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 company’s 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 Art of Communication

o Hidden Data of Communication

o In the Worlds of Teams

o Discussion Decisions & Presentation

o Adapting to Corporate Life

Participant Manual 1.0

o Art of Communication

o Hidden Data of Communication

o In the Worlds of Teams

o Discussion Decisions & Presentation

o Adapting to Corporate Life

Soft Skills Version 2.0

Facilitator Manual 2.0

o Business Communication Skills

o Intrapersonal and Interpersonal Skills

o Campus To Company

o Group Discussions, Interviews and Presentations

o Entrepreneurial Skills Development

Participant Manual 2.0

o Business Communication Skills

o Intrapersonal and Interpersonal Skills

o Campus To Company

o Group Discussions, Interviews and Presentations

o Entrepreneurial Skills Development

Note: If you are planning to start the rollout of the program, please rollout with Version 2.3

MESSAGE FROM CAMPUS CONNECT CORE TEAMDear Facilitator:GREETINGS!We appreciate your participation in the Infosys Campus Connect program.This Training Manual is designed to record your observations, learning, discussions, takeawaysand refer to them when needed.It is well recognized by the industry that the repertoire of skills that successful entry level employeesbring to the workplace has two categories: Technical Skills and Soft Skills. “Soft Skills” are thosethat are crucial to an employee’s ability to work “smarter”. A survey of employers has revealed thatsome of the skills that are essential for entry level employees include: articulation, competence inreading, writing, effective listening and oral communication skills; adaptability to cross cultural environmentthrough 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 needto 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 softskills training needs.The Facilitator Guide covers all five modules of the soft skills training:1. Business Communication Skills2. Intrapersonal and Interpersonal Relationship Skills3. Campus to Company4. Group Discussions, Interviews and Presentations5. Entrepreneurial Skills DevelopmentInfosys acknowledges with gratitude the following team members for creating the revised robustCampus Connect Soft Skills program: Aruna C Newton, Devendra Chowdary, Renu Vadhvani, AbhishekPaul, 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 RegardsTeam Campus Connect4

Table of ContentsModule 1Business Communication SkillsPage Nos. : 7 - 27English Language EnhancementThe Art of CommunicationModule 2Intrapersonal & Interpersonal Relationship SkillsPage Nos. : 29 - 54Intrapersonal RelationshipsInterpersonal Relationships - To be an Effective Team PlayerModule 3

Campus to CompanyPage Nos. : 55 - 68Corporate DressingCorporate GroomingBusiness EtiquetteCommunication Media Etiquette5

Table of ContentsModule 4Group Discussions, Interviews and PresentationsPage Nos. : 69 - 87Group DiscussionsInterviewsPresentationsModule 5Entrepreneurial Skills DevelopmentPage Nos. : 89 - 102Goal SettingEntrepreneurial Skills – Awareness and Development67

Business Communication SkillsEnglish Language EnhancementThe Art of Communication8

ObjectivesBy the end of this module, the student will be able to:Gain a functional understanding of basic English grammarPractice language skills to eliminate errors in pronunciation and sentence

constructionUnderstand and enhance interpersonal communication processRecommendations to FacultyThe grammar topics covered in the following section are to be supplementedby essential additional practice lessons.“Excel in English” by Sundra Samuel – Samuel Publications will helpstudents test their skills.The internet should also be utilised by the students to gain betterunderstanding of unfamiliar topics such as phrasal verbs, businessidioms, etc.9

Part I – English Language EnhancementSubject Verb Agreement1. 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 worker’s 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. BecauseEnglish is so widely used in international business, the abilityto communicate effectively with power and confidence isa valuable asset. Whichever career one may choose Englishlanguage skills has a direct impact on the success in thecorporate environment.Grammar refers to the logical and structural rules that governthe composition of any language. Each language has its

own distinct grammar and an in-depth study of it is the key tolearning the language.

Verbs:Select the correct option:10

Tenses:Tenses Usage Question ExplanationPresent Simple He drives acar.Does he drive acar?action in the present taking placeonce, never or several times; facts;actions taking place one after another;action set by a timetable or schedulePresent Perfect He has drivena car.Has he driven acar?putting emphasis on the result; actionthat is still going on; action thatstopped recently; finished action thathas an influence on the present; actionthat has taken place once, neveror several times before the moment ofspeakingPresent ProgressiveHe is driving acar.Is he driving acar?action taking place in the moment ofspeaking; action taking place only for alimited period of time; action arrangedfor the futurePresent PerfectProgressiveHe has beendriving a carfor 2 years.Has he beendriving a car?putting emphasis on the course orduration (not the result) ; action thatrecently stopped or is still going on;

finished action that influenced thepresentPast Simple He drove acar.Did he drive acar?action in the past taking place once,never or several times; actions takingplace one after another; action takingplace in the middle of another actionPast Perfect He haddriven a car.Had he driven acar?action taking place before a certaintime in the past; sometimes interchangeablewith past perfect progressive;putting emphasis only on the fact(not the duration)Past Progressive He was drivinga car.Was he driving acar?action going on at a certain time in thepast; actions taking place at the sametime; action in the past that is interruptedby another actionPast Perfect ProgressiveHe had been driving a car for 2years.Had he beendriving a car?action taking place before a certaintime in the past; sometimes interchangeablewith past perfect ; puttingemphasis on the duration or course ofan action

Part I – English Language Enhancement11

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 o’clock, (eat) _____ breakfast at 7 o’clock and (leave)______ for work at 8 o’clock. 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 offshow downbreak upget acrossWrite down the meaning of the following Phrasal Verbs:break downPart I – English Language Enhancement12Tip: The dictionary should be one of the most often used books in your home. Carrying in your purse orbackpack a pocket dictionary with more concise definitions is also a good idea. Get in the habit of turning toit often. A thesaurus is useful in discovering just the right word you need, to express what you want to say.The online Merriam Webster’s Dictionary provides access to both an extensive dictionary and a hyperlinkedthesaurus. 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 wordsstones 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 synonymdepending on which meaning you use for the word.

• expired could have the synonym no longer fresh, if you mean milk that’s 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 person’s 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 antonymsHowever, English is well known for its exceptions to the rules, so you have to watch out for words like flammableand inflammable, where this doesn’t work ... they’re synonyms!Homonyms:A homonym (‘same name’) is a word that has the same pronunciation and spelling as another word, but adifferent meaning.

Synonyms, Antonyms and Homonyms:e.ge.gPart I – English Language Enhancemente.g13mean (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? (who’s/ whose)4. It is difficult to __________ failure and rejection. (accept/ except/ expect)5. __________ a cute puppy. What’s __________name?(Its/ it’s)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 whenI 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 today’s youth lacked moral __________.(principal/ principle)

1. affect/ effect2. alternate/ alternative3. adapt/ adopt4. beside/ besides5. considerate/ considerable

e.ge.gSelect the correct option:Use the following Confusables in sentences tobring out their meaning:Part I – English Language Enhancement141. That is a suggestion we fully agree.2. He came and asked the project file.3. Finally they arrived a decision.4. You’ll 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 briefand of equal length.• Tiger Woods is the name of a young American golfer.• He set a record in the 1997 Master’s Tournament.• He surprised all the veterans.• He was 22 at the time.Correct the errors in the following sentences:Part I – English Language EnhancementDescriptive words:Describe your favorite person using 5 descriptive words:My Favorite PersonCombining Sentences:e.g15An American golfer, Tiger Woods, was only 22 when he surprised all the veterans and set a record in the 1977Master’s Tournament.ORTwenty-two-year-old American golfer Tiger Woods surprised all veterans when he set a record in the 1997

Master’s 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 differentfrom the meaning of the individual words. Idioms are usually used in informal language.For better or worse, the workplace is full of idioms. People don’t begin a project. They “get a project off theground.” They don’t call each other to discuss progress; they “touch base.” Later, if the project is not goingwell, they don’t end it. They “pull the plug.” Here are some idioms you’re 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 Enhancement1) As cool as a cucumber2) Rain cats and dogs4) An arm and a leg5) The world is your oyster3) One’s cup of tea6) Have butterflies in one’s stomach7) Hold firmnervousbelieve in something very stronglyrain heavilything or activity that you likecalm or relaxedVery expensiveLife is full of opportunityMatching Game161. 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 andsometimes also speak and/or write erroneous English. For example, a Texan might say “Howdy partner?” butin his business communication use a regular “How are you?” instead! India is no exception. What counts iswhat 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.

