try to view the situation through the eyes of other person and resist jumping to conclusions. Clarify meaning by asking questions and listen without interrupting.
Part II The Art of Communication The Communication Process:

Sender Receiver Message Response Filters Barriers
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We have such a tendency to rush in to fix things up with good advice. But
we often fail to take the time to diagnose, to really, deeply understand the problem first.
If I were to summarize in one sentence the single most important principle I have learned in the field of interpersonal relations, it would be this: Seek first to understand, then to be understood. This principle is the key to
effective interpersonal communication.
Stephen Covey
{
Cole
Empathy involves being able to see a situation from the other persons
point of view. It doesnt necessarily mean you have to agree with it in fact, you might totally disagree and still be able to empathize. Empathy brings us closer to people; it helps us communicate in a way that will decrease resistance or defensiveness
and help others listen more readily to what we have to say.
Kris
Student Activities
Take a controversial/debatable topic like: Euthanasia (Mercy Killing), Capital punishment, Gay marriages, Outsourcing, War etc Divide the students on the basis of whether they favor or oppose a particular topic. Ask them to discuss/share their points of view for 10 minutes.
Objective:
The discussion on a controversial subject invariably turns into a debate and students do not listen to or respect contradictory opinions. They demonstrate different barriers discussed earlier in the
module. Draw the attention of the students on various barriers and discuss how they can be overcome.
Discussion
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Communication Goof Up
The following humorously depicts what happens when a message is passed on from people to people; how important it is to be clear and precise whilst communicating in the corporate world... From Managing Director to Vice President Tomorrow morning there will be a total eclipse of the sun at nine o'clock. This is something which we cannot see everyday. So let all employees line up outside, in their best clothes to watch it. To mark the occasion of this rare occurrence ,I will personally explain the phenomenon to them .If it is raining we will not be able to see it very well and in that case the employees should assemble in the Canteen. From Vice President to General Manager By order of the Managing Director, there will be a total eclipse of the sun at nine o'clock tomorrow morning. If it is raining we will not be able to see it in our best clothes, on the site. In this case the disappearance of the sun will be followed through in the canteen. This is something we cannot see happening everyday." From General Managers to Industry Managers By order of the Managing Director, we shall follow the disappearance of the sun in our best clothes, in the canteen at nine o' clock tomorrow morning. The Managing Director will tell us whether it is going to rain. This is something which we cannot see happen everyday." From Industry Managers to Location heads If it is raining in the canteen tomorrow morning, which is something that we cannot see happen everyday. The Managing Director in his best clothes, will disappear at nine o'clock." From Location heads To Marketing Executives Tomorrow morning at nine o'clock, the Managing Director will disappear. It's a pity that we can't see this happen everyday.
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Part II The Art of Communication Effective Listening:

Consider the following points: Most workers spend about half of their business hours listening. LISTENING = 50% OF BUSINESS HOURS Research studies show that, on an average, individuals listen at a 25% level of efficiency. LISTENING EFFICIENCY = 25% If, on the average, each of the 100 thousand workers in the country made a simple Rs.10 listening mistake each year, the cost would be a billion rupees per year. By listening in a way that demonstrates understanding and respect, you cause rapport to develop, and that is the true foundation from which you can sell, manage or influence others. Identify the difference between Hearing and Listening:
Hearing Listening
{
well.
Listening is as powerful a means of communication and influence as to talk
John Marshall
{
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The Japanese Tea Ceremony or chanoyu signifies that every human
encounter is a singular occasion which can never recur again in exactly the same way. Imagine how much better our interactions with other individuals would be if every human encounter were treated with this sort of reverence and
importance.
Lorraine J. Pellack
Part II The Art of Communication Following are some keys to listening well:
1. Give 100% Attention. Prove you care by suspending all other activities. 2. Put the other person at ease. Give them space, time and permission to speak. 3. Show the other person that you want to hear them. Look at them. Nod when you can agree, ask them to explain further if you dont understand. 4. Empathize with the other person especially when they are telling you something personal or painful or something you intensely disagree with. Take a moment to stand in their shoes, to look at the situation from their point of view. 5. Be patient. Some people take longer to find the right word, to make a point or clarify an issue. Give the speaker time to get it all out before you rush in with your reply. 6. Watch your own emotions. If what they are saying creates an emotional response in you, be extra careful to listen, with attention to the intent and full meaning of the words. When we are angry, frightened or upset, we often miss critical parts of what is being said to us. 7. Be very slow to disagree, criticize or argue. Even if you disagree, let them have their point of view. If you respond in a way that makes the other person defensive, even if you win the argument, you may lose something far more valuable. Listening to and acknowledging other people may seem deceptively simple, but doing it well, particularly when disagreements arise, takes true talent. As with any skill, listening well takes plenty of practice.
Student Activities
Split the class into 2 groups, Speakers and Listeners. Pair a speaker with a listener. Talk about your favourite politician / historical figure / sportsperson to your friend. Explain the reasons for your choice convey your passion to the listener. Listeners should be told (without the speakers knowing) that they are to act as if theyre not interested in what is being said. Now ask the speakers to share the same story to a different listener. This time the listeners are to be interested and utilize the 7 keys mentioned above during the conversation.
Objective
Ask the speakers to share how they felt when they shared for the first time and compare it with the second time. Discuss the importance an active listener has in the conversation.
Activity 1
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Non Verbal Communication:

To deliver the full impact of a message, use nonverbal cues to enhance communication: Eye Contact: This helps to regulate the flow of communication. It signals interest in others and increases the speakers credibility. People who make eye contact open the flow of communication and convey interest, concern, warmth, and credibility. Facial Expressions: Smiling is a powerful cue that transmits happiness, friendliness, warmth, and liking. So, if you smile frequently you will be perceived as more friendly, warm and approachable. Smiling is contagious and people will react favorably. They will be more comfortable around you and will want to listen more. Gestures: If you fail to gesture while speaking you may be perceived as boring and stiff. A lively speaking style captures the listeners attention, makes the conversation more interesting, and facilitates understanding. Posture and Body Orientation: You communicate numerous messages by the way you talk and move. Standing erect and leaning forward communicates to listeners that you are approachable, receptive and friendly. Interpersonal closeness results when you and the listener face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided as it communicates disinterest. Proximity: Cultural norms dictate a comfortable distance for interaction with others. You should look for signals of discomfort caused by intruding on the other persons space. Vocal: Speaking can signal nonverbal communication when you include such vocal elements as: tone, pitch, rhythm, loudness, and inflection. For maximum effectiveness, learn to vary these six elements of your voice. One of the major criticisms of many speakers is that they speak in a monotone. Listeners perceive this type of speaker as boring and dull.
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Fundamental Techniques in Handling People by Dale Carnegie
The only way to get the best of an argument is to avoid it. Show respect for the other persons opinion. Never say, Youre wrong. If you are wrong, admit it quickly and emphatically.
Try honestly to see things from the other persons point of view. Be sympathetic with other persons ideas and desires. Dont criticize, condemn or complain. Give honest and sincere appreciation.
Student Activities
Ask 5 students to make brief presentations in front of the class. Instruct each of them to demonstrate different emotions through body language: lack of confidence, lack of interest, lack of enthusiasm, stage fear, disgust, anger etc.
Objective:
The audience should identify the emotion being projected through the body language and give feedback to each of the speakers. Ask the students to discuss the importance of positive body language and how people react to it.
Activity - Showcase languages spoken by our bodies:

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Intrapersonal & Interpersonal Relationship Skills

Intrapersonal Relationships Interpersonal Relationships - To be an Effective Team Player
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Objectives
By the end of this module, the student will be able to: Understand the importance of and the various skills involved in developing enriching interpersonal relationships. Be more aware of his / her own self confidence, values. Understand and handle emotions of self and others.
Understand the necessity and importance of working together as a team Learn how to go about being a good team player and form an effective team. Have put their team building skills to test in the various activities to understand where they stand and improve themselves with each succeeding activity.
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So, what constitutes intrapersonal relationship skills?

Intrapersonal skills as mentioned earlier are those values, personality traits that reside deep within an individual. It becomes so much a part of the individual that most of us are not even aware of their impact on our daily lives. In this section we will look at various intrapersonal facets that play a significant role in our personal and professional lives, such as: Self Esteem Self Confidence Assertiveness Dealing with negative emotions The first step towards developing good communication with others is to first ensure that we are aware of where we stand in the above mentioned parameters. Only when we establish good intrapersonal skills will we be able to effectively work on our interpersonal skills.
So lets begin!
Intrapersonal Skills
Though the terms intrapersonal and interpersonal are used interchangeably by people, there is a distinct difference between the two. Intrapersonal deals with the emotions, feelings, thoughts that are stirred upon within an individual which the person next to them might not even be aware of. This is quite different from interpersonal skills, which is immediately visible to an external audience. There does however, exist a very strong relationship between them, good intrapersonal skills will go a long way in producing (though not necessarily) good interpersonal relationships.
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Self-Awareness
Objective: To make a significant and positive impact on the confidence, personal motivation, self-awareness and self esteem of every student. Becoming self-aware is the first step to improving our interpersonal effectiveness. Most of our behaviours are natural for us. We arent aware of the impact these behaviours have on others. That leaves us with blind spots that others dont want to mention to us because they dont want to hurt our feelings, they are afraid of any possible reaction from us, or they just dont care. Through self-awareness we learn what impact our behaviours - both positive and negative - have on others. That knowledge helps us become more effective in our interactions with others. Development of our Self-Image: Early emotional experiences influence our concept of Who I am, because we are influenced by all of our experiences, self-image is not a singular concept but rather an array of understanding. Significant Others: The important people in our lives (not just a single important person). Significant others in our lives convey messages about us that we interpret as important. From all this information, we construct a mental blueprint of who we are and what we are capable of. Ponder and Discuss: a) Who are the significant others in your life today? b) Who were the significant others in your childhood? c) To whom are you a significant other? Social Comparison: It refers to the process by which individuals evaluate their thoughts, feelings, behavior, and abilities in relation to other people. Social comparison allows us a way to decide if we are the same or different, inferior or superior relative to others. Our interpretation of sameness or difference relative to others will influence our sense of belonging or isolation. Our interpretation of inferiority or superiority relative to others will influence our sense of capability and worth.
Becoming a person means that the individual moves toward being, knowingly
and acceptingly, the process
which [s]he inwardly and actually is.

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Carl Rogers
Student Activity 2
Guidelines: Divide the class into groups of 2. Request each student to answer the 3 questions by himself. He / she then shares and discusses it with the partner. You can randomly ask a few people to share some of their answers. 1. How do your thoughts and words impact how you feel? 2. How do your emotions unconsciously drive your behavior? 3. How does your hidden core belief affect your happiness? Without conscious awareness of these dynamics we have very little chance of changing them. With awareness we have the opportunity to determine the amount of happiness and joy in our life. As we become self aware we have the opportunity to make choices instead of just react from habit or negative emotions. Self-esteem reflects a persons overall evaluation or appraisal of her or his own worth. Self-Confidence relates to self-assuredness in ones personal ability, power, judgment etc. Self-confidence is an attitude which allows individuals to have positive yet realistic views of themselves and their situations. Self-confident people trust their own abilities, have a general sense of control in their lives, and believe that, within reason, they will be able to do what they wish, plan, and expect. People who are not self-confident depend excessively on the approval of others in order to feel good about them. They tend to avoid taking risks because they fear failure.
Intrapersonal Skills Self Esteem & Confidence

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When are you a confident person?

Doing what you believe to be right, even if others mock or criticize you for it. Being willing to take risks and go the extra mile to achieve better things. Admitting your mistakes and vowing to learn from them. Waiting for others to congratulate you on your accomplishments. Accepting compliments graciously.
What is Self Esteem?
Self esteem is your opinion of yourself. High self esteem is a good opinion of yourself and low self esteem is a bad opinion of you. Your self esteem depends on many questions: Is your job worthwhile? Do others respect what you do? Do you?
Do you believe you are successful? How do you see yourself (your self image)? How do you feel about your strengths and weaknesses? What do you think of your social status? How do you relate to others? \Can you make your own decisions? A lack of choices leads to low self esteem. Self esteem is crucial and is a cornerstone of a positive attitude towards living. It is very important because it affects how you think, act and even how you relate to other people. It affects your potential to be successful. Low self esteem is having a bad opinion of yourself and that also causes negative thoughts which mean that you are likely to give up easily rather than face challenges. In addition, it has a direct bearing on your happiness and wellbeing. 1. Group Brainstorm : Self-esteem has been compared to a bucket of water. It starts out full when were born, but whenever we develop negative beliefs about ourselves, its like poking little holes in that bucket and our self-esteem drips out. Have the group brainstorm a list of things we do or say to ourselves or to others that pokes holes in the self-esteem bucket. Put this list on the wall to serve as a constant reminder. 2. Discuss : Create a list of things we can do to protect, raise, or reinforce our selfesteem. Go through this list with the group and discuss each point. How might each of these things contribute to a higher self-esteem? Can they think of any additional suggestions of their own? Put this list also on the wall as a reminder. 3. Group Discussion : Eleanor Roosevelt said Nobody can make you feel inferior without your permission. Have a group discussion about this quote. What does it mean? How true is it? Can you think of cases where it might not be true? In what kinds of situations would this quote be most useful to remember? 4. Advertisement Discussion : Has everyone in the class brought in one or two advertisements aimed at teenagers. These can be cut out of magazines or taped off of TV. Have a class discussion to evaluate the ads by asking the following questions: How is this ad attempting to appeal to me? What assump-
Student Activity 3
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tions does this ad make about me? How is this ad intended to make me feel about myself? Is there anything about this ad thats intended to make me feel is ad intended to make me feel better about
myself, or bad about myself? Would I be most vulnerable to this ad if I had high self esteem, or low self-esteem? Assertive Communication is communication that is Direct, Honest and Respectful. As human beings we constantly communicate with each other. Sometimes to ask directions to the nearest grocery store; sometimes to communicate displeasure; sometimes to offer a compliment; sometimes to resolve disputes; sometimes to turn down requests; sometimes to accept. Assertiveness is a style of communication that can be used in all these situations. But it is only one of the four styles. The other three are the passive style, the aggressive style and the passive-aggressive style. Assertiveness is both a skill and a way of life. Being assertive does not mean that you do not care about the needs and wants of others, or are only interested in pursuing personal gain. Assertiveness is a way of communicating and behaving that sends a clear signal to others that you will not be manipulated or bullied into submission, or the betrayal of your beliefs or personal goals. Assertiveness is the ability to express yourself and your rights without violating the rights of others. It is appropriately direct, open, and honest communication, which is self-enhancing and expressive. Acting assertively will allow you to feel self-confident and will generally gain you the respect of your peers and friends. The individual maintaining an assertive position usually maintains that he or she is the ultimate judge of his or her own behaviour, although other people are free to have their own opinions and approve or disapprove as they see fit. An assertive person stands up for his or her tastes, desires, values and opinions while respecting other peoples freedom to have their own individual differences on these things. A person who behaves assertively understands that he or she is naturally incompatible with certain people and is naturally compatible with certain other people, therefore social rejection is simply an acknowledgment of social incompatibility with a given person and not a reflection of their worth as a person.
Which rights do you find easy to exercise for yourself but do not allow others?
I have the right to be treated with respect as an equal human being whatever my perceived role or status in life. I have the right to state my own needs and ask for what I want. I have the right to define my own limits, look after my own needs, and say No. I have the right to express my feelings and opinions. I have the right to ask for time before I agree, disagree or make a decision. I have a right to make my own decisions. I have a right to reconsider and change my mind.
I have a right to say, I dont know and ask for clarification and help. I have a right to make mistakes without feeling guilty or being made to feel foolish. I have a right to hold my own values.
Assertiveness and Confidence Intrapersonal Skills

