Employability Skills Textbook for Class X PDF

Employability Skills Textbook for Class X Prelims.indd 1 31-Jan-20 9:46:12 AM  ISBN 978-93-5292-218-5 First Edition...

Employability Skills Textbook for Class X Prelims.indd 1 31-Jan-20 9:46:12 AM  ISBN 978-93-5292-218-5 First Edition ALL RIGHTS RESERVED February 2020 Magha 1941  No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. PD 5T BS  This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed off without the publisher’s consent, in any form of © National Council of Educational binding or cover other than that in which it is published. Research and Training, 2020  The correct price of this publication is the price printed on this page. Any revised price indicated by a rubber stamp or by a sticker or by any other means is incorrect and should be unacceptable. OFFICES OF THE PUBLICATION Division, NCERT NCERT Campus Sri Aurobindo Marg New Delhi 110 016 Phone : 011-26562708 108, 100 Feet Road Hosdakere Halli Extension Banashankari III Stage Bengaluru 560 085 Phone : 080-26725740 115.00 Navjivan Trust Building P.O.Navjivan Ahmedabad 380 014 Phone : 079-27541446 CWC Campus Opp. Dhankal Bus Stop Panihati Kolkata 700 114 Phone : 033-25530454 CWC Complex Maligaon Guwahati 781 021 Phone : 0361-2674869 Publication Team Head, Publication : Anup Kumar Rajput Division Chief Editor : Shveta Uppal Printed on 80 GSM paper with NCERT Chief Production Officer : Arun Chitkara watermark Chief Business Manager : Bibash Kumar Das Published at the Publication Division by the Secretary, National Council of Editor : Bijnan Sutar Educational Research and Training, Production Assistant : Rajesh Pippal Sri Aurobindo Marg, New Delhi 110 016 and printed at LPP Print Packaging Cover and Layout Pvt. Ltd., 28/1/10, Site-IV, Sahibabad Industrial Area, Sahibabad, District DTP Cell, Publication Division Ghaziabad (U.P.) Prelims.indd 2 31-Jan-20 9:46:12 AM  Foreword The National Curriculum Framework–2005 (NCF–2005) recommends bringing work and education into the domain of the curricular, infusing it in all areas of learning while giving it an identity of its own at relevant stages. It explains that work transforms knowledge into experience and generates important personal and social values such as self-reliance, creativity and cooperation. Through work one learns to find one’s place in the society. It is an educational activity with an inherent potential for inclusion. Therefore, an experience of involvement in productive work in an educational setting will make one appreciate the worth of social life and what is valued and appreciated in society. Work involves interaction with material or other people (mostly both), thus creating a deeper comprehension and increased practical knowledge of natural substances and social relationships. Through work and education, school knowledge can be easily linked to learners’ life outside the school. This also makes a departure from the legacy of bookish learning and bridges the gap between the school, home, community and the workplace. The NCF–2005 also emphasises on Vocational Education and Training (VET) for all those children who wish to acquire additional skills and/or seek livelihood through vocational education after either discontinuing or completing their school education. VET is expected to provide a ‘preferred and dignified’ choice rather than a terminal or ‘last-resort’ option. As a follow-up of this, NCERT has attempted to infuse work across the subject areas and also contributed in the development of the National Skill Qualification Framework (NSQF) for the country, which was notified on 27 December 2013. It is a quality assurance framework that organises all qualifications according to levels of knowledge, skills and attitude. These levels, graded from one to ten, are defined in terms of learning outcomes, which the learner must possess regardless of whether they are obtained through formal, non-formal or informal learning. The NSQF sets common principles and guidelines for a nationally recognised qualification system covering Schools, Vocational Education and Training Institutions, Technical Education Institutions, Colleges and Universities. It is under this backdrop that Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal, a constituent of NCERT has developed learning outcomes based modular curricula for the vocational Prelims.indd 3 31-Jan-20 9:46:12 AM  subjects from Classes IX to XII. This has been developed under the Centrally Sponsored Scheme of Vocationalisation of Secondary and Higher Secondary Education of the Ministry of Human Resource Development. This textbook takes care of generic skills embedded in various job roles in a comprehensive manner and also provides more opportunities and scope for students to engage with these common and necessary skills, such as communication, critical thinking and decision making in different situations pertaining to different job roles. I acknowledge the contribution of the development team, reviewers and all the institutions and organisations, which have supported in the development of this textbook. NCERT would welcome suggestions from students, teachers and parents, which would help us to further improve the quality of the material in subsequent editions. Hrushikesh Senapaty Director New Delhi National Council of Educational June 2018 Research and Training (iv) Prelims.indd 4 31-Jan-20 9:46:12 AM  About the Textbook Employability skills can be defined as those soft skills which employers look for in a potential employee. These skills equip the employees to carry out their role to the best of their ability and client satisfaction. For example, the ability to explain what you mean in a clear and concise way through written and spoken means, helps to build a better relationship with the client or the customer. Similarly, handling stress that comes with deadlines for finishing work and ensuring that you meet the deadlines can be done through effective self-management training. It can also be done by working well with other people from different disciplines, backgrounds, and expertise to accomplish a task or goal. In today’s digital age, employers expect that the employees should be able to make use of elementary functions of information and communication technology to retrieve, access, store, produce, present and exchange information in collaborative networks via the Internet. Students need to develop entrepreneurial skills, so that they can develop necessary knowledge and