Part I – English Language EnhancementDiscuss and find out the meanings for some of the othercommonly 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 beintimated shortly” and ends with a polite note saying “Wesincerely hope that you will do the needful at your earliestpossible convenience”.Indians speak countless languages and each of these languageshas its own grammar. Accordingly, Indians fromdifferent parts of India, especially those who have learntanother language before English, speak English as a translationof their own mother tongue using the same grammaticalrules.17Some of the most common words that we use on a daily basis are mispronounced. It is a common practiceto pronounce the words in the most obvious way - the way it is spelt or the way our teachers or friends pronounceit. But often we end up learning the wrong pronunciation.• HR• Available• Necessary/ Necessity• Competition/ Competitor• Economy/ Economic/ Economical

e.gIndianism

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, isn’t it?/ She closed the door, did she?Grammatically Correct EnglishI only told her to do that.He does this alwaysHe 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, didn’t they? / He is here, isn’the? / She closed the door, didn’t she?I told her to do that.He always does this.He is doing the work very slowly.Part I – English Language EnhancementFrequently Mispronounced Words:e.gHave a discussion with the participants and make alist of 20 words that are frequently mispronounced.18

Part I – English Language EnhancementTraining Activities2. Movie Reviewa) 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 Happiness2. The Devil wears Prada3. Erin Brockovich4. Jerry Maguire

5. Facing the Giants6. Men of Honour7. Coach Carter8. Miracle9. Remember the Titans10. Apollo 13Describe your favorite person mentioning 3 specific qualities you admireabout 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 pepperonipizza with mushrooms, olives and extra cheese; give yourhome 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 willmeet him. Also mention the restaurant where you wish to go for dinnerlater. Close the call politely.1. Book ReviewWrite a review of your favorite book in at least 250 words. Mention 3 specificlearnings and 3 distinct ways in which you plan to incorporate them in yourlife.4. Roleplays3. Personal Journal19

Training ActivitiesPart I – English Language Enhancement5. SkitsWrite short scripts using the following key words and practice conversationsin different scenarios.Restaurant Shopping Movie Theatre MedicalAppetizerEntréeMenu cardServiettePortionsBuffetA la carteBeverageCutleryCuisineDessertTipServiceGroceryCredit Card

Cash CounterShopping listFrozen FoodsDairy productsCanned juiceTetra packCerealDetergentDeodorantCustomer serviceScheduleDurationAdvance bookingGenreMusicalThrillerSound trackReviewTicket CounterPopcornSoft DrinkFront Row SeatsAppointmentAilmentReceptionistAcuteChronicSymptomsDiagnosisContagiousInfectiousAnesthesiaCPRECGSurgery

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, efficientself-service.A laundry in Rome:ladies, leave your clothes here and spend the afternoonhaving a good time.

Hotel lobby, Romania:the lift is being fixed for the next day. During that timewe regret that you will be unbearable.Hotel brochure, Italy:this hotel is renowned for its peace and solitude. Infact, crowds from all over the world flock here to enjoyits solitude.In a cemetery:persons are prohibited from picking flowers from anybut their own graves.20Our ability to communicate has a direct bearing on our relationships – personal and professional. It affectsthe level of respect or support we receive from others and dictates our ability to have our ideas and feelingsaccepted. How well we share ideas and information in turn determines how well we solve problems, makedecisions and resolve conflicts.The following self-assessment exercise is designed to help you evaluate your communication skills. Read thefollowing 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”, “I’m sorry” etc4. I make eye-contact to give the impression that I am interested and engaged in the conversation.5. When I’m 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 CommunicationCommunication is a central part of our lives. Verbal or written, symbolicor direct, intentional or inadvertent, active or passive, effective communicationis one of the key tools for achieving results.1. Everything we do is communication.2. The way we begin our message often determines the outcomeof the communication.3. The way the message is delivered always affects the waythe message is received.Communication Skills Self-Assessment Exercise21Communication 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 it’s because of Communication Barriers which canbroadly 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 beenvironmental. Other barriers are to do with the way people think, feel and behave. Perhaps the most commonbarrier to reception is simply a lack of attention on the receiver’s 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 toinformation that is difficult to comprehend or that has little direct bearing on their own lives. As workload and pressureto meet targets increase, the tendency for these barriers to pile up might also be on the rise. It is thereforemore 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 refersto the content of our message‚ the choice and arrangement of our words. The nonverbal component refers to themessage we send through our body language. The paraverbal component refers to how we say what we say - thetone, 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 otherperson and resist jumping to conclusions. Clarify meaning by asking questions and listen without interrupting.

Part II – The Art of CommunicationThe Communication Process:Sender ReceiverMessageResponseFiltersBarriers22

Part II – The Art of Communication

{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 interpersonalrelations, it would be this: Seek first to understand, then to be understood. This principle is the key to

effective interpersonal communication. { Stephen Covey

{Empathy involves being able to see a situation from the other person’s

point of view. It doesn’t necessarily meanyou 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

ColeStudent 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 listento or respect contradictory opinions. They demonstrate different barriers discussed earlier in themodule. Draw the attention of the students on various barriers and discuss how they can be overcome.Discussion23

Communication Goof UpThe following humorously depicts what happens when a message is passed on from peopleto people; how important it is to be clear and precise whilst communicating in the corporateworld...From Managing Director to Vice PresidentTomorrow morning there will be a total eclipse of the sun at nine o'clock. This is somethingwhich we cannot see everyday. So let all employees line up outside, in their best clothes towatch it. To mark the occasion of this rare occurrence ,I will personally explain the phenomenonto them .If it is raining we will not be able to see it very well and in that case the employeesshould assemble in the Canteen.From Vice President to General ManagerBy order of the Managing Director, there will be a total eclipse of the sun at nine o'clock tomorrowmorning. If it is raining we will not be able to see it in our best clothes, on the site. In thiscase the disappearance of the sun will be followed through in the canteen. This is somethingwe cannot see happening everyday."From General Managers to Industry ManagersBy order of the Managing Director, we shall follow the disappearance of the sun in our bestclothes, in the canteen at nine o' clock tomorrow morning. The Managing Director will tell uswhether it is going to rain. This is something which we cannot see happen everyday."

From Industry Managers to Location headsIf it is raining in the canteen tomorrow morning, which is something that we cannot see happeneveryday. The Managing Director in his best clothes, will disappear at nine o'clock."From Location heads To Marketing ExecutivesTomorrow morning at nine o'clock, the Managing Director will disappear. It's a pity that we can'tsee this happen everyday.24

Part II – The Art of CommunicationEffective Listening:Consider the following points:Most workers spend about half of their business hours listening.LISTENING = 50% OF BUSINESS HOURSResearch 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 listeningmistake 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

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

well.” { John Marshall

{The Japanese Tea Ceremony or chanoyu signifies that every human

encounter is a singular occasion which cannever 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

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Part II – The Art of CommunicationFollowing 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 don’t understand.4. Empathize with the other person especially when they are telling you something personal orpainful or something you intensely disagree with. Take a moment to stand in their shoes, tolook 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, beextra careful to listen, with attention to the intent and full meaning of the words. When we areangry, 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 pointof view. If you respond in a way that makes the other person defensive, even if you “win” theargument, you may lose something far more valuable.Listening to and acknowledging other people may seem deceptively simple, but doing it well, particularlywhen disagreements arise, takes true talent. As with any skill, listening well takes plenty ofpractice.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 thereasons for your choice – convey your passion to the listener.• Listeners should be told (without the speakers knowing) that they are to act as if they’re notinterested in what is being said.

• Now ask the speakers to share the same story to a different listener. This time the listeners areto 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 withthe second time.• Discuss the importance an active listener has in the conversation.Activity 126

Part II – The Art of CommunicationNon 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 increasesthe speaker’s credibility. People who make eye contact open the flow of communication andconvey 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. Smilingis contagious and people will react favorably. They will be more comfortable around you and will wantto listen more.• Gestures: If you fail to gesture while speaking you may be perceived as boring and stiff. A lively speakingstyle captures the listener’s attention, makes the conversation more interesting, and facilitatesunderstanding.• Posture and Body Orientation: You communicate numerous messages by the way you talk andmove. Standing erect and leaning forward communicates to listeners that you are approachable, receptiveand friendly. Interpersonal closeness results when you and the listener face each other. Speakingwith 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 forsignals of discomfort caused by intruding on the other person’s 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 ofyour voice. One of the major criticisms of many speakers is that they speak in a monotone. Listenersperceive this type of speaker as boring and dull.