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I have a right to be listened to when I speak. I have a right to refuse responsibility for others peoples problems if I so choose. I have a right to set my own goals in life and strive to fulfill my own expectations as against the goals and expectations specified for me by others.
Strategies to make the assertive No easier:
A lot of us find it difficult to say No to a request that is made to us. We end up saying either Ill try or Ok or even Yes when we know that we might not be able to act on that request. We do this because we think that we will offend the other person or that the other person might think that we are not sufficiently capable, etc. Experience has however taught us that such responses will not lead to a healthy relationship. A direct, honest and respectful response, even in the negative will go a long way in ensuring that you are not put in difficult positions because of a non assertive response. Here we have given you some pointers that will help you on this journey towards being an assertive individual. 1. When someone makes a request, it is always OK to * Ask for Time to think it over *In thinking it over, remind yourself that the decision is entirely up to you. 2. Use your nonverbal assertiveness to underline the No. Make sure that your voice is firm and direct. Look into the persons eyes as you say, No. Shake your head No, as you say, No. 3. Remember that No, is an honorable response. If you decide that No, is the answer that you prefer to give, then it is authentic and honest for you to say, No. 4. If you say, Yes, when you want to say, No, you will feel resentful throughout whatever you agreed to do. This costs you energy and discomfort and is not necessary if you just say, No when you need to. 5. If you are saying, No, to someone whom you would help under different circumstances, use an empathic response to ease the rejection. For example, to your friend who needs you to keep her child while she goes to the doctor, you might say, No, Susie, I cant keep Billie for you. I know it must be hard for you to find someone at that time of day, but I have already made lunch plans and I wont be able to help you. 6. Start your sentence with the word, No. Its easier to keep the commitment to say, No, if it s the first word out of your mouth.
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Sit in groups of 2 and discuss of 2 events in your life when you wish you had been assertive (one for yes and one for no). Write down the reasons why you were not assertive in those situations. Similarly discuss a situation where you were assertive. Describe your feelings / emotions during and after the event. Compare this with the previous exercise and discuss if you could be assertive if such situations were to arise again. We all experience a variety of emotions. Depending on what is happening in our lives, we can feel happy, sad, afraid or angry. Some feelings such as fear can be difficult but also can help push us to do better on personal and professional grounds. Likewise, happy feelings can cause problems, such as when you share your excitement with a friend while the teacher is talking. Life without feelings would be impossible and definitely boring. Some of the negative emotions we experience are: 1. Anger 2. Conflict 3. Depression
Anger:
Its normal to feel angry sometimes. You may have too much homework or someone may have played your video games without asking. It could be that someone teased you or was mean. Sometimes you feel angry without even knowing why. Whatever it was, its important not to loose your temper or fight with someone. If you are angry, you may breathe faster or your face could be red. You may feel like yelling or breaking something. Sometimes anger makes you feel sad and cry. When somebody is angry, first get away from the situation. Fighting wont help. Try to see what made them angry and see if you can help fix it. Once they cool off, try to talk with them and see what you can do. If you are angry, consciously stop yourself from reacting take a step back from the person, situation. This will save you from regretting saying anything that you didnt mean. Then try to figure out what you can do to make it better. It usually helps to talk with someone.
If youre angry, try one of the following to make your anger go away:
Talk to a friend, sibling, teacher, parent, or adult. Breathe and think about why youre angry. Play a game. Go exercise sweat out the adrenaline pumping through your body. Draw or paint.
Any other fun activity that will get your mind off being angry or help you deal with the anger. Stomp your feet or punch a pillow (which cant get hurt, unlike another person). Cry. Get or give a hug. Everyone is angry sometimes, but you can learn to control your anger. Dont allow your anger to get the better of you.
Student Activity 4
Dealing with Emotions Intrapersonal Skills

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Conflict
If somebody says something that makes you angry, you may have noticed that you become tense, your heart beats faster and you feel energized. This is because your body has a reaction to conflict called fight or flight. The reaction is caused by adrenaline, a chemical released by your body when you are scared, excited or angry. Your pupils widen, more blood is pumped to your muscles, your breathing speeds up and your heart beats faster. This all prepares you to fight or to run away. Our bodies developed the fight or flight response a long time ago, when our ancestors had to do things like defend themselves against wild animals. But today, our natural urges to fight or run away can make problems worse. So when somebody makes you angry, what should you do? If someone is mean, its natural to want to defend yourself. Bullies often try to make problems, but its important to stay calm and not give in to teasing. Walk away and tell a grownup who can solve the problem, instead of getting in a fight where someone could get injured. Fighting does not fix anything and can even make the situation worse. But walking away is not the right answer in every situation. Sometimes, people give the silent treatment to a friend who makes them angry, refusing to talk to them. This is silly, because without talking, you cant solve anything. The other person may not even know what he or she did to offend you. If youre angry, talk calmly to the person, and listen to their side of the story. Maybe it was just a misunderstanding. If someone isnt talking to you, try talking to them. You might apologize for making them upset and ask what is wrong. You could also write a sincere note. You might also feel tempted to spread rumors when somebody makes you mad, but this never solves problems
either. Gossip spreads false or embarrassing information and can make the other person feel very bad. If you hear gossip about another person, dont pass it on, and if you feel comfortable, tell the person spreading the rumor that gossip is not nice. If the rumours might upset or hurt someone, you could even tell an adult and ask for their advice. Physical or verbal fighting often makes problems worse. Walking away is sometimes the best action, but other times it might just make someone angrier or confused. In those cases, talking it out is best. Tell a teacher or grown up if needed. They can help you stay calm and keep problems from getting out of hand.
Strategies for Handling Conflicts and Disagreements:
Conflicts can and do occur often at work due to different kinds of people involved, the pressure, etc. Here it is very important that the conflict be addressed and resolved as it can reflect adversely on the performances of the individuals or the team as a whole. Some of the ways in which this can be achieved are: 1. The parties involved in the conflict must work closely together to address the issues. 2. It is essential for both parties to realize that the goals of the project are shared goals. Both must agree that the projects / teams interest comes first. 3. Avoid confrontation and deal specifically with solutions to the identified issues and be prepared to offer alternatives. 4. Always deal with the issues not the emotions and the people involved.
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5. Decide on what you can compromise on, effective resolution usually requires some form of compromise on both parties behalf. 6. Be sure that your expectations are realistic and reasonable. 7. Specify both long term and short term goals and state when a follow up should occur. 8. Both parties need to commit to the recommended solutions and agree jointly. 9. Both parties must rely on each other, it is therefore essential to work out differences and work together regardless of how sensitive the issue is. Differences must be resolved - it is in the best interest of all concerned to do so. Remember, sometimes a disagreement occurs as a direct result of misunderstanding. Always clarify the issues at hand. Brainstorm ways to deal with anger without fighting. Role play: Take a particular conflict situation (either gives it to your students or let them make it up).
One persons objective is to escalate it into a fist fight. The other persons objective is to resolve it peacefully, or at least prevent a fight. After the role play, have the class analyze what each person did to satisfy his/her objective. What general principles or guidelines can be drawn from this? Define what constitutes violence by discussing each item on the following list. Is this violence? Why or why not? Can you think of a case where this might or might not be a violent act? - A big kid keeps a smaller kid from getting into the lunchroom by physically blocking the entrance. - A boyfriend and girlfriend are having a disagreement, and when she tries to walk away he grabs her arm and wont let her go. - Shoving somebody out of your way in the hallway. - Spitting at somebody - Beating somebody up. - Threatening to beat somebody up. - A couple of kids corner another kid in the lavatory and demand that he or she give them money. - A kid is walking to school and two or three other kids follow behind yelling nasty insults. - Deliberately voicing any kind of hurtful insult at another person. - Yelling angrily at another person.
Depression:
There is a growing trend these days of youngsters whether pursuing their education or working, showing increasing signs of being depressed. Whatever the reason maybe (pressure to secure a good job out of college, pressure at work when being posted to different parts of the country, etc) this is quite alarming. It is essential that all concerned, the individuals themselves (students, working professionals) and more importantly the teachers, parents and other elders involved are quick to identify signs of depression and help the individual deal with it rather than leave him / her to handle it by themselves.
Student Activity 5
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Signs and symptoms of depression:

1. A persistently sad mood. 2. Feeling hopeless, helpless or worthless. 3. Increased anger, fighting and self-destructive behavior. 4. Loss of interest in normal activities. 5. Social withdrawal. 6. Sleep or appetite disturbance. 7. Excessive or uncontrollable crying. 8. Difficulty in concentrating and making decisions. 9. Preoccupation with thoughts of death.
10. Drop in scholastic or academic performance.
Self help tips to deal with depression:
Listed below are simple ways by which you can start dealing with depression.
1. Talk to atleast one person about your feelings. 2. Help someone else by volunteering. 3. Have lunch or coffee with a friend. 4. Ask a loved one to check in with you regularly. 5. Accompany someone to the movies, a concert, or a small get-together. 6. Call or email an old friend. 7. Go for a walk with a workout buddy. 8. Schedule a weekly dinner date. 9. Meet new people by taking a class or joining a club. 10. Confide in a counselor, therapist, or an elder you respect.
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Student Activity 6
For each of the situations given below, ask the following three questions:
1. Name the feeling. 2. Whats a helpful way to deal with it? 3. Whats a harmful way to deal with it?
What do you feel when youre blamed for something you didnt do? What do you feel when someone keeps cheating in a cricket match? What do you feel if you are expecting to see a friend, and he or she backs out at the last moment for no good reason? How does you feel when you work really hard for something and you succeed? What do you feel when your team keeps losing? What do you feel when a teacher praises your work? What do you feel when you do poorly on an exam because you didnt study? What do you feel when your parent hasnt understood you?
Instructions:
Get students to sit in groups of 4/5. They can select any 2 of the issues below. They are to discuss on each issue putting into use the intrapersonal relationship concepts mentioned in the module. The group has to summarize the main points to the whole class.
1. Have you ever gotten into a disagreement with a friend and it got way out of hand? What happened? Was it worth it? What did you learn from it? What would you do differently now? 2. Write about a time when you either physically hurt somebody or were, yourself, physically hurt by
someone else. How did it happen? How did it make you feel? Did you change anything or make any decisions based on that experience? What did you learn from it? 3. Many people think there is too much violence on television. They say it makes us less sensitive to real violence in our homes and communities and more tolerant of it. And they say it sometimes even encourages some people to do violent things. What do you think about all this? Do you agree or disagree? Why? 4. Imagine that someday you will have a child. Write a letter of advice for that child to open when he or she reaches the age you are right now. Tell the child what you have learned and how you feel about violence and violent behavior, and how you hope he or she will deal with violence in his or her own life.
Discussion Assignments:
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Interpersonal Skills
An Interpersonal relationship is a relatively long-term association between two or more people. The study of Interpersonal relationships involves several branches of social science, including such disciplines as sociology, psychology, anthropology, and social work. Interpersonal relationship skills help us to relate in positive ways with our family members and others. This may mean being able to make and keep friendly relationships as well as being able to end relationships constructively. The interpersonal relationships between students and teachers, teachers and other teachers, teachers and administrators, school staff personnel, parents, and community members are vital for creating a positive successful learning environment for all students. On the basis of your campus selection, you decide to join a certain company. You may be from any part of India, but you find that you are transported to one central location, and trained there, along with hundreds of other friends also from all parts of India. Why do you think that such a procedure has been adopted? An obvious answer would be because the company wanted to have uniformity of training. However, previously, the trainees were given training at their centers, and this was also satisfactory. So why spend millions for such infrastructure? All this was done for two reasons and would hold true for other companies / industries also. The first, so that you could know how this particular company works and also know in what manner they wanted you to work.
Secondly, you get to practice working with people from all over the country which closely mirrors what you will experience in the workplace.
What is the first pre-requisite of forming a team? Getting to know each other! Lets see how well you know each other. Interpersonal skills, what some call people skills, are at the top of the list of what any successful person/ leader must KNOW. Interpersonal skills support the necessary skills of unit leadership: 1. Communicating 2. Team Building 3. Supervising 4. Counseling
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Student Activity 1: How well do we know each other?
Materials required : A4 size paper sheets, one to each participant. Time required : About 30 minutes. Procedure : (Distribute one sheet of paper to each participant and brief them as
follows)
Guidelines : Instructions to the facilitator are given in the first person. Read out the
instructions, the participants should not go through the activity beforehand. In the sheet of paper given to you, I want you to make 3 columns. In the first column, put the heading Favourites. I want you to put down the following things, one after the other: 1. Sun sign. 2. Favourite food. 3. Favourite film-star. 4. Favourite music. 5. Favourite playback singer. 6. Favourite book. 7. Favourite car. 8. Hobbies. 9. Favourite Dress. 10. Favourite Relaxation. (After they finish this) Now write your name in the second column. Now please count in twos. (Divide them into two groups. Call one group as A, and the other as B) Now, Group A and Group B, please line up facing each other. (See that suitable distance is maintained. After they finish) People in group A, please pair off with anyone in group B who you feel is quite similar to you in tastes. After pairing off, please sit together, and wait for further instructions. (After they have finished) People from Group A, note down the name of the other person in the third column,
and discuss with him/her regarding his favourite things. I will give you about 10 minutes. (The noise level may be high. After 10 minutes, ask each pair) How many things did you find similar with the other person? (Typically, there will be few matches, and in some cases, no matches at all. Then address the group again) Okay, now group A and B, please line up again. (After they finish) Now I want people in Group B to pair off with someone who they think is totally different from them, and sit down together. Then repeat the procedure regarding noting down the name and favourite things in the third column. I shall give you another 10 minutes.
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(Wait for them to finish. Then ask each pair about the similarities and differences they found. Typically, and surprisingly, there will be more similarities than differences. Then address the participants again) In the first case, you chose a person who you thought was similar to you, and in many cases found no match at all. In the second case, you chose a person who you thought was totally different from you, and the result was equally surprising. So what did this exercise show you?
Debrief:
It has been found that correct guesses show the similarities you have with the other person; the wrong guesses point out the differences between the two of you. The name, the dress, and the accent are flags which give audio and video signals regarding what the other person may be. But your perception of what the other person may be need not be wholly correct. So what is the first lesson we learn from this exercise? It is that first impressions need not necessarily be the most correct impressions! And the second lesson? We come to know how similar or how different the other person is from us. The whole craft of working in teams is to find out how different the other person is, and how to adjust to him. So working in teams consists of knowing each other, understanding similarities and differences, and how to respect and adjust to these differences. Ladies and gentlemen, welcome again to the world of teams! In this program we shall consider the following: Understand what a Team is. Appreciate what the Elements of Teamwork are. Understand the Stages by which a Group becomes a Team. Appreciate the Basic Characteristics of an Effective Team. Understand and appreciate the Building Blocks of Effective Teams.
Learn what your Team Player Style is, and the Value that your Style brings to a Team.
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The Team Concept Interpersonal Skills

Let us now understand what we mean by a Team.
Which is the most famous team in India now? Thats rightthe cricket team. Lets take that as the model for finding out what a team is. When we think of the Indian cricket team, how many players do we think of? 11, maybe 12 or more depending on whether you count the twelfth man, scorekeeper etc,right? So what comes immediately to mind? A GROUP. That is the first component. (Write on the board) Then let us consider the opener Sehwag, and the middle order Yuvraj. By logic, can we say that Sehwag is a batsman, Yuvraj is a batsman, so Sehwag is equal to Yuvraj? And so also for the bowlers? Why not? Because their styles are different. In other words, each of them is an INDIVIDUAL. That is the second component. (Write on the board) What does this group of individuals do? They play cricket for India. They are lucky that their play is also their work, but as a whole, they are WORKING TOGETHER for India. That is the third component. (Write on the board) Lastly, why do they work together? To win trophies for India. That is what the team strives for. That is their COMMON GOAL. That is the last component. (Write on the board) So we define a team as A group of individuals working together to achieve a common goal. The four components are the cornerstones of the group edifice. Okay, so now we know what is a team. So what? Why is the concept of a team important for us? Why should we work in teams? As you would have guessed, that working in a team leads to Co-operation, Co-ordination, Collaboration, Complementation, and Concentration.
Can think of the best example of a team?
This team is very close to you. In fact, it is you. Can you guess? Thats right, it is your body, in which all the parts work as stated above. Why only the parts, even the cells work together in tandem! Is it not a wonderful thing?
Apart from these factors which you have mentioned, there is one more thing I want to bring to your attention. In India, especially in the IT field, we find that as a collective we are far stronger than as an individual. Why?
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First, the very nature of our software, the modular structure, makes it necessary to have dependency on one another. Second, the speed at which the technology is changing is so rapid that it is difficult for any person to keep up-to-date even in his specialization. How then can he expect to be a master of everything? So a person specializes in one area, and in a team he concentrates on that specialization, and allows others to concentrate on their areas. Third, in India, we are hooked on the need for affiliation. We belong to what is called the high-context culture, which means that we can relate to groups, we can work in groups, and are very comfortable doing so. This is our biggest strength So, our concept of teamwork is reflected by the old English proverb: Two, or more, heads are better than one!
Some of the basic elements of effective teamwork are:

1. Sharing information- this is the most important. If you do not share
information, there will always be gaps in the answer. their suggestions.
2. Listening and responding Actively listening to other members, trying out 3. Giving others the benefit of doubt Not discarding any idea, but
considering each one on its merit. 4. Providing support- If anyone was near the answer, you pointed out the shortcoming and helped him complete it.
5. Recognizing and respecting the interests and achievements of others you understood
that each one had a different talent, and took the best that he had to offer. Teamwork, therefore, is a set of interactions that incorporates the above components. But are there only advantages in working in teams? Are there no disadvantages? Some of the common issues would be: 1. Ego clashes 2. Conflicts 3. Disagreements 4. Stalemates 5. Politics 6. Non-cooperation 7. Lazy members
Elements of Teamwork Interpersonal Skills

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And apart from this, some other generally observed disadvantages are: Since every member of the team is different, it is not possible to say what the total response of the team will be. Every member of the team responds at his own speed, the total speed of response is sometimes found to be slow. When any critical task has been given to the team, it tends to become more inflexible, as every team member becomes more rigid in his thinking pattern. Every member of the team has to change his way of thinking, and approaching others. Thus, his personality may be stunted, and his creativity not of the best quality. But these disadvantages are very limited compared to the large number of advantages we have with teams and teamwork. Groups are formed and developed through several stages. They do not form overnight. No team starts out as a fully formed team. It does not even start out as a group. It is very interesting to find out what stages are gone through before a team, and a high performing team, is formed. Researchers Tuckman and Jensen identified five stages of development that all groups go through before performing as a fully mature and effective team. These five stages have been accepted and adopted by other researchers also.
The five stages of team formation are:

1. Forming 2. Storming 3. Norming 4. Performing 5. Adjourning
Forming
In this stage, the group is not even a group, it is simply a collection of individuals. There is a great deal of uncertainty about the groups purpose, structure and leadership. Individuals meet each other, and try to know whether they will fit into the group. Information is exchanged regarding their specializations, thus getting some idea regarding individual strengths. Some agreement and consensus is developed. The stage is complete when interpersonal relationships are established and when members have begun to think of themselves as part of a group.
Storming
The consensus developed in the first stage is suddenly very rudely shattered, and there is a period of intense conflict. The conflict arises because of interpersonal behaviour and hostility. Additionally there is resistance to group influence and task requirements. Occasionally, groups split. There is dissatisfaction and competition.
Stages of Team Formation

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Everything is questioned- the purpose, leadership, roles, objectives, rules. The members become aware of their differences. But even in this stormy atmosphere, 2 positive things emerge. First, there is the formulation of more realistic norms and objectives; second, there is a slow formation of trust. This is a critical period for the more timid members, who may want to back out of the team.
Norming
A single leader emerges and this results in group cohesion. With this, the structure of the team becomes more rigid. Members show their commitment, which leads to more harmony in the group. The group has established how it will work, within what limits, and do what. There is now a strong sense of group identity and camaraderie. New group standards and roles are formed for members. Members are now clear about what their roles and responsibilities are, and try to work together.
Performing
The performing stage is marked by teamwork, role clarity and task accomplishment. Group energy has moved from getting to know and understand each other to the job of performance. The team is now focused on achieving the common goal. All the norms, behaviours, orientation etc, are totally understood and accepted. Members know how to work with each other. There are disagreements and misunderstandings, but they are handled and solved effectively. The performing stage is reached only after the previous 3 stages have been successfully completed. The time for completion of the first three stages depends on how well the members know each other. When members from the same department or unit come together, or when the task is clearly defined, and the objective is seen as highly important, the first 3 stages are dealt within hours, and sometimes even in minutes, during the first meeting of the group. But where a Project Manager draws his team members from
different parts of the organization, and the members are strangers to each other, he needs to plan for and factor in the time required for group development.
Adjourning
The group has completed its assigned task and prepares for its disbandment. Attention is directed to wrapup activities. Some of the members are upbeat, because they now have chances for other new experiences. Some of the members are depressed, since they have developed good friends, and have worked with good harmony. Finally, all the work comes to an end, and the members of the team disperse. Why is it necessary for us to understand these stages of team formation? By knowing these stages, we can understand the team performance at the different stages, and this helps us to cope with and adapt ourselves during the different stages in order to be more effective. More than that, if we know these stages, then we can reach out to other members of the group, inform them of the nuances, and help them settle into the culture of the team.
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Interpersonal Skills What is an Effective Team?
Creating teams is not an easy task. Forming a team requires the right combination of skilled people and individuals who are willing to work together with others as a team. When we look at any effective team, and compare it with other effective teams, we find that there are some characteristics that are common to all these teams. These characteristics can be summarized as follows: Size and Specialization: Normally, an effective team has a membership not exceeding 8 to 10 persons, so that it does not become unwieldy. The members of the team should be specialized in different areas, and should have at least one of these skills technical, problem-solving, decision-making, and interpersonal skills. This is a must because they must carry out diverse tasks. Thus, the selection of a team is an extremely important task. Common Goals and Objectives: This is what happens in a disorganized or unorganized team. Each member is different from the others, and has his own program. But we have formed the team for only one result, not for multi-results. That one result, towards which everyone should be oriented, should be shining in the corporate sky like the Pole star or Northern star. This is the common goal or objective, and all should aim for it.
But what sort of goals should we set? It is denoted by the acronym SMART. S stands for Specific. It means hard numbers. A car manufacturer sets a specific goal if he says he can produce 300 cars a week. M stands for Manageable. That means that for that specific task, he should have the infrastructure, the manpower, and the finances. A stands for Achievable. There is always some amount of leeway in what can be produced more than the target, but you cannot stretch it to whatever limits you want. R stands for Realistic. The goal must always cater to the bottom line of any industry, i.e. the profit. It cannot be an abstract goal. T stands for Time bound. In a good company, deadlines, together with quality and specifications, are of paramount importance, and must in all cases be met. Leader: This is sometimes a controversial area. All the members of the team are extremely intelligent persons, so why make one of them a leader? Is it because he is more intelligent than any of them? Not so. The leaders role is just another role in the team. He is the binder. He is the motivator for the introverts in the team. In cases of conflict, he is the arbiter. He is the bridge between the management and the team, carrying instructions and complaints from one to the other, and providing the direction as required. He is the first line of defense in any team. Proper leadership and structure provide focus and direction to the team. Roles and Responsibilities: After taking care of the proper team mix, we must see that each member of the team is very clear about what will be his role and responsibilities. By this, specialization will be protected. Non-identification of clear roles and responsibilities will lead to duplication and grey areas and confusion. Members should not hide inside the team and indulge in social loafing.
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Communication: This is one of the most important characteristics. If the common
goal is compared to a big jigsaw puzzle, then each member of the team has different pieces of the jigsaw puzzle with him. By communicating properly, all the pieces can be joined together to form a whole. If not, then the common goal cannot be achieved. If communications break down, then there is mistrust, low morale, and duplication of efforts. So effective communications is a must, through talking, phones, e-mails, letters, meetings etc. Trust: In an effective team, every member has complete trust in the other member. The teams success is
assured only if each member of the team succeeds, and this success is attained only through trust. Trust also means that respect is being shown. This is also one of the most important factors in an effective team. We shall have an activity to reinforce the basic characteristics of an effective team.
Student Activity 2: Characteristics of an Effective Team