skills to start their own business, thus becoming job creators rather than job seekers. Potential employees need to develop green skills, which are the technical skills, knowledge, values and attitudes needed in the workforce to develop and support sustainable social, economic and environmental outcomes in business, industry and the community. Thus, as a student you are expected to acquire a range of skills so that you can meet the skill demands of the organisation that you would work for or to set up and run your own business. This textbook on ‘Employability Skills’ covers communication, self-management, information and communication technology, entrepreneurial and green skills. It has been developed as per the learning outcome based curriculum. The employability skills are embedded in the Qualification Packs of the different job roles in various sectors under the National Skill Qualification Framework. The textbook aims to provide learning experience through a blended approach of text and video-based interactive e-learning lessons. Running these e-learning lessons in classrooms would require a computer with Internet connection, projector and sound system, which the school should Prelims.indd 5 31-Jan-20 9:46:12 AM  provide to the teachers and students. The teachers will guide you to actively participate in class — asking and answering questions and following the instructions to complete the exercises and activities. Vinay Swarup Mehrotra Professor and Head Curriculum Development and Evaluation Centre and NSQF Cell, PSS Central Institute of Vocational Education, Bhopal (vi) Prelims.indd 6 31-Jan-20 9:46:12 AM  Acknowledgements The National Council of Educational Research and Training (NCERT) expresses its gratitude to all members of the Project Approval Board (PAB) and officials of the Ministry of Human Resource Development (MHRD), Government of India, for their cooperation in the development of this textbook. The Council would like to thank Rajesh P. Khambayat, Joint Director, PSS Central Institute of Vocational Education (PSSCIVE), Bhopal for providing support and guidance in the development of this textbook. The Council extends its gratitude to Vinay Swarup Mehrotra, Professor and Head, Department of Agriculture and Animal Husbandry and Curriculum Development and Evaluation Centre, PSSCIVE, Bhopal, for his untiring efforts, skillful guidance and assistance in the development and publishing of this textbook. The Council is grateful to Saroj Yadav, Professor and Dean (Academic), NCERT, and Ranjana Arora, Professor and Head, Department of Curriculum Studies, NCERT for their sincere efforts in coordinating the review workshops for the finalisation of this textbook. The Council acknowledges the contribution of the following review committee members from PSSCIVE — Abhijit Nayak, Professor and Head, Department of Health and Paramedical, Dipak Shudhalwar, Associate Professor and Head, Department of Engineering and Technology, Kuldeep Singh, Associate Professor, Department of Agriculture and Animal Husbandry, Mridula Saxena, Professor, Department of Home Science and Hospitality Management, P. Veeraiah, Professor and Head, Department of Business and Commerce, Pinki Khanna, Professor and Head, Department of Home Science and Hospitality Management, Rajiv Pathak, Professor, Department of Agriculture and Animal Husbandry, Saurabh Prakash, Professor, Department of Engineering and Technology, R.K. Shukla, Professor, Department of Business and Commerce and Vipin K. Jain, Associate Professor and Head, Department of Humanities, Science, Education and Research for reviewing this textbook. The Council also acknowledges the valuable contribution of Aakash Sethi, Chief Executive Officer, Quest Alliance, Aditi Kumar, Project Manager, Quest Alliance, Amit Singh, Advisor, National Institute for Entrepreneurship and Small Business Development, Austin Thomas, Executive Vice President, Wadhwani Foundation, Mekin Maheshwari, Chief Executive Officer, Udhyam Learning Foundation, Nidhi Sahni, Curriculum Prelims.indd 7 31-Jan-20 9:46:12 AM  Manager, Wadhwani Foundation, Nikita Bengani, Senior Program Manager, Quest Alliance, Poonam Sinha, Joint Director, National Institute for Entrepreneurship and Small Business Development, Rohit Massey, Consultant, National Institute for Entrepreneurship and Small Business Development, Shivani Gandhi, Program Manager, Udhyam Learning Foundation, Sonal K Jain, Consultant, Wadhwani Foundation, Sunil Dahiya, Executive Vice President, Wadhwani Foundation, and Vikrant Chandela, Associate Director, Wadhwani Foundation for their assistance in development of the textbook and for providing illustrations for the textbook. Vikas Kogey, Visual Analyser and Pinki Tiwari, Graphic Designer, PSSCIVE, Bhopal are also duly acknowledged for redrawing illustrations for the textbook. The images other than these used in the textbook have been sourced from the Creative Commons License. The Council also acknowledges the copyediting and valuable contribution of Shilpa Mohan, Assistant Editor (Contractual) Publication Division, NCERT, in shaping this textbook. The efforts of Pawan Kumar Barriar, DTP Operator and Sachin Tanwar, DTP Operator (Contractual), Publication Division, NCERT, for flawless layout design are also acknowledged. (viii) Prelims.indd 8 31-Jan-20 9:46:12 AM  Contents Foreword iii About the Textbook v Unit 1 Communication Skills 1 Session 1 Methods of Communication 1 Session 2 Verbal Communication 7 Session 3 Non-verbal Communication 10 Session 4 Communication Cycle and Importance of Feedback 16 Session 5 Barriers to Effective Communication 20 Session 6 Writing Skills — Parts of Speech 24 Session 7 Writing Skills — Sentences 31 Unit 2 Self-management Skills 39 Session 1 Stress Management 40 Session 2 Self-awareness — Strength and Weakness Analysis 46 Session 3 Self-motivation 51 Session 4 Self-regulation — Goal Setting 54 Session 5 Self-regulation — Time Management 58 Unit 3 Information and Communication Technology Skills 63 Session 1 Basic Computer Operations 63 Session 2 Performing Basic File Operations 70 Session 3 Computer Care and Maintenance 74 Session 4 Computer Security and Privacy 79 Unit 4 Entrepreneurial Skills 84 Session 1 Entrepreneurship and Society 85 Session 2 Qualities and Functions of an Entrepreneur 89 Session 3 Myths about Entrepreneurship 94 Session 4 Entrepreneurship as a Career Option 99 Unit 5 Green Skills 103 Session 1 Sustainable Development 103 Session 2 Our Role in