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Part II – The Art of CommunicationFundamental 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 person’s opinion. Never say, “You’re wrong.”• If you are wrong, admit it quickly and emphatically.• Try honestly to see things from the other person’s point of view.• Be sympathetic with other person’s ideas and desires.• Don’t 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 demonstratedifferent emotions through body language: lack of confidence, lack of interest, lack ofenthusiasm, stage fear, disgust, anger etc.Objective:• The audience should identify the emotion being projected through the body language and givefeedback to each of the speakers. Ask the students to discuss the importance of positive bodylanguage and how people react to it.Activity - Showcase languages spoken by our bodies:2829

Intrapersonal & InterpersonalRelationship SkillsIntrapersonal RelationshipsInterpersonal Relationships - To be anEffective Team Player30

Objectives

By the end of this module, the student will be able to:Understand the importance of and the various skills involved in developingenriching 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 ateamLearn how to go about being a good team player and form an effectiveteam.Have put their team building skills to test in the various activities tounderstand where they stand and improve themselves with each succeedingactivity.31

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 ourdaily lives.In this section we will look at various intrapersonal facets that play a significant role in our personal and professionallives, such as:• Self Esteem• Self Confidence• Assertiveness• Dealing with negative emotionsThe first step towards developing good communication with others is to first ensure that we are aware ofwhere we stand in the above mentioned parameters. Only when we establish good intrapersonal skills willwe be able to effectively work on our interpersonal skills.So let’s begin!

Intrapersonal SkillsThough the terms intrapersonal and interpersonal are used

interchangeably by people, there is a distinct difference betweenthe two. Intrapersonal deals with the emotions, feelings,thoughts that are stirred upon within an individual which theperson next to them might not even be aware of. This is quitedifferent from interpersonal skills, which is immediately visibleto an external audience.There does however, exist a very strong relationship betweenthem, good intrapersonal skills will go a long way in producing(though not necessarily) good interpersonal relationships.32

Self-AwarenessObjective: To make a significant and positive impact on the confidence, personal motivation, self-awarenessand self esteem of every student.Becoming self-aware is the first step to improving our interpersonal effectiveness. Most of our behavioursare natural for us. We aren’t aware of the impact these behaviours have on others. That leaves us with “blindspots” that others don’t want to mention to us because they don’t want to hurt our feelings, they are afraid ofany possible reaction from us, or they just don’t 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 ourexperiences, 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 conveymessages 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 relationto other people.Social comparison allows us a way to decide if we are the same or different, inferior or superior relative toothers. Our interpretation of sameness or difference relative to others will influence our sense of belonging orisolation. Our interpretation of inferiority or superiority relative to others will influence our sense of capability

and worth.

Intrapersonal Skills

{Becoming a person means that the individual moves toward being, knowingly

and acceptingly, the process

which [s]he inwardly and actually is.” { Carl Rogers

33

Student Activity 2Guidelines: 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 oftheir 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 awarenesswe have the opportunity to determine the amount of happiness and joy in our life. As we become selfaware we have the opportunity to make choices instead of just react from habit or negative emotions.Self-esteem reflects a person’s overall evaluation or appraisal of her or his own worth.Self-Confidence relates to self-assuredness in one’s personal ability, power, judgment etc.Self-confidence is an attitude which allows individuals to have positive yet realistic views of themselves andtheir 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 aboutthem. They tend to avoid taking risks because they fear failure.

Intrapersonal SkillsSelf Esteem & Confidence34When 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 isa 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 selfesteem.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 affectsyour potential to be successful. Low self esteem is having a bad opinion of yourself and that also causesnegative thoughts which mean that you are likely to give up easily rather than face challenges. In addition, ithas 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 we’reborn, but whenever we develop negative beliefs about ourselves, it’s like poking little holes in that bucketand our self-esteem drips out. Have the group brainstorm a list of things we do or say to ourselves or toothers 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 self-esteem. Go through thislist 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 caseswhere 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 aimedat teenagers. These can be cut out of magazines or taped off of TV. Have a class discussion to evaluatethe ads by asking the following questions: How is this ad attempting to appeal to me? What assump-

Student Activity 3Intrapersonal Skills35tions does this ad make about me? How is this ad intended to make me feel about myself? Is thereanything about this ad that’s intended to make me feel is ad intended to make me feel better aboutmyself, or bad about myself? Would I be most vulnerable to this ad if I had high self esteem, or lowself-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 nearestgrocery store; sometimes to communicate displeasure; sometimes to offer a compliment; sometimes to resolvedisputes; sometimes to turn down requests; sometimes to accept. Assertiveness is a style of communicationthat can be used in all these situations. But it is only one of the four styles. The other three are thepassive 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 theneeds and wants of others, or are only interested in pursuing personal gain. Assertiveness is a way of communicatingand behaving that sends a clear signal to others that you will not be manipulated or bullied intosubmission, 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 appropriatelydirect, open, and honest communication, which is self-enhancing and expressive. Acting assertivelywill 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 orher own behaviour, although other people are free to have their own opinions and approve or disapprove asthey see fit. An assertive person stands up for his or her tastes, desires, values and opinions while respectingother people’s 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 peopleand is naturally compatible with certain other people, therefore social rejection is simply an acknowledgmentof 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 orstatus 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 don’t 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 ConfidenceIntrapersonal Skills36• I have a right to be listened to when I speak.• I have a right to refuse responsibility for others people’s 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 goalsand 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 “I’ll try” or “Ok” oreven “Yes” when we know that we might not be able to act on that request. We do this because we think thatwe 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, honestand respectful response, even in the negative will go a long way in ensuring that you are not put in difficultpositions 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 itover, 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 person’s 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 preferto 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 todo. 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 empathicresponse to ease the rejection. For example, to your friend who needs you to keep her child while shegoes to the doctor, you might say, ’No, Susie, I can’t keep Billie for you. I know it must be hard for you tofind someone at that time of day, but I have already made lunch plans and I won’t be able to help you.6. Start your sentence with the word, ’No.’ It’s easier to keep the commitment to say, ’No,’ if it ’s the firstword out of your mouth.

Intrapersonal Skills37• Sit in groups of 2 and discuss of 2 events in your life when you wish you had been assertive (onefor 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 andafter the event. Compare this with the previous exercise and discuss if you could be assertive if suchsituations 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 personaland professional grounds. Likewise, happy feelings can cause problems, such as when you share yourexcitement with a friend while the teacher is talking. Life without feelings would be impossible and definitelyboring. Some of the negative emotions we experience are:1. Anger2. Conflict3. Depression• Anger:It’s normal to feel angry sometimes. You may have too much homework or someone may have played yourvideo games without asking. It could be that someone teased you or was mean. Sometimes you feel angrywithout even knowing why. Whatever it was, it’s 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 won’t help. Try to see what made themangry 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. Thiswill save you from regretting saying anything that you didn’t mean. Then try to figure out what you can do tomake it better. It usually helps to talk with someone.If you’re 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 you’re 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 can’t get hurt, unlike another person).• Cry.• Get or give a hug.Everyone is angry sometimes, but you can learn to control your anger. Don’t allow your anger to get thebetter of you.Student Activity 4Dealing with EmotionsIntrapersonal Skills38

• ConflictIf somebody says something that makes you angry, you may have noticed that you become tense, your heartbeats 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 orangry. Your pupils widen, more blood is pumped to your muscles, your breathing speeds up and your heartbeats 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 likedefend themselves against wild animals. But today, our natural urges to fight or run away can make problemsworse. So when somebody makes you angry, what should you do?If someone is mean, it’s natural to want to defend yourself. Bullies often try to make problems, but it’s importantto stay calm and not give in to teasing. Walk away and tell a grownup who can solve the problem, insteadof getting in a fight where someone could get injured. Fighting does not fix anything and can even make thesituation 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 can’t solveanything. The other person may not even know what he or she did to offend you. If you’re angry, talk calmlyto the person, and listen to their side of the story. Maybe it was just a misunderstanding. If someone isn’t talkingto you, try talking to them. You might apologize for making them upset and ask what is wrong. You couldalso write a sincere note.You might also feel tempted to spread rumors when somebody makes you mad, but this never solves problemseither. Gossip spreads false or embarrassing information and can make the other person feel very bad.If you hear gossip about another person, don’t pass it on, and if you feel comfortable, tell the person spreadingthe rumor that gossip is not nice. If the rumours might upset or hurt someone, you could even tell an adultand ask for their advice.Physical or verbal fighting often makes problems worse. Walking away is sometimes the best action, but othertimes it might just make someone angrier or confused. In those cases, talking it out is best. Tell a teacheror 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 itis very important that the conflict be addressed and resolved as it can reflect adversely on the performancesof 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 agreethat the project’s / team’s interest comes first.3. Avoid confrontation and deal specifically with solutions to the identified issues and be prepared to offeralternatives.4. Always deal with the issues not the emotions and the people involved.

Intrapersonal Skills395. Decide on what you can compromise on, effective resolution usually requires some form of compromiseon 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 togetherregardless of how sensitive the issue is.Differences must be resolved - it is in the best interest of all concerned to do so. Remember, sometimes adisagreement 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 person’s objective is to escalate it into a fist fight. The other person’s objective is to resolve itpeacefully, or at least prevent a fight. After the role play, have the class analyze what each person didto 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 orwhy 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 herarm and won’t 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, showingincreasing 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 importantlythe teachers, parents and other elders involved are quick to identify signs of depression and helpthe individual deal with it rather than leave him / her to handle it by themselves.Student Activity 5Intrapersonal Skills40

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.