Materials required : Nil. Time required : About 30 minutes. Procedure : (Divide the participants into groups of 6, and brief them) Guidelines : Instructions to the facilitator are given in the first person and in
parentheses. Read out the instructions, the participants should not go through the activity before hand. You are now effective teams. Each group has the basic characteristics of an effective team. So, I would like each team to demonstrate that it has those characteristics. Brainstorm for about 10 minutes, and choose any task you want. To complete that task, consider what should be the Team mix, the Objective, the Leader etc. At the end of 10 minutes, each group will give a presentation regarding what was its task, and what were the factors considered for each characteristic. Try to make the task as humourous as possible. (Allow them to brainstorm for 10 minutes, and then make each group give a presentation not exceeding 5 minutes.)
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Interpersonal Skills Essential Building Blocks of Effective Teams
We have seen from the previous part of the session than communication and trust are considered to be the most important characteristics of an effective team. They are said to be the most essential building blocks of effective teams. There is no doubt that communication is an essential part of the team. As we said earlier, without communication there will be duplication, mistrust, and confusion; the jigsaw puzzle will not be complete. But what about trust? How important is it? Can we not do without trust? Cannot a team function and perform without trust? What do you think? Let us consider a very paradoxical thing. We say that teams are better because persons get together, work together, and achieve a common goal. We also say that every member of the team is different from the other. Every member is an individual with his own ideas, thoughts and beliefs. Yet, we expect such people
to get together, work together, and achieve a common goal. Theoretically, prima facie, does this not seem absurd and ridiculous? But what do we practically see? Diverse people do get together, form a team, and complete a task. How, and why does this happen? The reason is that we may be individuals, but that does not prevent us from respecting the abilities, the strengths and the contributions of the other persons, however different they may be from us. When we respect the other person, we get respect from him. This mutual respect gives rise to trust. When we trust the other person, we do not see his differences as a threat, but as a positive and constructive force. We do not view his difference as a challenge, but as a welcome change. But cannot a team function without trust? Maybe it can, but only for a short term. Trust is not only the cementing factor between relationships, it is the lifeblood of any relationship. If there is no trust, the relationships between the team members will corrode and disintegrate. Would you willingly have a relationship with someone whom you dont trust? Of course not! There are two ways in which trust can be demonstrated to the other person. These are the two important skills that you have learnt previously. Can you guess what these skills are? The first skill is that of Active Listening. Do you remember the components of Active Listening? What are you doing when you are actively listening to another person? You are paying him your full attention. So you are respecting what he says. This respect on your part makes him respect you in turn. This builds up trust for each other. The second skill is that of Feedback. If feedback is given effectively, and if the changed action or behaviour is requested for properly, and the solution is worked out jointly, then there is excellent sharing and growth, and the team will be healthy and robust.
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Interpersonal Skills Team Player Styles
Many great achievements seem to be the product of the labor of a dedicated individual, such as Newtons and Einsteins physics, the music of Beethoven and Bach, Darwins theory of evolution, or Skinners theory of verbal behavior. Even though these past masters stood on The Shoulders of Giants, they seem to have stood solitary, quite content with proceeding on their own. Many other great achievements seem to have come by due to the collaboration of individuals who often differed
markedly in personality, such as the team of Thomas Edison and Nikola Tesla, who pioneered electrical and in particular alternating current engineering; John Lennon and Paul McCartney, who together transformed popular music into an art form. A person cannot be perfect, but a team can be, in the sense that a team might comprise personal attributes that no single person could ever contain. Personal attributes of several people making up a team might either complement each other, or have a synergetic effect. It seems, then, that the talents of the solitary thinker, who can wield great ideas, teamed up with the talents of the enthusiastic visionary who can turn ideas into reality, is a successful combination. These talents and personal characteristics are not common within a single individual, but can, of course, occur in a team of individuals. For our purposes, a team is any number (greater than one) of individuals who share an expressed interest in working together in order to achieve a goal. A team, then, consists of individuals, and as individuals they have a number of properties or attributes which determine their efficacy as members of the team. Clearly, working in teams brings out the best in some people, if a suitable partner or set of partners can be found. Is it possible, though , to know or to predict with some nontrivial degree of accuracy just how beneficial a team is? Rolf Lindgren of the University of Oslo has in his thesis R. Meredith Belbins Team Roles Viewed From the Perspective of The Big 5- A Content Validation argued that every member of a team has only one Team Role, that of a team member. On the other hand, their personalities are composed of various traits, all of which come under one or other of 5 major personality dimensions. For easy memory, we can call them as the 5 Es, and what they comprise of are mentioned below: 1. Extrovert: Aggressive, assertive, daring, flamboyant, frank, open, fun-loving. 2. Empathetic: Accommodating, acquiescent, compassionate, cordial, kind, mild, gentle, sincere. 3. Efficient : Careful, exacting, fastidious, fussy, tidy, hardworking, meticulous, neat, orderly. 4. Elite: Un-envious, calm. 5. Eldritch: Artistic, complex, creative, imaginative, philosophical. Based on the above, Lindgren has suggested 8 team styles with the following traits possessed by each one of the styles: 1) The Builder : adaptable, caring , avoids conflict , observant , co-operative , diplomatic , over-sensitive
, indecisive during crisis, full of team spirit. 2) The Visualizer : broad in outlook, calm & confident, conscious of priorities, consultative, empire53
building, laid-back, encouraging of others, manipulative, less creative, more practical. 3) The Analyst : analytic, impartial, logical, realistic, shrewd, critical , skeptical, slow moving, cannot motivate others. 4) The Controller : accurate , conscientious , frightened of failure , good at following through, perfectionist , reluctant to delegate , persistent, fussy. 5) The Organizer : disciplined , effective , loyal , practical , resistant to change, well organized, inflexible , un-adventurous. 6) The Guide : challenging , competitive , hard-driving , outspoken , provocative, tough, aggressive , impatient, paranoid. 7) The Networker : easily bored, enterprising , inquisitive, opportunistic , persuasive, outgoing, erratic , impulsive. 8) The Innovator : Creative, forgetful, imaginative, innovative, knowledgeable, original, unorthodox, upinthe-clouds, intellectual, disregards practical details or protocol.
Let us now have an interesting exercise to find out what is your team style.
Student Activity 3: What is your Team Style?
Materials required : Nil. Time required : About 15 minutes. Procedure :(Ask the groups to assemble with the same members that they did the
previous activity with) Guidelines : Instructions to the facilitator are given in the first person and in parentheses. Read out the instructions, the participants should not go through the activity before hand. Based on the last activity that the group did, each member will have 2 minutes to introspect to think of what team style he/ she exhibits. Then each team member pairs with another member of the team and finds out their opinion on what style they think he / she exhibits. Discussion is done based on points put forward by both parties to understand if and why there is a difference of opinion.
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Recap, Action Plan & Closure

(The facilitator to make use of the below)
Thank you so much for being such enthusiastic participants and contributing so significantly to the learning sessions. I would like to devote a few minutes listening to your feedback and experiences of both the program and the facilitation. Thank you very much.
Recap, Action Plan & Closure

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Campus to Company
Corporate Dressing Corporate Grooming Business Etiquette Communication Media Etiquette
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Objectives
By the end of this module, the student will be able to: Understand what constitutes proper grooming and etiquette in a professional environment. Have some practical tips to handle himself / herself in a given professional setting. Have practiced the skills necessary to demonstrate a comfort level in executing the same.
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The Corporate Fit Dressing and Grooming

In the corporate world it is important to present yourself with the kind of polish that shows you can be taken seriously and also about being comfortable around people (and making them comfortable around you!) A business or organization is a culture in itself.
When you work for an organization, you become a part of that culture. When you are a member of that culture, you are expected to reflect the values of that organization.
A potential employer seeks individuals who have the requisite skills, are dependable and enthusiastic. He also looks for someone who will represent the values of their organization. During an interview session, one thing that the potential employer is concerned about is whether or not you will fit in with the culture of their company. One of the factors for this decision is your appearance. If your appearance is very different from the other employees, you may not fit the image that the company is seeking. Therefore, you may need to alter your appearance to match the values of the company where you are. The way that you look and the way that you act determine what people think about you. If you smile people think that you are pleasant; if you wear wrinkled clothing people think that you do not care. How you feel about yourself on the inside should be visible on the outside. Some of us know this; some of us do not. If we want the outside world to respond to us in a positive way, we must look and act positively. Our appearance is composed of two components the way in which we groom ourselves, and the way in which we dress. Corporate life expects a particular standard in both these components, and it is very necessary for us to know these standards so as to show the company that we respect the values of the company. Let us now consider some situations to find out what the standards of grooming and dressing are in the corporate world.
Student Activities
Guidelines: Divide the class into groups of 4. Request each group to discuss on the
situations given below and note down their opinions as a group. You can randomly ask a few people to share some of their answers. There are 3 situations given below. Each of these covers a different stage in the life of a professional. They are also situations which mirror the everyday happenings in a professional environment.
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Vatsala and Vasu were called for an interview for the job of Software Engineer the same day in the middle of April. They had both heard that the company was a conservative one, and so they chose the dress for the interview after some thought. Vatsala was fair in colour, and so she chose a purple satin sari with a matching blouse.
To complement the dress, she wore deep purple lipstick. Her eyes were large, and so she wore dark kajal liner to emphasize them. Her ear-rings, her necklace, and her bangles were all of gold, and quite grand in their workmanship. Since it was summer, she had applied thick make-up, and tied her hair neatly into a plait. To combat sweat, she applied a costly foreign perfume, which was slightly strong. She wore sandals along with this outfit. Vasu was a sportsman, so he chose jeans with a sports shirt with a designer label, and a new pair of sports shoes, with white socks. He wore a leather jerkin on the shirt, and did not wear a tie as it did not suit this wear. He wore a costly pair of Ray-Ban sunglasses. He had a weakness for rings, and so he wore 2 rings on each hand, which were quite simple and elegant, and a thin gold chain around his neck. On his right ear, he had one ear-ring, which was again quite tasteful. He applied a strong perfume on his shirt, which was under the jerkin, to avoid any smell due to sweat. He tied his long hair in a neat pony-tail. He did not wear a watch. Question for the group: Were Vatsala and Vasu properly attired for the interview? What did they do right and what were some of the mistakes they committed? Rashmi joined a company which had both western formals and Indian dress as options for their formal dress. Since Rashmi belonged to an orthodox family in the south, she naturally chose south Indian dress for her wear. She had lovely long hair, which she left free; to keep it in place she used perfumed coconut oil, and the effect was really eye-catching. She put only white, nicely-smelling flowers in her hair. She did not put on any make-up, but only accented her eyes with heavy kajal. She did not use bindis, since she had read that the stick-on ones cause skin problems sometimes, but she wore a large regular kumkum on her forehead. She always wore a silk sari and matching blouse, with tasteful jewelry, and she wore closed shoes on her feet to avoid any accidents. Question for the group: Do you think Rashmi was dressed appropriately? Critique on some of the well intentioned but common mistakes that she has made?
Dressing and Grooming

Situation 1 Situation 2
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Fridays are casual dress days at the company. David and Madhumita decide to really take it easy, as the formal dress on the other days is very tiresome.
David decides to wear ripped jeans which his uncle has brought him from Australia, topped by a collarless tee shirt which has a statement: Let it all hang out! over a picture of a rock band. He wears a studded belt, and a complicated chain around his neck. He wears a quiet baseball cap on his head. He has a heavy Rolex-like watch. On his right forearm is a colourful tattoo proclaiming: Love them and leave them. Madhumita is a beautiful girl, with a full figure, and she wears a dress which compliments both her beauty and figure. She has dyed her hair a burgundy colour, and wears a large clip-on nose-ring on her left nostril. She wears an ornate bindi in the Star-of-David pattern. On her ears she has very large sized ear-rings which look good on her. On her hands she wears large sized bangles. She has on a tight, form-fitting, slitted, sleeveless top over stone-washed jeans, and the anklets on her feet create a nice tinkling noise when she walks. Question for the group: Do you think David and Madhumita were dressed appropriately? What kind of impression do you think they would have created with their colleagues? Your clothes are talking about you! What you wear expresses how you feel about yourself. However what your clothes say about you is within your control. Looking your best always demands constant and careful attention to personal grooming and clothing.
Dress Codes
Dress codes are legal guidelines that an organization uses for their employees. They are needed for the following reasons:
How you look represents the company. To the customers whom you interact with, you are the company and therefore, how you dress is representative of the organization. Also, your appearance can directly affect your relationship with others on the job and the work environment. Given this, you should consider your appearance for work, not for yourself.
Image Impression Health and Hygiene Security
Dress for Interview

There is nothing more discouraging than to find that you have nothing to wear when you open your closet door. Therefore, a planned outfit is a must when you are looking for a job. It is important to have one well fitting and coordinated interview outfit because you never know when an opportunity to interview for a job will come your way.
Dressing and Grooming Corporate Dressing - Dress for Success

Situation 3
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Do find out about the company youre interviewing with. Visit their website, call the personnel department and find out the recommended clothing to wear or simply go online to search for simple tips to dress for an interview and dress appropriately. It will be easier and quicker to get the items you need if you plan ahead. The less you have to spend, the more important it is to plan. If your budget is limited, borrow something from a relative or a friend or pick up something on sale. Looking good does not have to cost a fortune.
Grooming Checklist for the Interview Day

Bathe or shower on the morning of the interview. Brush and floss your teeth. Use mouth wash. Your outfit should be clean and pressed. All your accessories should be ready. Shoes should be polished. Check to make certain the heels are not run-over. Does jewelry match? Is it conservative and tasteful? Do the socks match the trousers? Are your nails and hands clean and neat? Wear cologne, but wear it very lightly. Hair done and neat. Bring a comb with you just in case. For women: Apply makeup lightly. Bring powder and or lipstick to freshen up before the interview. For men: Be freshly shaven. Carry a handkerchief. Take a wristwatch with you to keep track of the time, even if it is an inexpensive one. Being on time for the interview is of utmost importance.
First Impressions The Importance:

You only have one chance to make a good first impression! A person will size you up in a matter of 15 seconds as you walk into the room! What you wear and how you wear it (are you comfortable in it, etc) says a whole lot about who you are, or at least who you are presenting yourself to be. Whether you like it or not, the first impression that you make is visual. This means paying attention to every little detail - from head to toe - is important. Appearance can make the difference in getting or not getting a job. Correct appearance can be your competitive advantage over someone else. Potential employers size you up based on how you look and how you carry yourself. So, project an image that says what you want the employer to think: This person cares about how they look. This person is serious about finding a job.
Clothing Dos and Donts

The following are general guidelines for successful interview dressing:
Do wear clean, ironed clothes. Dont wear loud, bright colours such as greens, reds or purples. Avoid tight or brand new clothing. Be comfortable. Dont wear jeans or t-shirts. Be formal. Do wear buttoned shirts, leaving no open buttons. Dont wear sports clothes with emblems or large designer labels. Do wear traditional daytime fabrics. Avoid wearing satins or leather. Do empty pockets beware of bulging keys and loose change.