Sustainable Development 109 Answer Key 114 Glossary 117 Prelims.indd 9 31-Jan-20 9:46:12 AM Prelims.indd 10 31-Jan-20 9:46:13 AM  Unit 1 Communication Skills Introduction In the present time, a thorough knowledge of language with communication skills is very important in any occupation or business. As a student, you may study any language, but it is important that you are able to read, write, speak and listen well in order to communicate properly. Speaking more than one language can help you to communicate well with people around the world. Learning English can help you to communicate with people who understand English besides the mother tongue i.e., the language one has been exposed to since birth. Session 1: Methods of Communication The word ‘communication’ comes from the Latin word commūnicāre, meaning ‘to share’. Being able to communicate effectively is one of the most important life skills. Communication skills are Unit 1.indd 1 31-Jan-20 9:48:05 AM  Notes needed to communicate effectively with people and customers. This module aims to help you improve your communication skills. Clear and concise communication is of immense importance in work and business environment as there are several parties involved. Various stakeholders, like, customers, employees, vendors, media, etc., are always sending important information to each other. Communication has three important parts: 1. Transmitting — The sender transmits the message through one medium or another. 2. Listening — The receiver listens or understands the message. 3. Feedback — The receiver conveys their understanding of the message to the sender in the form of feedback to complete the communication cycle. Let us look at an example below in an outlet of a bookstore: Customer (to a retail associate): Do you have the textbook of Beauty Therapist, published by National Council of Educational Research and Training? Salesperson : Let me check. In the above conversation, the information is being transmitted orally by the customer. The salesperson is the listener in this case. The discussion about book is the message. Salesperson: Yes, we have the textbook of Beauty Therapist. Customer: Please give me one copy of the textbook. I want to purchase it. In the above conversation, the receiver’s response (i.e., the salesperson) is the feedback. This is an example of a communication between the customer and the salesperson. The process of conveying a message is complete only when the person receiving it has understood the message in its entirety. In this case, the customer understood that the book store has the textbook and they can get a copy of the same. 2 Employability Skills – Class X Unit 1.indd 2 31-Jan-20 9:48:05 AM  Communication Process and Elements Let us see the process of communication in detail. Information/ Behaviour/ Input Output The Channel— What speaking, writing I mean graphic, video, etc. What I understand Coding The Message De-coding The The At least some Messenger Recepient code in common Fig. 1.1: Communication Process Sender sends a message Giving Information Message (Encoding) channel Sender Receiver Communication A Channel is starts with used to transfer sender the message Reply to Sender (Encoding) Receiver channel Message is Receiving Information replies to the received by the sender receiver Figure 1.2: Elements of Communication Communication Skills 3 Unit 1.indd 3 31-Jan-20 9:48:06 AM  The various elements of a communication cycle are: Sender: the person beginning the communication. Message: the information that the sender wants to convey. Channel: the means by which the information is sent. Receiver: the person to whom the message is sent. Feedback: the receiver’s acknowledgement and response to the message. We are constantly use some form of communication or another to send a message across. Without the different methods of communication available today, it would be challenging to carry out business as proficiently as it is done today and with the same swiftness. Some common methods of communication are given in Table 1.1. Table 1.1: Methods of Communication Method Description Pictorial Description Face-to-face informal There is nothing better than face-to-face communication communication. It helps the message to be understood clearly and quickly. Also, since body language can be seen in this case; it adds to the effectiveness of the communication. e-mail e-mail can be used to communicate quickly with one or many individuals in various locations. It offers flexibility, convenience and low-cost. Notices/Posters It is effective when the same message has to go out to a large group of people. Generally used for where email communication may not be effective. For example, ‘Change in the lunch time for factory worker,’ or ‘XYZ Clothing will remain closed for customers on Sunday.’ Business Meetings Communication during business meetings at an organisation are generally addressed to a group of people. It can be related to business, management and organisational decisions. 4 Employability Skills – Class X Unit 1.indd 4 31-Jan-20 9:48:12 AM  Other Methods There can be various other methods like social networks, message, phone call for communication, newsletter, blog, etc. Choosing the right method of communication depends on target audience costs kind/type of information urgency/priority The methods of communication you choose could affect your relationship with peers, supervisors and customers. It is, therefore, vital that you spend considerable time and consider all factors choosing the right methods to aid you in your tasks. Practical Exercises The teacher will facilitate these activities by showing you the e-learning lesson at http://www.psscive.ac.in/stud_text_book. html. This will include videos and e-content for the above topics as well as detailed instructions for some activities below. Initial Thinking Activity After watching the initial video in the e-learning lesson for this topic, write the answer of the following question: Why is it important to communicate effectively? Activity 1 Role Play on Communication Procedure Form groups with four students in each group. The situation is that a student is Sales Executive at a toy store and he or she is supposed to communicate to customers about the various types of toys available with the store for different age group. The other students will reach the Sales Executive one by one and ask different types of questions related to toys. Develop a script for the role play and act on