Intrapersonal Skills1. 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.41

Intrapersonal SkillsStudent Activity 6For each of the situations given below, ask the following three questions:1. Name the feeling.2. What’s a helpful way to deal with it?3. What’s a harmful way to deal with it?• What do you feel when you’re blamed for something you didn’t 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 lastmoment 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 didn’t study?• What do you feel when your parent hasn’t 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 conceptsmentioned 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 bysomeone else. How did it happen? How did it make you feel? Did you change anything or make anydecisions 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 realviolence in our homes and communities and more tolerant of it. And they say it sometimes even encouragessome 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 orshe reaches the age you are right now. Tell the child what you have learned and how you feel aboutviolence and violent behavior, and how you hope he or she will deal with violence in his or her own life.Discussion Assignments:42

Interpersonal SkillsAn Interpersonal relationship is a relatively long-term association between two or more people. The studyof 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. Thismay 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 andadministrators, school staff personnel, parents, and community members are vital for creating a positive successfullearning environment for all students.On the basis of your campus selection, you decide to join a certain company. You may be from any part ofIndia, 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 millionsfor 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 theywanted you to work.Secondly, you get to practice working with people from all over the country which closely mirrors what youwill experience in the workplace.What is the first pre-requisite of forming a team? Getting to know each other! Let’s see howwell you know each other.Interpersonal skills, what some call “people skills,” areat the top of the list of what any successful person/leader must KNOW.Interpersonal skills support the necessary skills of unitleadership:1. Communicating2. Team Building3. Supervising4. Counseling43

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 two’s.(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. Afterpairing 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 sitdown together. Then repeat the procedure regarding noting down the name and favourite things in the thirdcolumn. I shall give you another 10 minutes.

Interpersonal Skills44(Wait for them to finish. Then ask each pair about the similarities and differences they found. Typically, andsurprisingly, 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 matchat all. In the second case, you chose a person who you thought was totally different from you, and the resultwas 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 wrongguesses 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 otherperson may be. But your perception of what the other person may be need not be wholly correct. So what isthe first lesson we learn from this exercise? It is that first impressions need not necessarily be the most correctimpressions!And the second lesson? We come to know how similar or how different the other person is from us. The wholecraft 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 torespect 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.

Interpersonal Skills45

The Team ConceptInterpersonal SkillsLet us now understand what we mean by a Team.Which is the most famous team in India now? That’s right…the cricket team. Let’s take that as the model forfinding 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 dependingon whether you count the twelfth man, scorekeeper etc,right? So what comes immediately to mind? AGROUP. 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 abatsman, 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 secondcomponent. (Write on the board)What does this group of individuals do? They play cricket for India. They are lucky that their play is also theirwork, 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 theirCOMMON 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 shouldwe 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? That’s right, it is your body, in which all theparts work as stated above. Why only the parts, even the cells work together in tandem! Is it not a wonderfulthing?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?46First, the very nature of our software, the modular structure, makes it necessary to have dependency on oneanother.Second, the speed at which the technology is changing is so rapid that it is difficult for any person to keepup-to-date even in his specialization. How then can he expect to be a master of everything? So a person specializesin one area, and in a team he concentrates on that specialization, and allows others to concentrateon 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 strengthSo, our concept of teamwork is reflected by the old English proverb: “Two, or more, heads are better thanone!”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 alwaysbe gaps in the answer.2. Listening and responding – Actively listening to other members, trying out their suggestions.3. Giving others the benefit of doubt – Not discarding any idea, but considering each one on itsmerit.4. Providing support- If anyone was near the answer, you pointed out the shortcoming and helpedhim complete it.5. Recognizing and respecting the interests and achievements of others – you understoodthat 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 commonissues would be:1. Ego clashes2. Conflicts3. Disagreements4. Stalemates5. Politics6. Non-cooperation7. Lazy members

Elements of TeamworkInterpersonal Skills47

Interpersonal SkillsAnd 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 teamwill be. Every member of the team responds at his own speed, the total speed of response is sometimesfound to be slow.• When any critical task has been given to the team, it tends to become more inflexible, as every teammember becomes more rigid in his thinking pattern. Every member of the team has to change his wayof thinking, and approaching others. Thus, his personality may be stunted, and his creativity not of thebest quality.But these disadvantages are very limited compared to the large number of advantages we have with teamsand teamwork.Groups are formed and developed through several stages. They do not form overnight. No team starts outas a fully formed team. It does not even start out as a group. It is very interesting to find out what stages aregone 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 beforeperforming as a fully mature and effective team. These five stages have been accepted and adopted by otherresearchers also.The five stages of team formation are:1. Forming2. Storming3. Norming4. Performing5. AdjourningForming

In this stage, the group is not even a group, it is simply a collection of individuals. There is a great deal ofuncertainty about the group’s purpose, structure and leadership. Individuals meet each other, and try toknow whether they will fit into the group. Information is exchanged regarding their specializations, thus gettingsome idea regarding individual strengths. Some agreement and consensus is developed. The stage iscomplete when interpersonal relationships are established and when members have begun to think of themselvesas part of a group.StormingThe consensus developed in the first stage is suddenly very rudely shattered, and there is a period of intenseconflict. The conflict arises because of interpersonal behaviour and hostility. Additionally there is resistanceto group influence and task requirements. Occasionally, groups split. There is dissatisfaction and competition.

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Interpersonal SkillsEverything is questioned- the purpose, leadership, roles, objectives, rules. The members become aware oftheir differences. But even in this stormy atmosphere, 2 positive things emerge. First, there is the formulationof more realistic norms and objectives; second, there is a slow formation of trust. This is a critical period forthe more timid members, who may want to back out of the team.NormingA single leader emerges and this results in group cohesion. With this, the structure of the team becomesmore rigid. Members show their commitment, which leads to more harmony in the group. The group has establishedhow it will work, within what limits, and do what. There is now a strong sense of group identity andcamaraderie.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.PerformingThe performing stage is marked by teamwork, role clarity and task accomplishment. Group energy hasmoved from getting to know and understand each other to the job of performance. The team is now focusedon 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. Thetime 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, andthe objective is seen as highly important, the first 3 stages are dealt within hours, and sometimes even inminutes, during the first meeting of the group. But where a Project Manager draws his team members fromdifferent parts of the organization, and the members are strangers to each other, he needs to plan for andfactor in the time required for group development.AdjourningThe group has completed its assigned task and prepares for its disbandment. Attention is directed to wrapupactivities. 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 goodharmony.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 helpsus 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.49

Interpersonal SkillsWhat is an Effective Team?Creating teams is not an easy task. Forming a team requires the right combination of skilled people and individualswho 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 somecharacteristics 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, andshould have at least one of these skills – technical, problem-solving, decision-making, and interpersonalskills. 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. Eachmember is different from the others, and has his own program. But we have formed the team for only oneresult, not for multi-results. That one result, towards which everyone should be oriented, should be shiningin the corporate sky like the Pole star or Northern star. This is the common goal or objective, and all shouldaim 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 canproduce 300 cars a week.M – stands for Manageable. That means that for that specific task, he should have the infrastructure, themanpower, and the finances.A – stands for Achievable. There is always some amount of leeway in what can be produced more than thetarget, 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 cannotbe an abstract goal.T – stands for Time bound. In a good company, deadlines, together with quality and specifications, are ofparamount 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. Theleader’s role is just another role in the team. He is the binder. He is the motivator for the introverts in theteam. In cases of conflict, he is the arbiter. He is the bridge between the management and the team, carryinginstructions and complaints from one to the other, and providing the direction as required. He is the first lineof 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 ofthe 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.50

Interpersonal SkillsCommunication: 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 communicatingproperly, all the pieces can be joined together to form a whole. If not, then the common goal cannotbe achieved. If communications break down, then there is mistrust, low morale, and duplication of efforts. Soeffective 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 team’s success isassured only if each member of the team succeeds, and this success is attained only through trust. Trustalso 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 EffectiveTeamMaterials 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 outthe 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 likeeach 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 shouldbe the Team mix, the Objective, the Leader etc. At the end of 10 minutes, each group will give a presentationregarding what was its task, and what were the factors considered for each characteristic. Try to make thetask as humourous as possible.(Allow them to brainstorm for 10 minutes, and then make each group give a presentation not exceeding 5minutes.)51