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Accessories Dos and Donts

Do polish your shoes. Dont wear sandals. Dont wear athletic shoes, no matter how clean and new. They are considered inappropriate for an interview. Dont wear more than two rings. Dont wear any body piercing paraphernalia (earrings - for men, nose rings, or eyebrow rings) Dont wear caps or sunglasses. Dont wear big or more than one pair of earrings. Dont wear chains or necklaces for the men. Do wear a tie if possible. Make certain that it is knotted firmly, not loosely around the shirt collar and that it should come all the way down to the belt. This is one piece of garment that can be eye-catching.
Corporate Grooming Tips to maintain a good impression at work:

Dos and Donts for Men:
1. Do wear your hair clean and styled neatly. 2. Do shave your facial hair. Mustaches and beards should be neatly trimmed. 3. Do use deodorant. Ensure it is not too strong. 4. Do not have dirty fingernails no matter what. Trim nails and scrub hands if necessary. 5. Maintain good oral hygiene. Brush twice a day, and use a good mouthwash. Use mouth fresheners after lunch, snacks etc. 6. Do not smoke, chew gum or spit tobacco in public 7. Smoking , tobacco, and guthka spoil breath and teeth. Preferably avoid them totally. 8. Keep at least 4 pairs of socks to use throughout the week. Change your socks every day, and wash the used one, especially in summer. 9. Socks and shoes smell, and smell bad. Keep at least two pairs of shoes, and air them out daily before wearing them. Use powder on the feet to avoid smells. 10. Carry a clean handkerchief daily.
Dos and Donts for Women:

a) Hygiene and Skin Care
1. Hygiene is an ongoing task. 2. Bathe or shower daily. Rinse or wash your face at least two times a day. 3. Brush and floss daily. Use mouthwash or rinse with diluted baking soda if mouthwash is not available. 4. Drink plenty of water to keep your insides clean. This will also help to keep your skin fresh on the 9outside. 5. Remove underarm and leg hair regularly. Also, remove any facial hairs as they appear. A depilatory or a bleaching cream may be needed if you have heavy facial growth. 6. Wear very little or no perfume. Mild deodorants or cologne is ok if you tend to perspire. 7. Cover tattoos during working hours.

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b) Hands and Feet 1. Your hands talk for you! They should be clean and smooth. Keep a small bottle of lotion to keep your hands moisturized to avoid dryness and flakiness. 2. Keep your nails clean and trimmed, especially long nails. 3. Nail colour should either match clothes or be neutral. If partly chipped off, remove it totally. 4. If hands tend to sweat, keep hanky or tissue handy especially if you have to shake hands. 5. Give yourself a manicure and pedicure from time to time. 6. Wear comfortable well-fitting shoes. Otherwise the shoes will pinch not only your feet but also your face! 7. Have more than one pair of shoes so that airing can be done to remove any smells. 8. In summer, dry feet thoroughly, especially between toes, and use talcum powder to prevent any smells. 9. Footwear is best matched with the colour of the handbag; otherwise with salwar, churidar, or trousers. It is good to have one hand bag and footwear of matching neutral colours. 10. With western formals, wear closed shoes or sandals. c) Make-Up The reason for cosmetics is to make you look prettier and highlight your best features. Do learn how to apply makeup properly. It may take practice. Ask a friend to help you or go to a cosmetic counter in a department store for advice. Here are some guidelines: 1. Match foundation to skin tone for a natural look. Blend into neck area so that there is no visible line. Foundation should be applied lightly. 2. Face powder can also be worn with foundation or worn alone. It smoothes the skin and eliminates facial shine. 3. Eye makeup applied to the natural brow line is the most attractive.
4. If you do wear eye make up, match or blend with your natural colour. Light kajal and eyeliner is okay. 5. Avoid elaborate make-up and dark rouge. 6. Avoid shiny and elaborate bindis. If using kumkum, ensure that it doesnt spread. 7. Wear lipstick to compliment the colour of your outfit. Use neutral shades like light brown or light maroon. But do stay away from extremely dark or bright colours or bright reds and fluorescent colours. d) Accessories 1. Ear rings, chains, bangles, rings etc should be well harmonized with the clothes. 2. Avoid very large ear-rings and bangles that make a lot of noise. 3. Avoid wearing glass bangles and bindhis with western formals. e) Hair 1. Your hair should complement your face and complexion. Wear a conservative yet attractive style. 2. Wash hair twice a week with mild soap or shampoo. Dry it well to avoid smells. 3. Style hair so that it is away and out of your face. 4. Hair colour should not be more than one or two shades darker or lighter than your natural hair colour. Unnatural colours (red, green etc.) must be avoided. 5. If hair is long, tie up in plait or pony-tail while working, so as to avoid knotting and getting in the way. Loose hair is okay for social functions.

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6. No flowers at any time during working hours. 7. Use very little hair oil, if at all. Perfumed oil is a no-no.
Student Activities

Guidelines: Divide the class into groups of 4. Request each group to select about 5
points from the above lists and discuss their impact as a group. Ask them to then act out a few scenarios to illustrate why something should be done or not done. If they can come prepared with the actual dresses, etc it would be an added bonus. The objective is for the students to see for themselves how they can create a good / bad impression based simply on their dressing and grooming.
Business Etiquette
1) Basic Table Manners
Table manners play an important part in making a favorable impression. They are visible signals of the state of our manners and therefore are essential to professional success. Regardless of whether we are having lunch with a prospective employer or dinner with a business associate, our manners can speak volumes about us as professionals.
Discuss with your table group and make a list of 10 most important Dos and 10 most important Donts with respect to Dining Etiquette
Student Activities
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Business Etiquette
2) Dealing with people:
Etiquette does not mean merely knowing which fork or spoon to use. People are a key factor in your own and your business success. Many potentially worthwhile and profitable alliances have been lost because of an unintentional breach of manners. Most behaviour that is perceived as disrespectful, discourteous or plain rude is often unintentional, and could have been avoided by practicing good manners or etiquette. Basic knowledge and practice of etiquette is a valuable advantage, because in a lot of situations, a second chance at making a good impression may not be possible or practical. There are many written and unwritten rules and guidelines for etiquette, and it is certainly necessary for a business person to learn them. The caveat is that there is no possible way to know all of them! These guidelines have some difficult-to-navigate subtleties, depending on the organization, the local culture, and the requirements of the situation. Possibilities to commit a mistake are limitless, and chances are, sooner or later, youll make a mistake. But you can minimize them and avoid causing a bad impression by being generally considerate and attentive to the concerns of others, and by adhering to the basic rules of etiquette. When in doubt, stick to the basics, which are: 1. The most important thing to remember is to be courteous and thoughtful to the people around you, regardless of the situation. 2. Considering other peoples feelings, stick to your convictions as diplomatically as possible. 3. Address conflict as situation-related, rather than person-related. 4. Apologize when you step on toes. This sounds simplistic, but these are the very traits we work so hard to inculcate in our children. 5. Avoid raising your voice, using harsh or derogatory language toward anyone (present or absent), or interrupting. You may not get as much airtime in meetings at first, but what you do say will be much more effective because it carries the weight of credibility and respectability.
Here are a few tips which will help you develop healthy relationships in a professional environment and possibly help you advance further and faster in your career.
Talk and visit people. Dont differentiate by position or standing within the company. o Secretaries and janitorial staff actually have significant influence to help or hinder your career. Next time you need some documents photocopied or a conference hall arranged for a presentation, watch how many people are involved with that process, and make it a point to meet them and show your appreciation. When youre visiting another site, linger over a cup of coffee and introduce yourself to people nearby. If you arrive early for a meeting, introduce yourself to the other participants. At social occasions, use the circumstances of the event itself as an icebreaker. After introducing yourself, talk a little about yourself; just enough to get people to open up and get to know you as a person. Keep notes on people. Create a people database with names, addresses, phone numbers, birthdays, spouse and childrens names; whatever depth of information is appropriate for your situation. Its a good idea to remember what you can about people; and to be thoughtful. Send cards or letters for birthdays or congratulations of promotions or other events, send flowers for weddings. People will remember your kindness, probably much longer than you will!
a) Peers and Subordinates

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Business Etiquette
It is an established fact that 40% of new management hires fail in their first jobs. The key reason being their inability to build good relationships with peers and subordinates. People tend to feel uneasy until theyve seen an organizational chart or figured out who reports to whom. They tend to think that it is more important to show respect and practice etiquette around superiors than around peers or subordinates. In these days of rapid advancement through technology, it is very possible that a salesman who was a nuisance becomes an important client, or an administrative assistant becomes a manager. Mergers and acquisitions can cause a former competitor to become a co-worker. This can make things awkward if you treat people differently depending on their corporate standing. If you show respect and courtesy to everyone, regardless of position or company, you avoid damaging your chances in any unexpected turn of events. Having a consistent demeanor improves your credibility. Even the people at the top will begin to suspect your motives if you treat superiors with impeccable courtesy and snap at counter clerks.
b) Bosses and Superiors
The only thing you owe your boss, above and beyond what you owe peers and subordinates, is more information. Very quietly, be sure he or she knows what youre doing, is alerted as early as possible to issues that may arise, and is aware of outcomes and milestones. Your boss should never be surprised. It goes without saying that you should speak well of him or her within and outside the company, and give him or her the benefit of the doubt. (Which you would do for anyone, of course!.)
c) International Business
It is important to note that etiquette in other cultures requires a bit of adaptation and flexibility. If in doubt, err on the conservative, formal side.
d) Meetings
If a subject is important enough to call a meeting, be considerate of the participants time and ensure that it is well prepared. Be ahead of time and ensure all the equipment is working and handouts if any are available. Communicate the objective and the list of items expected to be discussed beforehand. Communicate the expected duration (be sure to observe the same religiously, unless everyone agrees to continue.) Be sure to THANK meeting members for their time, participation, and demonstrate (in the minutes or written record, at least) how their contributions helped meet the objective of the discussions in the meeting. Participants are frequently left wondering if theyve been heard or if their attendance and contributions were noticed. Distribute minutes or some written record (no matter how simple the meeting) to all attendees and absentees, with concise but complete descriptions of decisions made and including action items. Never assign an action item to a person who is not present to discuss it, unless you absolutely have to. Note in the minutes that the person hasnt been notified, and will be contacted for a final disposition of the item.
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Business Etiquette
Student Activities
Guidelines: Divide the class into groups of 4. Request each group to select any one
of the items from the above lists and ask them to: 1. Discuss their impact if done well or if done incorrectly as a group. For eg, scenarios when we do not treat out peers / subordinates well and its impact. Compare those with treating them with respect in the right way and its impact on the relationship.
2. Ask them to do a role play of one scenario when the behaviour is bad and then act out another scenario where the behaviour is corrected.
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Communication Media Etiquette Communication Media Etiquette

1) Telephone Etiquette:
Remember:
A few tips to maintaining good telephone behaviour and creating a favourable impression. 1. Answer promptly (before the third ring if possible). 2. Before picking up the receiver, stop any other conversation or activity such as eating, chewing gum, typing, etc that can be heard by the calling party. 3. Speak clearly and distinctly in a pleasant tone of voice. 4. Use hold button when leaving the line so that the caller does not accidentally hear conversations being held nearby. 5. When transferring a call, be sure to explain to the caller why you are doing so and where you are transferring them.
When the called party is not in, the following responses should be used:
What you mean What you should say He is out. He is not in the office at the moment. Would you
like to leave a message on his voicemail? I dont know where he is. He has stepped out of the office. Would you like to leave a message on his voicemail? He hasnt come in yet. I expect him shortly. Would you like to leave a message on his voicemail? She took the day off. She is out of the office for the day. Can someone else help you or would you like her voicemail? She is busy She is unavailable at the moment. Would you like to leave a message on her voicemail?
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Student Activities
Communication Media Etiquette

Guidelines: Divide the class into groups of 4. Request each group to discuss on :
1. Few common mistakes people make regarding telephone etiquette. 2. Any other points that they can add to ensure good telephone etiquette. Ask each group to share some of their ideas.
2) Email Etiquette:
Why do we need email etiquette?
By using appropriate, businesslike language in all electronic communications, employees can project a professional image, limit their liability risks and improve the overall effectiveness of the organization.
Email Etiquette Tips
1. Be clear and concise. 2. Answer all questions, and pre-empt further questions. 3. Use proper spelling, grammar & punctuation. Do not write in CAPITALS. 4. Answer swiftly. 5. Use proper structure & layout. Avoid long sentences. 6. Dont leave out the message thread. 7. Read the email before you send it. 8. Do not overuse Reply to All. Use cc: field sparingly. 9. Take care with abbreviations and emoticons. 10. Do not use email to discuss confidential information. 11. Use a meaningful subject. 12. Use active instead of passive voice. Keep your language gender neutral. 13. Avoid using URGENT and IMPORTANT. 14. Dont send or forward emails containing libelous, defamatory, offensive, racist or obscene remarks.
Student Activities
Guidelines: Divide the class into groups of 4. Request each group to discuss on :
1. The impact of doing / not doing the items mentioned above in a professional environment. 2. To write an e-mail asking a member of the finance team for data on their projects last months expenses with a break up of the various components. Ask each group to share some of their ideas. Evaluate the e-mails and highlight the areas where etiquette was maintained and also indicate areas where they need to improve.
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Group Discussions, Interviews and Presentations

Group Discussions Interviews Presentations
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Objectives
By the end of this module, the student will be able to: Appreciate the nuances of the Group Decision-making process. Understand the skills tested and participate effectively in Group Discussions. Learn the basics of how to make an effective presentation and have numerous practice presentations in small groups and larger audiences. Attend any type of interview with the confidence borne out of knowledge gained and practice sessions.
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Part I : Group Discussions

In our previous sessions, we have considered the world of teams. However, it is not correct for us to overlook the contribution made by groups also. After all, it is these groups that turn into teams in some cases. Before we go into understanding GDs, it is important that we first learn why it is important to learn to have the skills necessary to have fruitful discussions as a group especially in the corporate world.
What is a group?
Broadly speaking, it is a collection of people, working together to get a job done. When they are working together in this way, the group process leads to a spirit of cooperation, coordination and commonly understood procedures. Because of this, the group performance is enhanced by their synergy and mutual support.
Why do we require groups?