the same. Discuss what you all learned from this activity. Communication Skills 5 Unit 1.indd 5 31-Jan-20 9:48:14 AM  Notes Activity 2 Identifying Elements of the Communication Cycle in Activity 1 Material required Paper and pencil Procedure Each student will draw a communication cycle. The entire class will then discuss how each element affected communication during Activity 1. Check Your Progress A. Multiple choice questions Read the questions carefully and circle the letter(s) (a), (b), (c) or (d) that best answer(s) the question. (Note: There can be more than one correct choice) 1. Which of the following is NOT an element of communication within the communication process cycle? (a) Channel (b) Receiver (c) Sender (d) Time 2. You need to apply leave at work? Which method of communication will you use? (a) e-mail (b) Poster (c) Newsletter (d) Blog 3. By which action can senders send their messages? (a) Gestures (b) Speaking (c) Reading (d) Writing B. Subjective question 1. Make a chart highlighting all the methods of communication. Use markers and colours to highlight differences amongst all. What Have You Learnt? After this session, you will be able to identify the different communication elements. explain the communication process along with all the communication elements. list the various methods of communication. 6 Employability Skills – Class X Unit 1.indd 6 11-Feb-20 9:35:19 AM  Session 2: Verbal Communication Verbal communication includes sounds, words, language, and speech. Speaking is one of the most effective and commonly used way of communicating. It helps in expressing our emotions in words. By improving your verbal communication skills you will build rapport, and have a better connect. Table 1.2 lists the important forms of verbal communication. Table 1.2: Verbal Communication Type of Verbal Examples Communication Interpersonal This form of communication takes Communication place between two individuals and is thus a one-on-one conversation. It can be formal or informal. Examples 1. A manager discussing the performance with an employee. 2. Two friends discussing homework. 3. Two people talking to each other over phone or video call. Written Communication This form of communication involves writing words. It can be letters, circulars, reports, manuals, SMS, social media chats, etc. It can be between two or more people. Examples 1. A manager writing an appreciation e-mail to an employee. 2. Writing a letter to grandmother enquiring about health. Small Group This type of communication takes Communication place when there are more than two people involved. Each participant can interact and converse with the rest. Examples 1. Press conferences 2. Board meetings 3. Team meetings Communication Skills 7 Unit 1.indd 7 31-Jan-20 9:48:25 AM  Public Communication This type of communication takes place when one individual addresses a large gathering. Examples 1. Election campaigns 2. Public speeches by dignitaries Advantages of Verbal Communication It is an easy mode of communication in which you can exchange ideas by saying what you want and get a quick response. Verbal communication also enables you to keep changing your interaction as per the other person’s response. Disadvantages of Verbal Communication Since verbal communication depends on written or spoken words, sometimes the meanings can be confusing and difficult to understand if the right words are not used. Mastering Verbal Communication Most people tend to get nervous while speaking in front of a large group, or even while speaking to their teachers, managers or supervisors. However, if you focus on the points given in Table 1.3, you can enhance and master your verbal communication skills. Table 1.3: Mastering Verbal Communication Think Before You Think about your topic. Speak Think about the most effective ways to make your listeners understand the topic. Write or note down whatever you plan to say. Concise and Clear Speak clearly, loudly and at moderate speed. Be sure the information you want to share is to the point. Do not repeat the same sentences. Confidence and Be confident. Body Language Maintain eye contact, stand straight and be attentive. Be friendly. Practical Exercise The teacher will facilitate these activities by showing you the e-Learning lesson at http://www.psscive.ac.in/stud_text_book. html. This will include videos and e-content for the above topics as well as detailed instructions for some activities below. 8 Employability Skills – Class X Unit 1.indd 8 11-Feb-20 9:36:45 AM  Initial Thinking Activity Notes After watching the video in the e-Learning lesson for this topic write down why do you think Tina’s directions were misunderstood? How would you have given directions on the phone? Activity 1 Group-Practice: Role Play of a Telephonic Conversation Material required Notebook, pen Procedure Form groups with three students in each group. Write a phone conversation based on a given scenario of a student calling a university academic coordinator to know about study courses and admission procedure. One student acts as caller and the other as receiver. Read out the conversation by enacting the roles. The third student gives feedback based on the 7Cs of communication (clear, concise, concrete, correct, coherent, complete and courteous). Activity 2 Group-Practice on Public Speaking Material required Notebook, pen Procedure Form groups with three students in each group. Within the group, choose a topic for a short speech. For example, Importance of Punctuality, Healthy Food Habits, etc. Each person should make a speech to the others in the group; who then give feedback based on whether the person was able to communicate properly. One student from the group volunteers to give the same speech in front of the class. Check Your Progress A. Multiple choice questions Read the questions carefully and circle the letter (a), (b), (c) or (d) that best answers the questions. 