Interpersonal SkillsEssential Building Blocks of Effective TeamsWe have seen from the previous part of the session than communication and trust are considered to be themost important characteristics of an effective team. They are said to be the most essential building blocksof effective teams.There is no doubt that communication is an essential part of the team. As we said earlier, without communicationthere 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 withouttrust? What do you think?Let us consider a very paradoxical thing. We say that teams are better because persons get together, worktogether, and achieve a common goal. We also say that every member of the team is different from theother. Every member is an individual with his own ideas, thoughts and beliefs. Yet, we expect such peopleto get together, work together, and achieve a common goal. Theoretically, prima facie, does this not seemabsurd 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, thestrengths and the contributions of the other persons, however different they may be from us. When we respectthe other person, we get respect from him. This mutual respect gives rise to trust. When we trust theother person, we do not see his differences as a threat, but as a positive and constructive force. We do notview 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 cementingfactor between relationships, it is the lifeblood of any relationship. If there is no trust, the relationshipsbetween the team members will corrode and disintegrate. Would you willingly have a relationship withsomeone whom you don’t trust? Of course not!There are two ways in which trust can be demonstrated to the other person. These are the two importantskills 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. Thisbuilds up trust for each other.The second skill is that of Feedback. If feedback is given effectively, and if the changed action or behaviouris requested for properly, and the solution is worked out jointly, then there is excellent sharing andgrowth, and the team will be healthy and robust.52

Interpersonal SkillsTeam Player Styles

Many great achievements seem to be the product of the labor of a dedicated individual, such as Newton’sand Einstein’s physics, the music of Beethoven and Bach, Darwin’s theory of evolution, or Skinner’s theoryof verbal behavior. Even though these past masters stood on ‘The Shoulders of Giants,’ they seem to havestood 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 differedmarkedly in personality, such as the team of Thomas Edison and Nikola Tesla, who pioneered electricaland in particular alternating current engineering; John Lennon and Paul McCartney, who together transformedpopular music into an art form.“A person cannot be perfect, but a team can be,” in the sense that a team might comprise personal attributesthat no single person could ever contain. Personal attributes of several people making up a team might eithercomplement 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 talentsof the enthusiastic visionary who can turn ideas into reality, is a successful combination. These talents andpersonal characteristics are not common within a single individual, but can, of course, occur in a team ofindividuals.For our purposes, a team is any number (greater than one) of individuals who share an expressed interest inworking together in order to achieve a goal. A team, then, consists of individuals, and as individuals they havea 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 befound. Is it possible, though , to know or to predict with some nontrivial degree of accuracy just how beneficiala team is?Rolf Lindgren of the University of Oslo has in his thesis “R. Meredith Belbin’s Team RolesViewed From the Perspective of The Big 5- A Content Validation” argued that every member of a teamhas only one Team Role, that of a team member. On the other hand, their personalities are composed of varioustraits, all of which come under one or other of 5 major personality dimensions. For easy memory, we cancall them as the 5 E’s, 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 oneof 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

Interpersonal Skillsbuilding, laid-back, encouraging of others, manipulative, less creative, more practical.3) The Analyst : analytic, impartial, logical, realistic, shrewd, critical , skeptical, slow moving, cannotmotivate 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, upin-the-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 activitywith)Guidelines : Instructions to the facilitator are given in the first person and in parentheses. Read outthe 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 stylethey think he / she exhibits. Discussion is done based on points put forward by both parties to understand ifand why there is a difference of opinion.54

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 learningsessions. I would like to devote a few minutes listening to your feedback and experiences of both the programand the facilitation.Thank you very much.

Recap, Action Plan & Closure55

Campus to CompanyCorporate DressingCorporate GroomingBusiness EtiquetteCommunication Media Etiquette56

ObjectivesBy the end of this module, the student will be able to:Understand what constitutes proper grooming and etiquette in a professionalenvironment.Have some practical tips to handle himself / herself in a given professionalsetting.Have practiced the skills necessary to demonstrate a comfort level inexecuting the same.57

The Corporate Fit – Dressing and GroomingIn the corporate world it is important to presentyourself with the kind of polish that shows you canbe taken seriously and also about being comfortablearound people (and making them comfortablearound you!)A business or organization is a “culture” in itself.When you work for an organization, you become apart of that culture. When you are a member of that“culture,” you are expected to reflect the values ofthat organization.A potential employer seeks individuals who have the requisite skills, are dependable and enthusiastic. Healso looks for someone who will represent the values of their organization. During an interview session, onething that the potential employer is concerned about is whether or not you will “fit in” with the culture of theircompany. One of the factors for this decision is your appearance. If your appearance is very different from theother employees, you may not “fit” the image that the company is seeking. Therefore, you may need to alteryour 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 – peoplethink that you are pleasant; if you wear wrinkled clothing people think that you do not care. How you feelabout yourself on the inside should be visible on the outside. Some of us know this; some of us do not. If wewant 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 inwhich we dress. Corporate life expects a particular standard in both these components, and it is very necessaryfor 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 corporateworld.Student ActivitiesGuidelines: Divide the class into groups of 4. Request each group to discuss on the situations given belowand 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.58Vatsala and Vasu were called for an interview for the job of Software Engineer the same day in the middleof April. They had both heard that the company was a conservative one, and so they chose the dress for theinterview 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 kajalliner to emphasize them. Her ear-rings, her necklace, and her bangles were all of gold, and quite grand intheir 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 alongwith this outfit.Vasu was a sportsman, so he chose jeans with a sports shirt with a designer label, and a new pair of sportsshoes, with white socks. He wore a leather jerkin on the shirt, and did not wear a tie as it did not suit thiswear. He wore a costly pair of Ray-Ban sunglasses. He had a weakness for rings, and so he wore 2 rings oneach hand, which were quite simple and elegant, and a thin gold chain around his neck. On his right ear, hehad one ear-ring, which was again quite tasteful. He applied a strong perfume on his shirt, which was underthe 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 rightand 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 herwear. She had lovely long hair, which she left free; to keep it in place she used perfumed coconut oil, and theeffect was really eye-catching. She put only white, nicely-smelling flowers in her hair. She did not put on anymake-up, but only accented her eyes with heavy kajal. She did not use bindis, since she had read that thestick-on ones cause skin problems sometimes, but she wore a large regular kumkum on her forehead. Shealways wore a silk sari and matching blouse, with tasteful jewelry, and she wore closed shoes on her feet toavoid any accidents.

Question for the group: Do you think Rashmi was dressed appropriately? Critique on some of the wellintentioned but common mistakes that she has made?

Dressing and GroomingSituation 1Situation 259Fridays are casual dress days at the company. David and Madhumita decide to really take it easy, as theformal 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 teeshirt which has a statement: “Let it all hang out!” over a picture of a rock band. He wears a studded belt, anda complicated chain around his neck. He wears a quiet baseball cap on his head. He has a heavy Rolex-likewatch. 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 andfigure. She has dyed her hair a burgundy colour, and wears a large clip-on nose-ring on her left nostril. Shewears an ornate bindi in the “Star-of-David” pattern. On her ears she has very large sized ear-rings whichlook good on her. On her hands she wears large sized bangles. She has on a tight, form-fitting, slitted, sleevelesstop 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 ofimpression 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 whatyour clothes say about you is within your control. Looking your best always demands constant and carefulattention to personal grooming and clothing.Dress CodesDress codes are legal guidelines that an organization uses for their employees. They are needed for the followingreasons:• Image• Impression• Health and Hygiene• SecurityHow you look represents the company. To the customers whom you interact with, you are the company andtherefore, 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 appearancefor work, not for yourself.Dress for InterviewThere is nothing more discouraging than to find that you have nothing to wear when you open your closetdoor. Therefore, a planned outfit is a must when you are looking for a job. It is important to have one wellfitting and coordinated “interview outfit” because you never know when an opportunity to interview for a jobwill come your way.

Dressing and GroomingCorporate Dressing - Dress for SuccessSituation 360Do find out about the company you’re interviewing with. Visit their website, call the personnel departmentand find out the recommended clothing to wear or simply go online to search for simple tips to dress for aninterview 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, themore important it is to plan. If your budget is limited, borrow something from a relative or a friend or pick upsomething 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 forthe 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 secondsas you walk into the room! What you wear and how you wear it (are you comfortable in it, etc) says awhole 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 everylittle detail - from head to toe - is important. Appearance can make the difference in getting or not getting ajob. 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 imagethat says what you want the employer to think: “This person cares about how they look. This person is seriousabout finding a job.”Clothing Do’s and Don’tsThe following are general guidelines for successful interview dressing:• Do wear clean, ironed clothes.• Don’t wear loud, bright colours such as greens, reds or purples.• Avoid tight or brand new clothing. Be comfortable.• Don’t wear jeans or t-shirts. Be formal.• Do wear buttoned shirts, leaving no open buttons.• Don’t 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 Do’s and Don’ts• Do polish your shoes. Don’t wear sandals.• Don’t wear athletic shoes, no matter how clean and new. They are considered inappropriate for aninterview.• Don’t wear more than two rings.• Don’t wear any body piercing paraphernalia (earrings - for men, nose rings, or eyebrow rings)• Don’t wear caps or sunglasses.• Don’t wear big or more than one pair of earrings.• Don’t 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 andthat 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:Do’s and Don’ts 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 freshenersafter lunch, snacks etc.