Because they are particularly good at combining talents and providing innovative solutions to unfamiliar problems; In cases where there is no well established approach/procedure, the wider skill and knowledge of the group has a distinct advantage over that of the individual. A group can be seen as a self managing unit. The skills provided by its members and the self monitoring which each group performs makes it a reasonably safe to delegate responsibility. Even if a problem could be
decided by a single person, there are two main benefits in involving the people who will carry out the decision. Firstly, the motive of participating in the decision will enhance its implementation. Secondly, there may be factors which the implementer understands better than the single person. If the lowest echelons of the workforce each become trained in understanding the companys objectives and work practices through group decision making, then each will be better able to solve work-related problems in general. Further, they will also become a safe recipient for delegated authority which is exemplified in the celebrated right of Japanese car workers to halt the production line. From the individuals point of view, there is the added incentive that through belonging to a group each can participate in achievements well beyond his/her own individual potential. The group provides an environment where the individuals level of responsibility and authority is enhanced, and where accountability is shared: thus providing a perfect motivator through enhanced self-esteem coupled with reduced stress. The bottom line is that the individuals talents are better utilized in a group.
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Student Activity 1 - The Top Ten Time Wasters
Group Discussions Group Discussions

Materials required : Nil. Time required : About 20 minutes. Guidelines : Instructions to the facilitator are given in the first person. Read out the
instructions, the participants should not go through the activity before hand. Procedure : (Brief the participants in this manner) I would like you to first think individually for about 5 minutes, and list out what you feel are the top ten time wasters for any manager in any company. (After 5 minutes, you ask them to get into groups with the persons nearest to them, and then brainstorm over the subject for another 5 minutes. After the 5 minutes are over, ask them for their responses, and write down on the board. Reject any of those which do not qualify properly, after discussion. Then write down your list, which is as follows: 1. Crises. 2. Telephone calls. 3. Poor planning. 4. Attempting to do too much. 5. Drop-in visitors.
6. Poor delegation. 7. Personal disorganization. 8. Lack of self-discipline. 9. Inability to say no. 10. Procrastination. Point out that the group had got quite a lot of them right. In the higher strata of management, groups are utilized in the field of idea generation.They do so by holding group discussions.
Why do we have group discussions?

Have you ever seen a football game? Or been a part of a football team? As in a football game, where you play like a team, passing the ball to each team member and aim for a common goal, GD is also based on team work, incorporating views of different team members to reach a common goal.
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Group Discussions
A Group Discussion can be defined as a formal discussion involving 10 to 12 participants in a group. They are given a topic. After some time, during which they collect their thoughts, the group is asked to discuss the topic for 20 to 25 minutes. Group discussion allows you to exchange information and ideas and gives you the experience of working in a team. In the work place, discussions enable management to draw on the ideas and expertise of staff, and to acknowledge the staff as valued members of a team. Some advantages of group discussion are: Ideas can be generated. Ideas can be shared. Ideas can be tried out. Ideas can be responded to by others. Groups provide a support and growth for any endeavour. Group discussion skills have many professional applications. Working in groups is fun! There are 2 types of GD structured and unstructured. For a structured GD, several roles may be assigned to get the best out of the discussion. 1. Initiator : He starts the topic of discussion. 2. Information seeker : His role is to ask questions related to the topic. 3. Information giver : His role is to answer any questions raised during the discussion. 4. Procedure facilitator : He normally keeps track of the discussion by keeping minutes or notes. 5. Opinion seeker : On every point raised, this person asks the opinion of the others regarding the value of that particular item raised. 6. Opinion giver : Answers the opinion seeker and others. 7. Clarifier : Suggests extra data they may require in order to clear up any point.
8. Summarizer : Summarizes the discussion
Some more roles become important as the discussion develops and opposing points of view begin to emerge. 1. Social Supporter : Encourages the group when good points are raised. 2. Harmonizer : Tries to consider the benefits from two opposing points of view. 3. Tension Reliever : When tempers rise high, this person may try to consider the different angles raised. 4. Energizer : Tries to develop someones good idea a little more. 5. Compromiser : When the discussion becomes heated, he tries for a compromise. 6. Gatekeeper : Encourages silent members to contribute.
Structured Group Discussions

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Negative Roles to be Avoided Disgruntled non-participant: someone who does not contribute and whose
presence inhibits the participation of other group members. Attacker: someone who acts aggressively by expressing disapproval of other members and their contributions to the discussion. Dominator: someone who takes control of the discussion by talking too much, interrupting other members, or behaving in a patronising way. Clown: someone who shows off, refuses to take the discussion seriously, or disrupts it with inappropriate humour. The Unstructured GD is normally used by companies to assess a candidates personality traits. Here are some of the most important personality traits that a candidate should possess to do well at a GD:
Team Player
Companies lay great emphasis on this parameter because it is essential for managers to be team players. The reason is that managers always work in teams. At the beginning of his career, a manager works as a team member. And, later as a team leader. Management aspirants who lack team skills cannot be good managers.
Reasoning Ability
Reasoning ability plays an important role while expressing your opinions or ideas at a GD. An opinion can be better stated by demonstrating your reasoning ability and completing the missing links between subject being discussed and the various items raised during the GD.
Leadership
A leader would have the following qualities: 1. shows direction to the group whenever group moves away from the topic.
2. coordinates the effort of the different team members in the GD. 3. contributes to the GD at regular intervals with valuable insights. 4. inspires and motivates team members to express their views.
Flexibility
You must be open to other ideas as well as to the evaluation of your ideas: That is what flexibility is all about. Never ever start your GD with a stand or a conclusion. By taking a stand, you have already given your decision without discussing the topic at hand or listening to the views of your team members. Also, if you encounter an opposition with a very strong point at the 11th hour, you end up in a typical catch-22 situation: If you change your stand, you are seen as a fickle-minded or a whimsical person. If you do not change your stand, you are seen as an inflexible, stubborn and obstinate person.
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Assertiveness
You must put forth your point to the group in a very emphatic, positive and confident manner. Participants often confuse assertiveness with aggressiveness. Aggressiveness is all about forcing your point on the other person, and can be a threat to the group. An aggressive person can also demonstrate negative body language, whereas an assertive person displays positive body language.
Initiative
A general trend amongst students is to start a GD and get the initial points earmarked for the initiator. But that is a high risk-high return strategy. Initiate a GD only if you are well versed with the topic. If you start and fail to contribute at regular intervals, it gives the impression that you started the GD just for the sake of the initial points. Remember: You never ever get a second chance to create a first impression.
Creativity/ Out of the box thinking

An idea or a perspective which opens new horizons for discussion on the GD topic is always highly appreciated. When you put across a new idea convincingly, such that it is discussed at length by the group, it can only be positive. You will find yourself in the good books of the examiner.
Inspiring ability
A good group discussion should incorporate views of all the team members. If some team members
want to express their ideas but are not getting the opportunity to do so, giving them an opportunity to express their ideas or opinions will be seen as a positive trait. Caution: If a participant is not willing to speak, you need not necessarily go out of the way to ask him to express his views. This may insult him and hamper the flow of the GD.
Listening
Always try and strike a proper balance between expressing your ideas and imbibing ideas.
Awareness
You must be well versed with both the micro and macro environment. Your awareness about your environment helps a lot in your GD content, which carries maximum weightage. The content or awareness generally constitutes 40 to 50 percent marks of your GD. Apart from these qualities, communication skills, confidence and the ability to think on ones feet are also very important.
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Lets go on to how the GD is initiated, conducted and summarized. A group discussion can be categorically divided into three different phases: i. Initiation/ Introduction ii. The actual group discussion iii. Summarization/ Conclusion i) Initiation Techniques As already stated, initiating a GD is a high risk-high loss strategy. When you initiate a GD, you not only grab the opportunity to speak, you also grab the attention of the examiner and your fellow candidates. If you can make a favourable first impression with your content and communication skills after you initiate a GD, it will help you sail through the discussion. But if you initiate a GD and stammer/ stutter/ quote wrong facts and figures, the damage might be irreparable. There are different techniques to initiate a GD and make a good first impression: Quotes Definition Question Shock statement Facts, figures and statistics Short story General statement
ii) The Actual Group Discussion:
Remember the following things while carrying out the discussion: Speaking is important; do not sit silent. Speak freely. Do not monopolize the conversation or talk too much. Give everyone a chance to speak.
Maintain eye contact with everyone in the group. Show active listening skills to impress facilitator. Do not interrupt anyone; let them finish their sentences. Keep the topic on track, and dont go into irrelevant paths. Encourage someone who may be silent or shy, especially ladies. Do not argue with anyone. Do not debate with any particular person while the group looks on. Do not repeat what has been said; try to develop on ideas expressed, or give out new ideas. Clarify anything that you have not understood, and then talk on it. Above all, be brief and succinct. Do not commit grammatical errors in your hurry to speak.
iii) Summarisation Techniques
Most GDs do not really have conclusions. A conclusion is where the whole group decides in favour or against the topic. But every GD is summarised. You can summarise what the group has discussed in the GD in a nutshell.
Group Discussions
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Keep the following points in mind while summarising a discussion: Avoid raising new points. Avoid stating only your viewpoint. Avoid dwelling only on one aspect of the GD. Keep it brief and concise. It must incorporate all the important points that came out during the GD. Remember - If you are asked to summarise a GD, it means the GD has come to an end. Do not add anything more. Let us now try out an actual group discussion
Student Activity 2 - The Group Discussions!

Materials required : Nil. Time required : About 20 minutes for each group. Procedure :
1. Divide the group into 6 teams of 6-8 each. 2. First take 2 teams. 3. One team will form a circle, and the second team will form an outer circle. 4. Each person of the outer circle will assess the person in front of him for his GD skills. 5. Give the inner circle a topic, and let them discuss for 15 minutes. 6. Then ask the outer group for its assessment has the inner circle held the GD as per the rules specified. This assessment should finish in 5 minutes. 7. Facilitator should be making his own assessment of the GD participants, and should correct or encourage those who deserve it. 8. Then ask the outer group to hold a GD. Continue till all the teams have done a GD. 3 groups can hold this in parallel.
The GDs can be done for one more round for each group to ensure that the feedback is put into practice immediately. The participants can use the help of the outer group which is giving them feedback to improve for the second GD.
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Guidelines:
The feedback may be negative for some participants, but the facilitator should not hesitate to give them this feedback albeit in a considerate manner. The very purpose of this program is to help them improve on their skills. Facilitators should select the topics for discussion carefully. They are addressing college students, and so very serious topics pertaining to the judiciary, the Constitution etc may be avoided. Topics which are of current interest to teenagers will provoke a lively discussion. Most of these pertain to family, marriage, friends etc. Controversial topics will provoke a very lively discussion. The Initiator should be given just 2 minutes to initiate the discussion, and the Summarizer should also be given 2 minutes for his summary. If the group completes the GDs feeling and looking happy, then the facilitator has succeeded in having a successful group decision.
Group Discussions
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Interview Handling Skills

A job interview is a process by which a potential employee is evaluated by an employer for prospective employment in their company, organization or firm. What are you being tested on? The 3Cs Capability Credibility and Confidence.
The first step to a successful interview:

Interviews are usually preceded by the evaluation of supplied rsums, short listing a small number of candidates who seem to be the most desirable. A sample resume with the various sections has been provided below to give you an idea of what information is deemed important by most interviewers.
An Effective Resume
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Part II Interviewing Skills
Interviewing Skills
The Resume is a document used to display a candidates credentials. Your resume is a selling tool that outlines your skills and experiences so that an employer can see, at a glance, how you can contribute to the work place.
A well structured resume should:
Have the right amount of detail to highlight skills and achievements in relation to the position Be formatted to let the reader find the information quickly Written to get the reader to want to read more Appealing enough to encourage the reader to invite the candidate for an interview.
A Good resume should answer the following questions:

Who you are. What you know. What have you done? What kind of work you are looking for? Why should you be hired?
Make sure the essentials are presented:
Education-Qualification and Credentials Project Experience Involvement in Extra- curricular Activities Other Interests/ Hobbies Email Id/ Address/Mobile, Landline etc There is a general tendency to try to load too much information in order to make the best impression possible. The information sometimes tends to be irrelevant to the interviewer or worse inaccurate. This tends to leave the interviewer with the opposite impression. Some points that can be followed to create that resume which will catch the eye of the reviewer are listed below: Provide content that will project you as the right candidate for the job offered remember the resume has to be of interest to the interviewer and not to you alone. Dont overcrowd the Resume be specific in your strengths / capabilities. Use a font that is easy to read (Arial/ Times Roman). Do not overuse capitalization, italics, underlines, or other emphasizing features. Print your resume on white or cream paper using a good-quality printer. Avoid spelling mistake, punctuation mistakes, grammatical mistakes. Have your resume proof read by someone else. Be honest. If there is even the slightest hint of deliberate inaccuracy the interview is as good as over.
Resumes that make an Impact A few pointers

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Interviewing Skills The Interview Process

Once you are shortlisted on basis of your resume, you are asked to appear for an interview with the recruiter. The interview process is one of the most nervous moments for any applicant and more so especially for a student straight out of college with little exposure to the corporate world. But this need not be the situation. The concern surrounding an interview can be minimized if one understands what the interviewer is looking for and prepares themselves sufficiently beforehand. Most students attending an interview are apprehensive because they have not taken the time to go over the above 2 items well in advance (atleast 5 days) prior to the actual interview and the result shows, the interview is seen as a huge strain. To help you with the process, lets begin with the interviewers objectives what is the interviewer looking for in the interview? At a broad level the interviewer is trying to gauge your standard on the following parameters: Education Knowledge and learnability Experience (Project Experiences and application of knowledge gained) Interpersonal Skills and Professionalism (Grooming and Behaviour) Confidence, Aptitude and Attitude There are 4 broad areas which a candidate can focus his preparation on prior to an interview. 1. Know Yourself 2. Know the Job 3. Know the Organization 4. Prepare for Frequently Asked Questions (FAQs) We will elaborate on the above sections in due course. Each candidate can go over the various items covered under this broad umbrella and ensure that he / she has all the information ready to be presented in the most effective manner to the interviewer. This will also ensure that the candidate comes across as well prepared and the answers appear thought out and articulate, this will provide an edge over the others.
Know Yourself :
The candidate needs to ensure that he/ she has the answers to all the following queries that can be asked (or variations) on this subject. How have I demonstrated the skills required in this position? What are my strengths and weaknesses? What are my short term and long term goals? What can I offer this particular employer? Apart from my skills and experience, what else can I bring to this job?
The Interview Preparation Checklist
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Know the Job:

The candidate must ensure that he completes the following as part of the preparation for the interview. Acquire a copy of the job description from the employer (HR Personnel) Check with acquaintances working in the same field have a clear idea of what the job entails.
Know the Organization:

The candidate is also expected to know basic information of the company he / she is applying for. This indicates the interest exhibited by the candidate in the potential employer. This will also give some common ground for the candidate and the interviewer to speak about. The minimum data that the candidate should have on the company includes the following: Where is it located? How big is it? What are its products / services and who does it serve their major clients/ markets? How is the organization structured? What is its history? Have there been any recent changes, new developments? Has it been on the news for anything good recently.
Prepare for Frequently Asked Questions (FAQs):

In addition to the information covered in the above 3 sections, there are some questions which are normally asked in most interviews. The candidate would do well to be prepared with their answers for the same. Please note, this does not mean that the candidate memorizes the answers, rather the answers need to be thought out prior to the interview and not while sitting in front of the interviewer. Some of the FAQs at an interview are: Tell me about yourself. (And other variants of the question) What are your career goals, short and long term? Where do you want to be in 5 years? Why do you want to work with us? What do you consider to be one of the biggest achievements of your life? What was the one failure that affected you the most and how did you handle it? What salary do you expect? Do you want to ask us any questions? What is unique about you, why should we recruit you? How have you contributed to events organized in your college? How do you keep yourself updated with whats happening around you? What are the websites you frequent? What books do you read? Whats your favourite pastime / hobby?
Interviewing Skills
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Interviewing Skills
At the Interview Putting your best foot forward
They say that the decision to hire an individual is greatly influenced by the first few minutes of the interview process. Therefore its crucial to establish a rapport with the interviewer as soon as you meet him/her. Some of the things that you can keep in mind when attending an interview would be: Dress appropriately and look confident. Wear clothes you are comfortable in. Be punctual. If you are late, apologize do not give excuses. Give thoughtful answers to all the questions that the interviewer asks you. Speak clearly and be professional in your speech. Your answers must be precise and to the point. Be concise, ask for time to collect your thoughts if needed. Show you are in interested in the job and the organization without sounding desperate. Ask intelligent, well thought out questions. Body Language A firm, upright hand shake is appropriate and projects confidence. Make eye contact when you shake Try to establish an eye contact as early as possible. Look at all the panel members while answering questions Appear confident and friendly Make sure your words align with the non verbal communication you make. Some of the common behaviours which hinder a candidates chances of clearing an interview are listed below. The candidate might not even be aware that he / she is exhibiting this behaviour all the more reason that a candidate should be in complete control of his/ her emotions, behaviour and body language. Common stumbling blocks at interviews are: Overselling / Underselling Body Language indicating nervousness, fear, boredom, angst Lack of Honesty, Cooking up experiences Negative Attitude / Lack of Enthusiasm Lack of preparation Ingenuine interest.
We wish you the very best in the interviews that you attend!
Common Interview Mistakes

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Part III Presentation Skills

Presentation Skills
Although the thought of speaking before an audience fills many with feelings of fear, a public speaking opportunity, if well-planned and practiced, can be a memorable and pleasurable event for
both the speaker and the audience. The purpose of a presentation could be to provide information or share knowledge or motivate the listeners or express appreciation. Irrespective of the objective or purpose the key to a successful presentation is connecting with the audience so that they understand the meaning of the speakers message and not just comprehend the spoken words.
The focus areas for delivering an inspired Presentation are: The vocal quality is an essential element in an effective presentation. The flow of speech and thought should be clear and coherent and the speed should be moderate. Voice modulation sustains interest of the audience and avoids monotony. When the size of the audience is large conversation style needs to be enhanced with higher volume, more vocal variety and more emphasis. Pauses contribute significantly to comprehension and retention by allowing the listener time to absorb and process the message.
Presentation SKills
Voice Modulation Body Language Content & Visual Aids Audience Management
Voice
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Refrain from using verbal pause fillers like you know, umm, well, okay. Articulate well. Avoid the use of slang, colloquialisms, jargon, indianisms, etc. Appropriate use of humour keeps the audience interested throughout the session. Do not read out your speech; make extemporaneous delivery; use cue cards if required. Beginning the presentation with an interesting remark, quotation or punch line captivates the audience. Ending the presentation with summary of the main points leaves the listeners with a positive impression and sense of completion. Body Language is a combination of posture, gestures, movements, facial expressions, eye contact and grooming. More than half of the impact of the presentation depends upon the body language. Strong, positive body language is an essential tool that conveys conviction and confidence. It helps the speaker build credibility. It makes the listeners focus intently on what is being presented. Poor body language conveys nervousness and inexperience. A steady posture with feet, knees, hips and shoulders all in a straight line is appropriate for presentations. Gestures are used to emphasize the spoken words. They give power to the impact of the message.
Unnecessary and distracting gestures like fidgeting with the pen or spectacles, fixing the hair or clothes, placing the hands in pocket - should be controlled at all costs. Facial expressions convey the feelings of the presenter passion for the subject, depth of knowledge etc. The face should emote in harmony with the message and should not be mechanical or melodramatic. Beginning with a smile eases the tension and helps build rapport with the audience. Eye contact with the audience communicates sincerity and credibility. It connects the speaker directly to the listener. Eye contact should be made with each member of the audience. Movement on the stage should be controlled and punctuated with stillness for maximum impact. The Presentation must have a well defined structure so that the audience is able to follow the content without difficulty. The content must match the needs of the audience. An impactful opening sets the tone for a successful presentation. The presentation can be opened with a question, quotation, startling statistic, a captivating story etc. The introduction should accomplish 3 things: Establish a relationship with the audience Arouse the interest of the audience in the topic Provide a preview of what would be discussed during the presentation The conclusion needs to be as impactful as the opening.
Body Language Content and Visual Aids Presentation Skills

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It should accomplish 2 things: Summarize the key points covered in the body of the presentation Provide a sense of completion The body of presentation can either be broken down into sub-topics and each subtopic can be discussed individually or the topic can be discussed in a sequential flow with statements and facts leading to the final conclusion. If the purpose of the presentation is to seek approval for a plan or examine an earlier decision the format can be question oriented. Questioning technique can also be used to solve problems by discussing the possible solutions and arriving at the best option. The Pyramid structure used mostly by press media provides the story in its entirety at the outset followed by relevant details for more clarity. This format increases audience receptiveness and provides flexibility to the speaker to alter the length of the presentation.
Visual aids significantly improve the impact of a presentation. However, they must be relevant to what is being said. A PowerPoint slide should not be cluttered with pictures or text. An effective presentation is always listener centric. The preparation, presentation and content of a speech must therefore be geared to the audience. The presentation of a perfect project plan is a failure if the audience does not understand its merits. The objective of a presentation is to make the message understood and remembered. It is vital that to know the audience and their basic characteristics: Who will be attending and what is their level of seniority? Is their initial attitude likely to be positive or negative? How intelligent and well informed are they? What will they be expecting from you? How can you present your material to encourage a positive response? Greeting the audience with a smile and introducing oneself with confidence goes a long way in establishing a rapport. tell the audience what you are going to tell them; then tell them; and at the end tell them what you have told them. Audience feedback determines the success of the presentation. To get feedback the members of the audience can be surveyed while speaking and their body language cues can indicate to the speaker if they are attentive or confused. Often audience members will start to quietly discuss a point with each other if they are confused. If the nonverbal cues from the audience indicate that the message is not getting across, the speaker will need to be
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creative and get the attention of the audience back by asking questions, using humour or intervening eye contact. The most important preparation factor is to rehearse. Read through the text and memorize the opening; conclusion and key points in the body of the presentation. Work at being relaxed. Practice making eye contact with the audience. A tape recorder or video tape is the most useful tools for feedback. Look for distracting mannerisms avoid them. What you say should be readily understandable by the audience. Pay strict attention to diction; it is essential that you speak clearly and distinctly. Practice is the single most important factor contributing to a good presentation.
Student Activities
Divide yourself into groups (maximum of 5 students per group). Each individual will select a topic and make a oral presentation to the group for 2 minutes. (no PPTs, OHP allowed) The group and faculty (if possible) will give feedback to the presenter on items 1-4 mentioned above. Presentations are to be made to the entire class (or groups of 20 -30 students). Duration can be from 5 10 minutes. PPTs can be utilized. Prior preparation is required. The group and faculty will give feedback to the presenter on items 1-4 mentioned above.
Practice
Activity 1 - Presentation in Small Groups Activity 2 - Mock Presentations
Presentation Skills
88 89

Goal Setting Entrepreneurial Skills Awareness and Development
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Objectives
By the end of this module, the student will be able to: Set specific measurable goals for themselves in their personal and/ or professional life. Understand the skills and the intricacies involved in starting an entrepreunerial venture.
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The Entrepreneurship module aims at provoking thought and facilitating Engineering student to consider a range of attitudes, values, knowledge, self-concepts, roles, and motivations for being entrepreneurial. The module introduces the students to concepts of goal setting, entrepreneurial competencies and facilitates them to involve in venture planning and facilitating an Engineering student.
Activity 1
Goal Setting
Students in teams of 10 brainstorm on the following questions; the facilitator has to provoke thought and facilitate the discussion.
What do you think is the difference between a wish and a goal? Do you set goals at regular intervals? How do you decide upon your goals? What are some goals you have for now (short term and long-term)? Do you think it is important to have goals? If so why? Have you ever set unrealistic goals? What did you learn from that? How do you decide whether your goal is realistic or not? Have you ever turned a failure into a success? What has your learning been from that? How do you differentiate between failing and being a failure? How do you deal with disappointments from failures? Define success. What does success mean to you?
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Goal Setting
SMART Goal Setting:
Being successful in entrepreneurial ventures is based on having a vivid vision, a specific set of goals to pursue the vision and application of the necessary talents, abilities, and skills to achieve them. Goal setting is a systematic process of defining what is to be done, how, when and why.
How do we set SMART goals? Goals should be Specific as vague vision can lead us nowhere. A specific goal
facilitates us to focus our efforts in the direction we intend it to. Specific states what is to be done, why it is important to be done, how one is going to do it, what they are trying to accomplish and how are they going to do it. I want to study and prepare well for my board exams Vs I want to score 90% average in my board exams Goals have to be Measurable, so that they can be evaluated for progress and completion. Establish concrete criteria to measure progress towards the achievement of each goal you set. When you measure your progress, you can make sure you are on track. Once you reach milestones you can
experience the exhilaration of accomplishment that spurs you on to continue effort required to reach your goals. I want to be a read quite a bit and write reviews too are not as measurable. Vs I want to read 3 books on English language before the end of this month, and write reviews by end of next month. Goals should be Attainable: One should objectively analyze the feasibility of the goal given the current context, their skill & ability, measuring criteria. A goal needs to stretch your capacity so that you feel the goal needs a real hard commitment to accomplish. The feeling of success which this brings would help you to remain motivated. If you aim to lose 15kgs in a month, we know that isnt realistic and achievable. But setting a goal to loose 3kgs and when youve achieved that, planning to lose a further 3kg, will keep it achievable for you. Goals should be Realistic. The goal has to be analyzed from, is it do-able or utopian? A realistic project may push the skills, knowledge and ability of the people working on it but it shouldnt break them. Devise a plan or a way of achieving the goal, a goal that is realistic. The goal has to be realistic for you at the moment. Setting too difficult goal seta the stage for failure, but setting it too low sends the message that you arent very capable. Set the high standard, high enough for a satisfying achievement! Goals should be Timely. One should set a timeframe of reference for the goal: for next week, in three months, by end of 2nd year. Having a milestone gives a real target to work on. If you dont have a timeframe, the commitment is not clear or specific. It tends not to happen because you can start work on it anytime you like. If there is no time limit, theres no urgency to start taking action immediately. Time must be measurable, attainable and realistic. SMART can also be abbreviated in many other ways, thus strengthening the goal setting process.
e.g e.g e.g