1. Which of the following is an example of oral communication? (a) Newspapers (b) Letters (c) Phone call (d) e-mail Communication Skills 9 Unit 1.indd 9 11-Feb-20 9:37:08 AM  Notes 2. What are the types of words we should use for verbal communication? (a) Acronyms (b) Simple (c) Technical (d) Jargons 3. Why do we use e-mails? (a) To communicate with many people at the same time. (b) To share documents and files. (c) To talk to each other in real-time. (d) To keep a record of communication. B. Subjective question 1. List the different types of verbal communication. Include examples for each verbal communication type. What Have You Learnt? After completing this session, you will able to describe different types of verbal communication. list the advantages and disadvantages of verbal communication. Session 3: Non-verbal Communication Non-verbal communication is the expression or exchange of information or messages without using any spoken or written word. In other words, we send signals and messages to others, through expressions, gestures, postures, touch, space, eye contact and para language. In this session, Figure1.3: Non-verbal Communication 10 Employability Skills – Class X Unit 1.indd 10 31-Jan-20 9:48:27 AM  you will learn about the importance of different types of non-verbal communication skills and also know the correct body language to be used for communication. Importance of Non-verbal Communication In our day-to-day communication 55% communication is done using body movements, face, arms, etc. 38% communication is done using voice, tone, pauses, etc. only 7% communication is done using words. Figure 1.4: Methods of Communication As we can see in Figure 1.4, around 93% of our communication is non-verbal. Certain examples of communicating with tone of voice and body language are shown in Table 1.4. Table 1.4: Non-verbal Communication Non-Verbal Communication Gestures Raising a hand to greet or say goodbye Pointing your finger at someone Expressions Smiling when you are happy Making a sad face when you are sad Communication Skills 11 Unit 1.indd 11 31-Jan-20 9:48:33 AM  Body Language Postures by which attitudes and feelings are communicated. Standing straight, showing interest. Our message becomes more effective if we use the right gestures while communicating. If we know about non-verbal communication, we can understand our audience’s reaction and adjust our interaction accordingly. Using the right gestures and postures is a sign of professionalism and etiquette. If verbal messages are obstructed by noise or distance, etc., we can use our hand movements to exchange messages. For example, placing a finger on the lips indicates the need for silence while nodding the head is the same as saying ‘yes’. As mentioned in Table 1.5, let us learn about some of the ways in which we communicate non-verbally. Table 1.5: Types of Non-verbal Communication Type What it means How to use effectively? Facial Expressions Our expressions can show different Smile when you feelings, such as Happiness, meet someone. Sadness, Anger, Surprise, Fear, etc. Keep your face relaxed. Match your expressions with your words. Nod while listening. Posture Postures show our confidence and Keep your shoulders feelings. For example, a straight straight and body relaxed. body posture shows confidence Sit straight while resting while a slumped posture is a sign of your hands and feet in weakness. relaxed position. While standing, keep your hands by your sides. Gestures or Gestures include body movements Keep your hands open. Body Language that express an idea or meaning. Avoid pointing your finger For example, raising a hand in at people. class to ask a question and biting Tilt your head a bit to show nails when nervous. that you are attentive. 12 Employability Skills – Class X Unit 1.indd 12 31-Jan-20 9:48:40 AM  Touch We communicate a great deal Shake hands firmly while through touch. For example, meeting someone. a firm handshake to display Avoid other touch confidence and pat on the back gestures during formal to encourage someone. communication. Space Space is the physical distance Maintain proper space between two people. The space depending on the between tow persons while relationship, which could communicating, generally depends be formal or informal or on the intimacy or closeness the closeness with the between them. person with whom you are talking. Eye Contact The way we look at someone can Look directly at the person communicate a lot. Eye contact who is speaking. shows that we are paying attention Avoid staring; keep a to the person as opposed to looking relaxed look. away, which can make the other Maintain eye contact with person feel ignored. intermittent breaks. Paralanguage How we speak affects our Use a suitable tone communication and includes the and volume tone, speed and volume of our Maintain a moderate speed voice. For example, talking fast while talking may show happiness, excitement or nervousness while speaking slow may show seriousness or sadness. Visual Communication Visual communication proves to be effective since it involves interchanging messages only through images or pictures and therefore, you do not need to know any particular language for understanding it. It is simple and remains consistent across different places. Some common types of visual communication are shown in Table 1.6. Table 1.6: Examples of Visual Communication Visual Communication: Exchanging Information through Images Under construction No pets allowed Communication Skills 13 Unit 1.indd 13 31-Jan-20 9:48:50 AM  No parking zone No entry Danger warning Radiation/biohazard warning Under CCTV surveillance No mobile phone Practical Exercises The teacher will facilitate these activities by showing you the e-learning lesson at http://www.psscive.ac.in/stud_text_book. html. This will include videos and e-content for the above topics as well as detailed instructions for some activities below. Initial Thinking Activity After watching the initial video in the e-learning lesson for this topic write down how could Rohit understand something was wrong with Amar? Can you understand how your friends are feeling even when they do not tell you anything? Activity 1 Group-Practice: Role-play on Non-verbal Communication Material required Notebook, pen Procedure Form groups with three students in each group. Prepare the script for the role play, based on the given scenario. For example, a hearing impaired salesperson is attending a female customer at an apparel store. Act it out in front of your group. One group volunteers to act before your whole class. Discuss how students used non-verbal communication. Was this communication effective? 