6. Do not smoke, chew gum or spit tobacco in public7. 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 theused one, especially in summer.9. Socks and shoes smell, and smell bad. Keep at least two pairs of shoes, and air them out daily beforewearing them. Use powder on the feet to avoid smells.10. Carry a clean handkerchief daily.Do’s and Don’ts for Women:a) Hygiene and Skin Care1. 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 the9outside.5. Remove underarm and leg hair regularly. Also, remove any facial hairs as they appear. A depilatoryor 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.

Dressing and Grooming62b) Hands and Feet1. Your hands talk for you! They should be clean and smooth. Keep a small bottle of lotion to keep yourhands 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 yourface!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 anysmells.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-UpThe reason for cosmetics is to make you look prettier and highlight your best features. Do learn how to applymakeup properly. It may take practice. Ask a friend to help you or go to a cosmetic counter in a departmentstore 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 eliminatesfacial 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 doesn’t 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) Accessories1. 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) Hair1. 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.

Dressing and Grooming636. No flowers at any time during working hours.7. Use very little hair oil, if at all. Perfumed oil is a no-no.Student ActivitiesDressing and GroomingGuidelines: Divide the class into groups of 4. Request each group to select about 5 points from the abovelists 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 cancome 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 basedsimply on their dressing and grooming.

Business Etiquette1) Basic Table MannersTable manners play an important part in making a favorable impression. They are visible signals of the stateof our manners and therefore are essential to professional success. Regardless of whether we are havinglunch with a prospective employer or dinner with a business associate, our manners can speak volumesabout us as professionals.Discuss with your table group and make a list of 10 most important Dos and 10 most important Don’ts withrespect to Dining EtiquetteStudent Activities64

Business Etiquette2) Dealing with people:Etiquette does not mean merely knowing which fork or spoon to use. People are a key factor in your own andyour business’ success. Many potentially worthwhile and profitable alliances have been lost because of anunintentional breach of manners.Most behaviour that is perceived as disrespectful, discourteous or plain rude is often unintentional, and couldhave been avoided by practicing good manners or etiquette. Basic knowledge and practice of etiquette is avaluable advantage, because in a lot of situations, a second chance at making a good impression may notbe possible or practical.There are many written and unwritten rules and guidelines for etiquette, and it is certainly necessary for abusiness person to learn them. The caveat is that there is no possible way to know all of them! These guidelineshave some difficult-to-navigate subtleties, depending on the organization, the local culture, and the requirementsof the situation. Possibilities to commit a mistake are limitless, and chances are, sooner or later,you’ll make a mistake. But you can minimize them and avoid causing a bad impression by being generallyconsiderate 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 people’s 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 hardto inculcate in our children.5. Avoid raising your voice, using harsh or derogatory language toward anyone (present or absent), orinterrupting. You may not get as much “airtime” in meetings at first, but what you do say will be muchmore 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 environmentand possibly help you advance further and faster in your career.• Talk and visit people.• Don’t 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, watchhow many people are involved with that process, and make it a point to meet them and show your appreciation.• When you’re 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 children’s’ names; whatever depth of information is appropriate for your situation.• It’s a good idea to remember what you can about people; and to be thoughtful. Send cards or lettersfor birthdays or congratulations of promotions or other events, send flowers for weddings. People willremember your kindness, probably much longer than you will!a) Peers and Subordinates65

Business EtiquetteIt is an established fact that 40% of new management hires fail in their first jobs. The key reason being theirinability to build good relationships with peers and subordinates. People tend to feel uneasy until they’ve seenan “organizational chart” or figured out who reports to whom. They tend to think that it is more important toshow 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 animportant client, or an administrative assistant becomes a manager. Mergers and acquisitions can cause aformer competitor to become a co-worker.This can make things awkward if you treat people differently depending on their “corporate standing.” Ifyou show respect and courtesy to everyone, regardless of position or company, you avoid damaging yourchances in any unexpected turn of events.Having a consistent demeanor improves your credibility. Even the people at the top will begin to suspect yourmotives if you treat superiors with impeccable courtesy and snap at counter clerks.b) Bosses and SuperiorsThe 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 you’re doing, is alerted as early as possible to issues thatmay arise, and is aware of outcomes and milestones. Your boss should never be surprised. It goes withoutsaying that you should speak well of him or her within and outside the company, and give him or her the benefitof the doubt. (Which you would do for anyone, of course!.)c) International BusinessIt is important to note that etiquette in other cultures requires a bit of adaptation and flexibility. If in doubt, erron the conservative, formal side.d) Meetings• If a subject is important enough to call a meeting, be considerate of the participants’ time and ensurethat 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 agreesto continue.)• Be sure to THANK meeting members for their time, participation, and demonstrate (in the minutesor written record, at least) how their contributions helped meet the objective of the discussions in themeeting. Participants are frequently left wondering if they’ve been heard or if their attendance and contributionswere 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 hasn’t been notified, and will be contacted for a final disposition ofthe item.66

Business EtiquetteStudent ActivitiesGuidelines: Divide the class into groups of 4. Request each group to select any one of the items from theabove lists and ask them to:1. Discuss their impact if done well or if done incorrectly as a group. For eg, scenarioswhen we do not treat out peers / subordinates well and its impact. Compare thosewith 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 scenariowhere the behaviour is corrected.67

Communication Media EtiquetteCommunication Media Etiquette1) Telephone Etiquette:A few tips to maintaining good telephone behaviour and creating a favourable impression.Remember:1. Answer promptly (before the third ring if possible).2. Before picking up the receiver, stop any other conversation or activity such as eating, chewinggum, 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 conversationsbeing held nearby.5. When transferring a call, be sure to explain to the caller why you are doing so and where you aretransferring 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 youlike to leave a message on his voicemail?”“I don’t know where he is.” “He has stepped out of the office. Would you like toleave a message on his voicemail?”“He hasn’t come in yet.” “I expect him shortly. Would you like to leave amessage on his voicemail?”

“She took the day off.” “She is out of the office for the day. Can someoneelse help you or would you like her voicemail?”“She is busy” “She is unavailable at the moment. Would you liketo leave a message on her voicemail?”68

Student ActivitiesCommunication Media EtiquetteGuidelines: 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 professionalimage, limit their liability risks and improve the overall effectiveness of the organization.Email Etiquette Tips1. 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. Don’t 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. Don’t send or forward emails containing libelous, defamatory, offensive, racist or obscene remarks.Student ActivitiesGuidelines: 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 project’s last month’s expenseswith 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 etiquettewas maintained and also indicate areas where they need to improve.69

Group Discussions, Interviewsand PresentationsGroup DiscussionsInterviewsPresentations70

ObjectivesBy 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 havenumerous practice presentations in small groups and larger audiences.Attend any type of interview with the confidence borne out of knowledgegained and practice sessions.71

Part I : Group DiscussionsIn our previous sessions, we have considered the world of teams. However, it is not correct for usto overlook the contribution made by groups also. After all, it is these groups that turn into teams insome cases.Before we go into understanding GDs, it is important that we first learn why it is important to learn tohave 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 togetherin this way, the group process leads to a spirit of cooperation, coordination and commonly understoodprocedures. 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 thegroup 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 monitoringwhich each group performs makes it a reasonably safe to delegate responsibility. Even if a problem could bedecided 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 maybe factors which the implementer understands better than the single person.If the lowest echelons of the workforce each become trained in understanding the company’s objectives andwork practices through group decision making, then each will be better able to solve work-related problemsin general.Further, they will also become a safe recipient for delegated authority which is exemplified in the celebratedright of Japanese car workers to halt the production line. From the individual’s point of view, there is the addedincentive that through belonging to a group each can participate in achievements well beyond his/her ownindividual potential.The group provides an environment where the individual’s level of responsibility and authority is enhanced,and where accountability is shared: thus providing a perfect motivator through enhanced self-esteem coupledwith reduced stress.The bottom line is that the individual’s talents are better utilized in a group.72

Student Activity 1 - The Top Ten Time WastersGroup DiscussionsGroup DiscussionsMaterials 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 timewasters 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 overthe subject for another 5 minutes. After the 5 minutes are over, ask them for their responses, and write downon 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 ofidea 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 footballteam? As in a football game, where you play like a team, passing theball to each team member and aim for a common goal, GD is alsobased on team work, incorporating views of different team membersto reach a common goal.73