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Goal Setting
Letter Significant
Abbreviation S Specific A Attainable R Realistic M Measurable Others T Timely Stretch, Significant Action oriented, Ambitious, Actionable, Achievable, Agreeable (where team goals are concerned) Relevant, Results- oriented ,Rewarding Manageable, Meaningful, Motivating Tangible, Track-able.
WRITING ASSIGNMENTS (as a part of a mandatory DA)
1. What is your biggest goal? How do you plan to make it happen? Have you started working on it? If not, why not? List the challenges you foresee in achieving these goals, and the plan to handle them. ( Use SMART principle) 2. Write about a goal you had set for yourself earlier and succeeded in: State why it was successful How did that make you feel? What did you learn from that experience? 3. Write about a goal you had set for yourself earlier, however fell short of achieving for whatever reasons: State why and how it failed How did you deal with it? What did you learn from it? Do you think there has been anything positive that you learnt from that experience?
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Understanding Entrepreneurship Understanding Entrepreneurship

Entrepreneurship can be defined as the practice of starting new organizations or revitalizing mature ones, in response to identified opportunities. From a broader perspective, anyone that identifies and responds to change, taking on leadership is an entrepreneur. Entrepreneurship can range in scale from solo project plans (even if it means only a part time project), social project for a short period of time to major undertakings creating many job opportunities. Students should individually write down important traits that facilitate entrepreneurial success, based on their
observation of Entrepreneurs in their daily life (the grocer on the street, a travel agency, or a leading CEO of a huge organization) Once they have prepared individual lists, in groups they discuss and debate, substantiating their point of view.
What is a competency? It is a set of:
Motives and traits that causes an action towards an outcome. Social roles and self concept Behaviours, knowledge and skills. At the deepest level are motives and traits, which are largely unconscious and hard to accurately and objectively observe. Examples of these are achievement orientation, motivation, tolerance of ambiguity, and drive. These are personality based (i.e., deep structure of the individual) and not changeable in the short term.
Activity 1
Studying Entrepreneurial Competencies

Skills Self Image Motives & Traits Social roles Behavior
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Understanding Entrepreneurship
Next is the level of self-image and social roles. These are conscious intrapersonal and interpersonal perceptions, inferred from social behaviour, and which can be changed with conscious intention over time by the individual. Examples include the self-concept of being an entrepreneur, a visionary, an opportunist or a deal-maker; selfconfidence in undertaking those roles (if appropriate); and other self and role concepts. The most easily observed and changeable level of individual competency is that of skills, knowledge, or behaviours. Examples here include team building, computer programming, networking, financial analysis etc. After studying competency model Students should research, read and trace an entrepreneurs life, presenting a summary of competencies they believe distinguish a high level of entrepreneurial spirit.
Brain storm on the following Entrepreneurial competencies listed against the ones they have prepared (with examples)
Basic Personality Traits:
Integrity
Curiosity to experiment and learn High level of motivational drive Risk Taking
Other Significant ones:

Tolerance of ambiguity Need for control of material (financial) outcomes Achievement/task motivation Drive Creativity Design specific products or services Design the specific business organization Motivate organization members Create and utilize networks Comprehensive, detailed planning Knowledge of finance/cash management Business acumen Leadership Strong communication Skill Inter personal relationship Skills.
What are the Entrepreneurial Competencies?

Activity 2
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Based on the Competency model studied Competencies can be studied like the ones listed below:
Motive and trait level:
Total commitment to their venture Need for control (other than financial) Utilitarian view Present-future time orientation Intuition Flexibility See the big picture Embrace competency of others Aware of business timing Recognize patterns in complex and shifting arrays of data Clear business goals Internal alignment of values, needs, and beliefs Manage role conflict Form emotionally positive instrumental relationships Managing relationships
Social role and self-concept level:
Skill/Knowledge level:
Team building and collaboration Experiential learning (learning from experience) Business Acumen Based on the exhaustive entrepreneurial traits list students had prepared or Studied in Activity 1 and 2, they
individually jot down 5 of their significant life events and asses their behaviour in those situations. They stand outside themselves and observe themselves in these situations, thus identifying their own personal characteristics traits, motives, skills, self-image etc. Now of all their traits, they identify those traits in them that are entrepreneurial and draw up a plan on how to develop them so that these skills can help them achieve their personal and professional goals.
Activity 3
Entrepreneurial Competencies
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Entrepreneurship in Daily life Entrepreneurship in Daily life

Activity 4
Some entrepreneurial characteristics are learned experientially while others seem to be innate in some of us. In a class discussion, students should discuss and analyze the entrepreneurial characteristics identified and classify them as learned and innate. Students in groups of 10 identify situations from their daily life where they have exhibited the entrepreneurial traits and enact role plays of them. For example, if a student participates in sports, is a volunteer in a social organization, or has a project based work he or she can think of and assess entrepreneurial personal qualities practiced. Written DA: Students should interview entrepreneurs who are from smaller under privileged communities, or minority groups and examine if there were challenges specific or unique to these individuals.
Activity 5
Students must understand that failing to achieve a goal does not mean they are failures. In a class discussion, ask the students to consider what leads ventures to fail. Brainstorm a list of possible reasons. The teacher can gives suggestion to fill in the gaps and to give students ideas to ponder over. At this point, students could be challenged to identify individual or group venture project ideas that are feasible. A group discussion in the class will enable the students to think through the process, and disucss the entrepreneurial cycle in a task oriented fashion. To simulate a personal goal-setting situation, teachers can use a hypothetical case study, perhaps hat involves a personal goal common to many of the students in the classroom (organizing time for
extracurricular activities, sports teams, homework, family functions, studying for exams; organizing for graduation or special event; planning a community event, etc.).
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Venture Project Planning & Entrepreneurship Cycles Venture Project Planning & Entrepreneurship Cycles
Activity 6
Students discuss how entrepreneurship encourages and stimulates new ideas, approaches, methods, and styles that can be reviewed. Students may relate to the idea of how enterprenuership is benefial to each of them on personal basis, in accepting and responding to change and inspiring opportunities for using intuitive decision making. Students should consider how individual entrepreneurs working for themselves benefit society and the country as a whole. 1. Intention A trigger event ( A proactive or reactive response) 2. Opportunity search and discovery (Innovation, Coping with change) 3. Decision to exploit the opportunity 4. Exploiting the opportunity
Activity 7
Students now in groups of 10 analyze various trigger events from their life and do an opportunity search. Through this exercise they prepare venture or community project. After students have completed self-assessment work, they should ask themselves what kinds of skills would be necessary to start up a venture that the students have planned for. Students should list down the skills for the project. The students should prepare a report listing the skills significant for the projects and who in the group has what still/ match it.
Ask each individual or group to develop a checklist to be used to evaluate their community project. Note: The venture plans are not expected to be fool proof and follow high standards of business plans. The idea is to encourage students to come up with ideas and give them shape
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Planning the Project Planning the Project

Activity 8
Planning for a venture is a step by step process. Students list down the steps and later compare it with the notes below on the same. A general planning framework helps answer the following questions: What is to be done? Why is it being done? Where will this be done? When will this be done? Who will do it? How will it be done? Once they have answers to all these questions, they outline a venture plan using a suggested step-by-step approach and apply it to a venture of the students choice.
While preparing a venture plan the students can be asked to keep the following in mind:
Students should be told that the decision o drop the idea of a venture, or to adjust goals and objectives for a venture, and one at any time. Remind the students that the purpose of this discussion is to think about possible ways of making their proposed venture more certain of success. Students should be aware of the general rules (criteria) for good business practices: honesty, written communication skills, clarity of thoughts and actions, avoidance of stereotyping, and avoidance of exaggeration. State the mission and vision of the venture. It should be clear to all the persons involved. Evaluate the present strengths and weaknesses in terms of: 1. the resources available at the present time 2. the expectations of the planners (are they realistic?). Develop goals for the venture including timelines. Both long term and short term goals are pertinent in light of the strengths, weekness, threates and oppurtunies that the organzition faces. Develop operating plans and a program. This will be completed in the following venture/business plan objective. Ask students to recall examples of events that they participated, attended or coordinaed but werent successful. Discuss the pitfalls in the plans, and sugest to the students that an event is similar to that of a venture. If it is not well planned, it may end up with serious problems that are difficult to solve when the event is actually taking place.
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Planning the Project
In a class exercise, ask the students to assume that they are investors with a large amount of money to invest. They receive many venture plans to consider. What criteria would they use to pick the best plan?. Students also plan the source of finance for their venture. To be familiar with examples of successful and unsuccessful ventures from a variety of sectors. To compare and contrast a variety of entrepreneurial ventures.
1) Ministry of Rural Development, Govt Of India has substantial fund under SGSY scheme which is underutilized every year for Entrepreneurship:
Activity 9
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Case Studies in Entrepreneurship References

http://www.drd.nic.in/Guide/sgsy.htm http://rural.nic.in/sgsy/entrymain.asp
2) Funding for Small and Medium Enterprises (MSME)

http://msme.gov.in/msme_schemes.htm
3) ITI center, GoI gives Rs. 2.5 Crore funding if any Corporate wants to adopt ITI
http://www.cii-skillsdevelopment.in/ITI_Upgradation/index.htm
4) Crash course on Entrepreneurship in collaboration with EDI and ITI will help start a Micro Enterprise with finding from SGSY Scheme.
IIM, Ahmadabad, Bangalore & Kolkata All India Management Association Center for Management Education, New Delhi Indian Institute of Foreign Trade (IIFT), New Delhi Entrepreneurship Development Institute of India, Gujarat FICCI, New Delhi Small Industries Service Institute, New Delhi National Science and Technology Entrepreneurship Development, New Delhi National Institute for Entrepreneurship and Small Business Development (NIESBUD), New Delhi ASEED and Entrepreneurship Development Institute of India (EDII), New Delhi Indian Institute of Planning and Management (IIPM), New Delhi Institute of Marketing and Management (IMM), New Delhi Xavier Labour Relations Institute (XLRI), Jharkhand Xavier Institute of Management (XIM), Orissa Management Development Institute, Haryana Indian Institute of Information Technology and Management (IIITM), Madhya Pradesh Symbiosis Center for Management, Maharashtra Jamia Millia Islamia, New Delhi. 1. http://www.indiavca.org/
References and Links
Enterpreneurship Courses in India

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Links to Venture capitalists References

2. http://www.nenonline.org 3. http://www.endeavorindia.org 4. http://www.sequoiacap.com/india/venture-capital/ Competency model International Journal of Entrepreneurship Education 1(2) 2002, Senate Hall Academic Publishing
References used in this manual9999999999999999999

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Welcome to Infosys!

Soft Skills Version 2.0

MESSAGE FROM CAMPUS CONNECT CORE TEAM

Business Communication Skills

Intrapersonal & Interpersonal Relationship Skills

Group Discussions, Interviews and Presentations

Entrepreneurial Skills Development

Business Communication Skills

The grammar topics covered in the following section are to be supplemented

Part I English Language Enhancement

Spoken by about 470 million people throughout the

Select the correct option:

Part I English Language Enhancement

Write down the meaning of the following Phrasal Verbs:

Part I English Language Enhancement

Antonyms are words which have opposite meanings.

Part I English Language Enhancement

Correct the errors in the following sentences:

Describe your favorite person using 5 descriptive words:

Combine the following sentences:

Business Idioms: Part I English Language Enhancement

Part I English Language Enhancement

Grammatically Correct English

Part I English Language Enhancement Frequently Mispronounced Words: e.g

Part I English Language Enhancement Training Activities

4. Roleplays 3. Personal Journal

Training Activities Part I English Language Enhancement

Restaurant Shopping Movie Theatre Medical

Part II The Art of Communication

Communication Skills Self-Assessment Exercise

Part II The Art of Communication The Communication Process:

Part II The Art of Communication

effective interpersonal communication.

and help others listen more readily to what we have to say.

Part II The Art of Communication Effective Listening:

Listening is as powerful a means of communication and influence as to talk

The Japanese Tea Ceremony or chanoyu signifies that every human

Part II The Art of Communication

Non Verbal Communication:

Part II The Art of Communication

Activity - Showcase languages spoken by our bodies:

Intrapersonal & Interpersonal Relationship Skills

So, what constitutes intrapersonal relationship skills?

and acceptingly, the process

which [s]he inwardly and actually is.

Intrapersonal Skills Self Esteem & Confidence

When are you a confident person?

What is Self Esteem?

Assertiveness and Confidence Intrapersonal Skills

Strategies to make the assertive No easier:

Dealing with Emotions Intrapersonal Skills

Strategies for Handling Conflicts and Disagreements:

Signs and symptoms of depression:

10. Drop in scholastic or academic performance.

Self help tips to deal with depression:

Student Activity 1: How well do we know each other?

The Team Concept Interpersonal Skills

Can think of the best example of a team?

Some of the basic elements of effective teamwork are:

Elements of Teamwork Interpersonal Skills

The five stages of team formation are:

Stages of Team Formation

Interpersonal Skills What is an Effective Team?