14 Employability Skills – Class X Unit 1.indd 14 31-Jan-20 9:49:01 AM  Activity 2 Notes Group-Practice: How to Avoid Body Language Mistakes Material required Notebook, pen Procedure In the same group of three students as above, discuss what are the Dos and Don’ts of avoiding miscommunication because of body language. Each student should write down a list of these Dos and Don’ts. (Prepare the lists as homework, if there is less time left to complete the task in class). Activity 3 Individual-Practice: Comparing Methods of Communication Material required Notebook, pen Procedure Discuss the three methods of communication (Verbal, Non-verbal and Visual). Ask each student to write a list of the advantages and disadvantages of each method. Practice: In all your conversations at home and school, pay attention to the non-verbal signs others are using. Practice using the non-verbal methods you learnt here in the right manner. Check Your Progress A. Multiple choice questions Read the questions carefully and circle the letter (a), (b), (c) or (d) that best answers the question. 1. Which of these is a positive (good) facial expression? (a) Frowning while concentrating (b) Maintaining eye contact (c) Smiling continuously (d) Rolling up your eyes 2. What does an upright (straight) body posture convey or show? (a) Pride (b) Professionalism (c) Confidence (d) Humility 3. Which of these is NOT an appropriate non-verbal communication at work? (a) Keeping hands in pockets while talking (b) Talking at moderate speed Communication Skills 15 Unit 1.indd 15 31-Jan-20 9:49:01 AM  Notes (c) Sitting straight (d) Tilting head a bit to listen 4. Which of the following statement is true about communication? (a) 50% of our communication is non-verbal (b) 20% communication is done using body movements, face, arms, etc. (c) 5% communication is done using voice, tone, pauses, etc. (d) 7% communication is done using words 5. Put a X mark against the actions below which are examples of bad non-verbal communication. Laughing during formal communication Scratching head Smiling when speaking to a friend Nodding when you agree with something Standing straight Yawning while listening Sitting straight Maintaining eye contact while speaking Biting nails Firm Handshake Clenching jaws Looking away when someone is speaking to you Intense stare B. Subjective question 1. Draw any five common signs used for Visual Communication. Explain what each conveys and where did you see it? What Have You Learnt? After completing this session, you will be able to explain non-verbal and visual communication and their importance. identify different types of non-verbal communication. use non-verbal communication in the right manner at work. avoid common mistakes in non-verbal communication. Session 4: Communication Cycle and Importance of Feedback Feedback is an important part of the communication cycle. For effective communication, it is important that the sender receives an acknowledgement from 16 Employability Skills – Class X Unit 1.indd 16 31-Jan-20 9:49:01 AM  the receiver about getting the message across. While a sender sends information, the receiver provides feedback on the received message. Translated to the work environment, when you observe someone perform their work and then, communicate with them to help improve their performances, you are giving feedback. Feedback can be positive or negative. A good feedback is always specific helpful kind Figure 1.5: Communication Cycle Table 1.5: Types of Feedback Type of Feedback Examples Positive Feedback I noticed you finished the work perfectly. Great job! I really appreciate you taking that call. Can you please also share the details? Negative Feedback You keep forgetting to smile at the hotel guests when you talk to them. You take really long to reply to e-mails! Are you always so busy? No Feedback It is also a feedback in itself which indicates disagreement of ideas. Feedback Feedback, if shared properly, can help reinforce existing strengths and can increase the recipient’s abilities to Communication Skills 17 Unit 1.indd 17 31-Jan-20 9:49:18 AM  Notes rectify errors. It can have a long-term effect in managing and achieving goals. A good feedback is one that is: Specific: Avoid general comments. Try to include examples to clarify your statement. Offering alternatives rather than just giving advice allows the receiver to decide what to do with your feedback. Timely: Being prompt is the key, since feedback loses its impact if delayed for too long. Polite: While it is important to share feedback, the recipient should not feel offended by the language of the feedback. Offering continuing support: Feedback sharing should be a continuous process. After offering feedback, let recipients know you are available for support. Importance of Feedback Feedback is the final component and one of the most important factors in the process of communication since it is defined as the response given by the receiver to the sender. Let us look at certain reasons why feedback is important. It validates effective listening: The person providing the feedback knows they have been understood (or received) and that their feedback provides some value. It motivates: Feedback can motivate people to build better work relationships and continue the good work that is being appreciated. It is always there: Every time you speak to a person, we communicate feedback so it is impossible not to provide one. It boosts learning: Feedback is important to remain focussed on goals, plan better and develop improved products and services. It improves performance: Feedback can help to form better decisions to improve and increase performance. 18 Employability Skills – Class X Unit 1.indd 18 31-Jan-20 9:49:18 AM  Notes Practical Exercise The teacher will facilitate these activities by showing you the e-learning lesson at http://www.psscive.ac.in/stud_text_book. html. This will include videos and e-content for the above topics as well as detailed instructions for some activities below. Activity 1 Role Play on Providing Feedback Material required Notebook, pen Procedure Form groups with five students in each group. Two volunteers in the group should act out a role play of a hotel staff. For example, Volunteer A can act as a front desk executive and Volunteer B as a guest enquiring availability of rooms. After the role play, remaining members of group will give constructive feedback to both the volunteers. Activity 2 Group-Practice on Constructive Feedback Material required Notebook, pen Procedure Form groups with five students in each group. Each member in the group should write down three sentences showing how feedback should NOT be given. Then, each group forms a circle. One person in the circle starts by saying a sentence or feedback. The next person in the circle tries to make the feedback more constructive. Keep repeating until all written feedback have constructive alternatives. Check Your Progress A. Multiple choice questions Read the questions carefully and circle the letter (a), (b), (c) or (d) that best answers the question. 