Group DiscussionsA Group Discussion can be defined as a formal discussion involving 10 to 12 participants in a group. Theyare given a topic. After some time, during which they collect their thoughts, the group is asked to discuss thetopic for 20 to 25 minutes.Group discussion allows you to exchange information and ideas and gives you the experience of working ina team. In the work place, discussions enable management to draw on the ideas and expertise of staff, andto 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 ornotes.5. Opinion seeker : On every point raised, this person asks the opinion of the others regardingthe 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 discussionSome 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 differentangles raised.4. Energizer : Tries to develop someone’s 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 Discussions74Negative Roles to be Avoided• Disgruntled non-participant: someone who does not contribute and whose presence inhibitsthe participation of other group members.• Attacker: someone who acts aggressively by expressing disapproval of other members and theircontributions to the discussion.• Dominator: someone who takes control of the discussion by talking too much, interrupting othermembers, or behaving in a patronising way.• Clown: someone who ‘shows off’, refuses to take the discussion seriously, or disrupts it with inappropriatehumour.The Unstructured GD is normally used by companies to assess a candidate’s personality traits.Here are some of the most important personality traits that a candidate should possess to do well at a GD:

• Team PlayerCompanies lay great emphasis on this parameter because it is essential for managers to be teamplayers. The reason is that managers always work in teams. At the beginning of his career, a managerworks as a team member. And, later as a team leader. Management aspirants who lack team skills cannotbe good managers.• Reasoning AbilityReasoning ability plays an important role while expressing your opinions or ideas at a GD. An opinioncan be better stated by demonstrating your reasoning ability and completing the missing links betweensubject being discussed and the various items raised during the GD.• LeadershipA 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.FlexibilityYou must be open to other ideas as well as to the evaluation of your ideas: That is what flexibility is allabout. Never ever start your GD with a stand or a conclusion. By taking a stand, you have already givenyour 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-22situation: If you change your stand, you are seen as a fickle-minded or a whimsical person. If you donot change your stand, you are seen as an inflexible, stubborn and obstinate person.

Group DiscussionsUnstructured Group Discussions75

• AssertivenessYou must put forth your point to the group in a very emphatic, positive and confident manner. Participantsoften confuse assertiveness with aggressiveness. Aggressiveness is all about forcing your pointon the other person, and can be a threat to the group. An aggressive person can also demonstratenegative 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 youstart and fail to contribute at regular intervals, it gives the impression that you started the GD just forthe sake of the initial points.Remember: You never ever get a second chance to create a first impression.• Creativity/ Out of the box thinkingAn idea or a perspective which opens new horizons for discussion on the GD topic is always highlyappreciated. When you put across a new idea convincingly, such that it is discussed at length by thegroup, it can only be positive. You will find yourself in the good books of the examiner.• Inspiring abilityA good group discussion should incorporate views of all the team members. If some team memberswant to express their ideas but are not getting the opportunity to do so, giving them an opportunity toexpress 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 himto express his views. This may insult him and hamper the flow of the GD.• ListeningAlways try and strike a proper balance between expressing your ideas and imbibing ideas.• AwarenessYou must be well versed with both the micro and macro environment. Your awareness about your environmenthelps a lot in your GD content, which carries maximum weightage. The content or awarenessgenerally constitutes 40 to 50 percent marks of your GD.Apart from these qualities, communication skills, confidence and the ability to think on one’s feet arealso very important.

Group Discussions76Let’s go on to how the GD is initiated, conducted and summarized. A group discussion can be categoricallydivided into three different phases:i. Initiation/ Introductionii. The actual group discussioniii. Summarization/ Conclusioni) Initiation TechniquesAs 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 canmake a favourable first impression with your content and communication skills after you initiate a GD, it willhelp 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 statementii) 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 don’t 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 TechniquesMost GDs do not really have conclusions. A conclusion is where the whole group decides in favour or againstthe topic. But every GD is summarised. You can summarise what the group has discussed in the GD in anutshell.

Group Discussions77Keep 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 anythingmore.

Let us now try out an actual group discussionStudent 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 encouragethose 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 forthe second GD.

Group Discussions78

Guidelines:• The feedback may be negative for some participants, but the facilitator should not hesitate to give themthis feedback albeit in a considerate manner. The very purpose of this program is to help them improveon their skills.• Facilitators should select the topics for discussion carefully. They are addressing college students, andso 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 pertainto 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 havinga successful group decision.

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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 employmentin their company, organization or firm.What are you being tested on?The 3C’s –• Capability• Credibility and• Confidence.The first step to a successful interview:Interviews are usually preceded by the evaluation of supplied résumés, short listing a small number of candidateswho seem to be the most desirable.A sample resume with the various sections has been provided below to give you an idea of what informationis deemed important by most interviewers.

An Effective ResumePart II – Interviewing Skills80

Interviewing SkillsThe Resume is a document used to display a candidate’s credentials. Your resume is a selling tool that outlinesyour skills and experiences so that an employer can see, at a glance, how you can contribute to thework 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 etcThere 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 listedbelow:• Provide content that will project you as the right candidate for the job offered – remember the resumehas to be of interest to the interviewer and not to you alone.• Don’t 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 bysomeone 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 pointers81

Interviewing SkillsThe Interview ProcessOnce 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 astudent 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 understandswhat 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 theabove 2 items well in advance (atleast 5 days) prior to the actual interview – and the result shows, the interviewis seen as a huge strain.To help you with the process, lets begin with the interviewer’s objectives – what is the interviewer looking forin 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 AttitudeThere are 4 broad areas which a candidate can focus his preparation on prior to an interview.1. Know Yourself2. Know the Job3. 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 coveredunder this broad umbrella and ensure that he / she has all the information ready to be presented in the mosteffective manner to the interviewer. This will also ensure that the candidate comes across as well preparedand 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 Checklist82

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 indicatesthe interest exhibited by the candidate in the potential employer. This will also give some commonground for the candidate and the interviewer to speak about. The minimum data that the candidate shouldhave 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 anythinggood recently.Prepare for Frequently Asked Questions (FAQs):In addition to the information covered in the above 3 sections, there are some questions which are normallyasked 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 thoughtout 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 what’s happening around you?• What are the websites you frequent? What books do you read?• What’s your favourite pastime / hobby?

Interviewing Skills83

Interviewing SkillsAt the Interview – Putting your best foot forwardThey say that the decision to hire an individual is greatly influenced by the first few minutes of the interviewprocess. Therefore it’s crucial to establish a rapport with the interviewer as soon as you meet him/her. Someof 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 beprofessional 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 youshake– Try to establish an eye contact as early as possible. Look at all the panel members while answeringquestions– Appear confident and friendly– Make sure your words align with the non verbal communication you make.Some of the common behaviours which hinder a candidate’s 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 reasonthat 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 Mistakes84

Part III – Presentation SkillsPresentation SkillsAlthough the thought of speaking before an audience fills manywith feelings of fear, a public speaking opportunity, if well-plannedand practiced, can be a memorable and pleasurable event forboth the speaker and the audience.The purpose of a presentation could be to provide information orshare knowledge or motivate the listeners or express appreciation.Irrespective of the objective or purpose the key to a successfulpresentation is connecting with the audience so that theyunderstand the meaning of the speaker’s message and not justcomprehend 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 absorband process the message.

Presentation SKillsVoice ModulationBody LanguageContent & Visual AidsAudience Management

Voice85• 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 impressionand sense of completion.Body Language is a combination of posture, gestures, movements, facial expressions, eye contact andgrooming. More than half of the impact of the presentation depends upon the body language. Strong, positivebody language is an essential tool that conveys conviction and confidence. It helps the speaker buildcredibility. It makes the listeners focus intently on what is being presented. Poor body language conveysnervousness 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 orclothes, 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 knowledgeetc. 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 directlyto 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 withoutdifficulty. 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 aquestion, 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 presentationThe conclusion needs to be as impactful as the opening.

Body Language

Content and Visual AidsPresentation Skills86It should accomplish 2 things:• Summarize the key points covered in the body of the presentation• Provide a sense of completionThe body of presentation can either be broken down into sub-topics and each sub-topic can be discussedindividually or the topic can be discussed in a sequential flow with statements and facts leading to the finalconclusion.If the purpose of the presentation is to seek approval for a plan or examine an earlier decision the format canbe question oriented.Questioning technique can also be used to solve problems by discussing the possible solutions and arrivingat the best option.The Pyramid structure used mostly by press media provides the story in its entirety at the outset followed byrelevant details for more clarity. This format increases audience receptiveness and provides flexibility to thespeaker to alter the length of the presentation.Visual aids significantly improve the impact of a presentation. However, they must be relevant to what is beingsaid. 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 speechmust therefore be geared to the audience. The presentation of a perfect project plan is a failure if the audiencedoes not understand its merits. The objective of a presentation is to make the message understood andremembered.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 establishinga 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 audiencecan be surveyed while speaking and their body language cues can indicate to the speaker if they areattentive or confused.