1. Which of these are examples of positive feedback? (a) Excellent, your work has improved. (b) I noticed your dedication towards the project. (c) You are always doing it the wrong way. (d) All of the above Communication Skills 19 Unit 1.indd 19 31-Jan-20 9:49:18 AM  Notes 2. Which of these are examples of negative feedback? (a) I hate to tell you this but your drawing skills are poor. (b) You can surely improve your drawing. (c) This is a good drawing but you can do better. (d) None of the above 3. Which of the following are effective components of a good feedback? (a) Detailed and time consuming (b) Direct and honest (c) Specific (d) Opinion-based B. Subjective question 1. What do you mean by feedback? Let’s take a scenario. Radha is your co-worker. Together you are making a report on how to manage the waste in your store. Since she has not finished her part of the report on time, the whole report has got delayed and the manager has given you both a warning. Write down the feedback you would like to give your co-worker on managing time. Try to keep the feedback specific and polite. What Have You Learnt? After completing this session, you will able to identify how and when to give feedback. explain the importance of feedback. use suitable words and phrases when giving or receiving feedback. Session 5: Barriers to Effective Communication What is Effective Communication? We now know that there are different methods of communication: non-verbal, verbal and visual. However, all these methods can only be effective if we follow the basic principles of professional communication skills. These can be abbreviated as 7 Cs i.e., Clear, Concise, Concrete, Correct, Coherent, Complete and Courteous. These are further explained in Figure 1.6. Absence of any of these 7Cs can lead to miscommunication. Let us take a closer look at certain barriers to effective communication. 20 Employability Skills – Class X Unit 1.indd 20 31-Jan-20 9:49:18 AM  Notes Figure 1.6: 7Cs of Effective Communication Linguistic Cultural Barriers to Communication Physical and Interpersonal Organisational Figure 1.7: Barriers to Effective Communication Barriers to Effective Communication Physical Barriers Physical barrier is the environmental and natural condition that act as a barrier in communication in sending message from sender to receiver. Not being able to see gestures, posture and general body language can make communication less effective. For example, text messages are often less effective than face-to-face communication. Linguistic Barriers The inability to communicate using a language is known as language barrier to communication. Language barriers are the most common communication barriers, which cause misunderstandings and Communication Skills 21 Unit 1.indd 21 31-Jan-20 9:49:20 AM  Notes misinterpretations between people. For example, slang, professional jargon and regional colloquialisms can make communication difficult. Interpersonal Barriers Barriers to interpersonal communication occur when the sender’s message is received differently from how it was intended. It is also very difficult to communicate with someone who is not willing to talk or express their feelings and views. Stage fear, lack of will to communicate, personal differences can create interpersonal barriers to communication. Organisational Barriers Organisations are designed on the basis of formal hierarchical structures that follow performance standards, rules and regulations, procedures, policies, behavioural norms, etc. All these affect the free flow of communication in organisations and therefore, need to be suitably managed. Superior-subordinate relationships in a formal organisational structure can be a barrier to free flow of communication. Also, sometimes due to the stringent rules, the employees find it difficult to communicate with their peers too. Cultural Barriers Cultural barriers is when people of different cultures are unable to understand each other’s customs, resulting in inconveniences and difficulties.People sometimes make stereotypical assumptions about others based on their cultural background, this leads to difference in opinions and can be a major barrier to effective communication. Although there are certain barriers to effective communication, you can always overcome these barriers by following some best practices of effective communication that are listed here. Ways to Overcome Barriers to Effective Communication Use simple language Do not form assumptions on culture, religion or geography 22 Employability Skills – Class X Unit 1.indd 22 31-Jan-20 9:49:20 AM  Try to communicate in person as much as possible Notes Use visuals Take help of a translator to overcome differences in language Be respectful of other’s opinions Practical Exercise Activity 1 Role Play on Barriers to Effective Communication. Material required Notebook, pen Procedure Form groups with five students in each group. Two volunteers from the group should act out a role play of a salesperson in a shopping mall. For example, Volunteer A can act as a sales executive, and Volunteer B as a customer enquiring about a television set. The customer is from a foreign country. Enact the communication barriers or challenges the customer or salesperson may face while interacting with each other. Activity 2 Group practice: Overcoming Barriers Material required Notebook, pen Procedure Form groups with five students in each group. Each member in a group should write down three ways to overcome barriers to effective communication. The group members will then stand in a circle. Each student should say aloud one point each; till all the ways have been discussed. Check Your Progress A. Multiple choice questions Read the questions carefully and circle the letter(s) (a), (b), (c) or (d) that best answers the question. 