Often audience members will start to quietly discuss a point with each other if they are confused. If the nonverbalcues from the audience indicate that the message is not getting across, the speaker will need to be

Audience ManagementPresentation Skills87creative and get the attention of the audience back by asking questions, using humour or intervening eyecontact.The most important preparation factor is to rehearse. Read through the text and memorize the opening; conclusionand key points in the body of the presentation. Work at being relaxed. Practice making eye contactwith 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 essentialthat you speak clearly and distinctly. Practice is the single most important factor contributing to a goodpresentation.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.

PracticeActivity 1 - Presentation in Small GroupsActivity 2 - Mock PresentationsPresentation Skills8889

Entrepreneurial SkillsDevelopment

Goal SettingEntrepreneurial Skills – Awareness andDevelopment90

ObjectivesBy 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 entrepreunerialventure.91

Entrepreneurial Skills DevelopmentThe Entrepreneurship module aims at provoking thought and facilitatingEngineering student to consider a range of attitudes, values,knowledge, self-concepts, roles, and motivations for being entrepreneurial.The module introduces the students to concepts ofgoal setting, entrepreneurial competencies and facilitates them toinvolve in venture planning and facilitating an Engineering student.Activity 1Goal SettingStudents in teams of 10 brainstorm on the following questions; the facilitator has to provokethought 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?92

Goal SettingSMART Goal Setting:

Being successful in entrepreneurial ventures is based on having a vivid vision, a specific set of goals to pursuethe vision and application of the necessary talents, abilities, and skills to achieve them. Goal setting is asystematic 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 focusour efforts in the direction we intend it to. Specific states what is to be done, why it is important tobe 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 examsVsI want to score 90% average in my board exams• Goals have to be Measurable, so that they can be evaluated for progress and completion. Establishconcrete criteria to measure progress towards the achievement of each goal you set. When youmeasure your progress, you can make sure you are on track. Once you reach milestones you canexperience the exhilaration of accomplishment that spurs you on to continue effort required to reachyour goals.I want to be a read quite a bit and write reviews too” are not as measurable.VsI want to read 3 books on English language before the end of this month, and write reviews by end of nextmonth.• Goals should be Attainable: One should objectively analyze the feasibility of the goal given the currentcontext, their skill & ability, measuring criteria. A goal needs to stretch your capacity so that youfeel the goal needs a real hard commitment to accomplish. The feeling of success which this bringswould help you to remain motivated.If you aim to lose 15kgs in a month, we know that isn’t realistic and achievable. But setting agoal to loose 3kgs and when you’ve achieved that, planning to lose a further 3kg, will keep it achievable foryou.• Goals should be Realistic. The goal has to be analyzed from, is it do-able or utopian? A realistic projectmay push the skills, knowledge and ability of the people working on it but it shouldn’t break them. Devisea plan or a way of achieving the goal, a goal that is realistic. The goal has to be realistic for youat the moment. Setting too difficult goal seta the stage for failure, but setting it too low sends the message

that you aren’t 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, inthree months, by end of 2nd year. Having a milestone gives a real target to work on. If you don’thave a timeframe, the commitment is not clear or specific. It tends not to happen because you canstart work on it anytime you like. If there is no time limit, there’s 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.ge.ge.g93

Goal SettingLetter SignificantAbbreviationS SpecificA AttainableR RealisticM MeasurableOthersT TimelyStretch, SignificantAction oriented, Ambitious, Actionable,Achievable, Agreeable (where team goalsare concerned)Relevant, Results- oriented ,RewardingManageable, Meaningful, MotivatingTangible, 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? Ifnot, 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?94

Understanding EntrepreneurshipUnderstanding EntrepreneurshipEntrepreneurship 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 tochange, 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 creatingmany job opportunities.Students should individually write down important traits that facilitate entrepreneurial success, based on theirobservation of Entrepreneurs in their daily life (the grocer on the street, a travel agency, or a leading CEO ofa 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 objectivelyobserve. 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 1Studying Entrepreneurial CompetenciesSkillsSelf ImageMotives&TraitsSocial rolesBehavior95

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 theindividual.Examples include the self-concept of being an entrepreneur, a visionary, an opportunist or a deal-maker; selfconfidencein 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 entrepreneur’s life, presentinga summary of competencies they believe distinguish a high level of entrepreneurial spirit.Brain storm on the following Entrepreneurial competencies listed against theones they have prepared (with examples)Basic Personality Traits:• Integrity• Curiosity to experiment and learn• High level of motivational drive• Risk TakingOther 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 296

Based on the Competency model studied Competencies can be studied like theones listed below:Motive and trait level:

• Total commitment to their venture• Need for control (other than financial)• Utilitarian view• Present-future time orientation• Intuition• FlexibilitySocial role and self-concept level:• 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 relationshipsSkill/Knowledge level:• Team building and collaboration• Experiential learning (learning from experience)• Business AcumenBased on the exhaustive entrepreneurial traits list students had prepared or Studied in Activity 1 and 2, theyindividually jot down 5 of their significant life events and asses their behaviour in those situations. They standoutside themselves and observe themselves in these situations, thus identifying their own personal characteristicstraits, 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 todevelop them so that these skills can help them achieve their personal and professional goals.Activity 3Entrepreneurial Competencies97

Entrepreneurship in Daily lifeEntrepreneurship in Daily lifeActivity 4Some 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 andclassify them as learned and innate.Students in groups of 10 identify situations from their daily life where they have exhibited the entrepreneurialtraits 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 basedwork 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 classdiscussion, 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 thatare 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, perhapshat involves a personal goal common to many of the students in the classroom (organizing time forextracurricular activities, sports teams, homework, family functions, studying for exams; organizingfor graduation or special event; planning a community event, etc.).98

Venture Project Planning & Entrepreneurship CyclesVenture Project Planning & Entrepreneurship CyclesActivity 6Students discuss how entrepreneurship encourages and stimulates new ideas, approaches, methods, andstyles that can be reviewed. Students may relate to the idea of how enterprenuership is benefial to each ofthem on personal basis, in accepting and responding to change and inspiring opportunities for using intuitivedecision making. Students should consider how individual entrepreneurs working for themselves benefitsociety 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 opportunity4. Exploiting the opportunityActivity 7Students 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 wouldbe necessary to start up a venture that the students have planned for. Students should list down the skills forthe project.The students should prepare a report listing the skills significant for the projects and who in the group haswhat still/ match it.Ask each individual or group to develop a checklist to be used to evaluate their communityproject.Note: The venture plans are not expected to be fool proof and follow high standards of businessplans. The idea is to encourage students to come up with ideas and give them shape99

Planning the ProjectPlanning the ProjectActivity 8Planning for a venture is a step by step process. Students list down the steps and later compare it with thenotes 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-stepapproach and apply it to a venture of the student’s choice.While preparing a venture plan the students can be asked to keep the followingin mind:• Students should be told that the decision o drop the idea of a venture, or to adjust goals and objectivesfor a venture, and one at any time.• Remind the students that the purpose of this discussion is to think about possible ways of makingtheir proposed venture more certain of success.• Students should be aware of the general rules (criteria) for good business practices: honesty, writtencommunication skills, clarity of thoughts and actions, avoidance of stereotyping, and avoidance ofexaggeration.

• State the mission and vision of the venture. It should be clear to all the persons involved. Evaluatethe present strengths and weaknesses in terms of:1. the resources available at the present time2. the expectations of the planners (are they realistic?).• Develop goals for the venture including timelines. Both long term and short term goals are pertinentin 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/businessplan objective.• Ask students to recall examples of events that they participated, attended or co-ordinaed but weren’tsuccessful. Discuss the pitfalls in the plans, and sugest to the students that an event is similar to thatof a venture. If it is not well planned, it may end up with serious problems that are difficult to solvewhen the event is actually taking place.100

Planning the Project• In a class exercise, ask the students to assume that they are investors with a large amount of moneyto invest. They receive many venture plans to consider. What criteria would they use to pick the bestplan?.• 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 schemewhich is underutilized every year for Entrepreneurship:Activity 9Case Studies in Entrepreneurship101

References• http://www.drd.nic.in/Guide/sgsy.htm• http://rural.nic.in/sgsy/entrymain.asp2) Funding for Small and Medium Enterprises (MSME)• http://msme.gov.in/msme_schemes.htm3) ITI center, GoI gives Rs. 2.5 Crore funding if any Corporate wants to adopt ITI• http://www.cii-skillsdevelopment.in/ITI_Upgradation/index.htm4) Crash course on Entrepreneurship in collaboration with EDI and ITI will help start a MicroEnterprise 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 LinksEnterpreneurship Courses in India102

Links to Venture capitalistsReferences2. http://www.nenonline.org3. http://www.endeavorindia.org4. http://www.sequoiacap.com/india/venture-capital/Competency model – International Journal of Entrepreneurship Education 1(2) 2002, Senate Hall AcademicPublishing

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