1. Which of these is NOT a common communication barrier? (a) Linguistic barrier (b) Interpersonal barrier Communication Skills 23 Unit 1.indd 23 31-Jan-20 9:49:20 AM  Notes (c) Financial barrier (d) Organisational barrier 2. Which of these are ways to overcome communication barriers? (a) Respecting each other’s differences (b) Using a translator (c) Not communicating at all (d) Using your own language for comfort B. Subjective question 1. Write down the common communication barriers you may come across when you move to a new city or country. What Have You Learnt? After completing this session, you will be able to identify the common barriers to effective communication. list ways to overcome barriers to effective communication. Session 6: Writing Skills — Parts of Speech Writing skills are part of verbal communication and include e-mails, letters, notes, articles, SMS/chat, blogs, etc. In all these forms of written communication, we use sentences to express ourselves. Sentences are important because they help to clearly present the message. We all know that a sentence is a group of words that communicates a complete thought. For example, Pooja goes to school. On the other hand, a group of words, which does not make complete sense, is known as a phrase. For example, Pooja goes. A sentence always begins with a capital letter, and it always ends with a question mark, full stop or exclamation mark. In this session, we will cover all these topics in detail. But first, read aloud the examples given below: When will you complete your homework? I completed it yesterday. That is good! Capitalisation We know that all sentences begin with capital letters. However, there are certain other points in a sentence where we should use capital letters. ‘TINS’is a set of 24 Employability Skills – Class X Unit 1.indd 24 11-Feb-20 9:38:25 AM  simple rules that help you capitalise words correctly. Each letter in the word TINS refers to one capitalisation rule as shown in Table 1.7. Table 1.7: Capitalisation Rules Alphabet T I N S What it shows: Titles word ‘I’ Names Starting letter of sentences Rule Capitalise the Capitalise the Capitalise the first Capitalise first letter in letter ‘I’ when it letter in the names the first the titles used is used as a word of people, places, letter in every before people’s (Pronoun). days and months. sentence. names. Example Dr Malik and He said that I The summer break The little girl Mr Pandey should accompany is starting this lost her book. were invited to him to the mall. Friday and will the party. continue till the end of June. Suresh is planning to visit London next year. Punctuation Certain set of marks, such as full stop, comma, question mark, exclamation mark and apostrophe are used in communication to separate parts of a sentence for better clarity of message. Some common punctuation marks and their rules are shown here in Table 1.8. Table 1.8: Punctuation Marks Punctuation Sign Use Example name Full stop. Used at the end of a Omar is a professor. His students sentence. call him Prof. Omar. Used with short form of long words. Comma , Used to indicate a pause After getting down from the bus, I in the sentence. walked towards my school. Used to separate two or The grocery store had fresh more items in a row. kiwis,strawberries and mangoes. Question mark ? Used at the end of a Where is your book? question. Exclamation mark ! Used at the end of a What a beautiful dress! word or a sentence to Hooray! We won the match. indicate a strong feeling. Communication Skills 25 Unit 1.indd 25 31-Jan-20 9:49:20 AM  Apostrophe (‘) Used followed by an ‘s’ That is Shobha’s cat. to show possession or Are these Rahim’s colour pencils? belonging. Let’s go for the movies today. Used with shortened She isn’t coming to school today. form of words in informal speech. Basic Parts of Speech The part of speech indicates how a particular word functions in meaning as well as grammatically within the sentence. Some examples are nouns, pronouns, adjectives, verbs and adverbs as shown in Figure 1.8. Nouns (Name, Place, Animal, Thing) Adverbs Pronouns (slowly, (He, she, quickly, etc.) you, I) Adjectives Verbs (Walk, (Salty, Spicy, Talk, etc.) etc.) Figure 1.8: Parts of Speech Table 1.8: Parts of Speech Parts of What they do Example sentence Example speech words Noun Words (naming words) Kavita bought a book. ‘Kavita’ Tiger that refer to a person, and ‘book’ are nouns. Truth place, thing or idea. India Raj January Pronoun Words used in place of Kavita bought a book. She has I a noun a great book collection. ‘She’ is You used in place of the noun Kavita. They Us She He 26 Employability Skills – Class X Unit 1.indd 26 31-Jan-20 9:49:20 AM  Adjectives Words that describe Kavita bought a best-selling book Large other words. best-selling is an adjective that Red describes the noun book. Naughty Weak One-foot Verbs Words that show action Kavita buys a new book every Run month. Buys is the verb that tells Eat about Kavita’s actions. Think Sit Adverbs Words that add meaning Kavita quickly read her Easily to verbs by answering book.‘Quickly’ tells us how Kavita Always How? How often? When? did the action. Before and Where? Fast Carefully Let us now see how these words are used. Read aloud the sentence given below. Hooray! Shyam and his team won the exciting match yesterday. We already know that Shyam, team and match are nouns. ‘Exciting’ is an adjective here because it describes the noun match, the word won is a verb because its hows an action and the word ‘yesterday’ is an adverb because it describes when they won the match. But what about the remaining words in this sentence: Hooray, the, and? Such supporting words are used to join the main parts of speech together and also to add information to the sentences. Let us now look at some types of these supporting words. Supporting Parts of Speech Types Articles (a, an, the) Interjection Conjunctions (wow, oh no, (and, but, etc.) etc.) Preposition (in, on, etc.) Figure 1.9: Supporting Parts of Speech Communication Skills 27 Unit 1.indd 27 31-Jan-20 9:49:20 AM  Some supporting words are shown in Figure 1.9. Let us learn more about them using Table 1.10. Table 1.10: Supporting Parts of Speech Supporting Parts Use Example of Speech Articles (a, an, the) Generally used before nouns. Wow! The boy was taken An — used before words with a vowel sound by surprise because he A — used before nouns with a consonant saw a bird flying over sound his head. The — Refers to specific or particular words Conjunctions Joins two nouns, phrases or sentences Wow! The boy was taken (and, but, by surprise because he because) saw a bird flying over his head. Prepositions (on, Connects one word with another to Wow! The boy was taken by over, in, under) usually answer the questions ‘where’, surprise because he saw a ‘when’ and ‘how’. bird flying over his head. Interjections Expresses strong emotions, such as Wow! The boy was taken