Employability_Skills_XI.pdf

 Employability Skills Textbook for Class XI Prelims.indd 1 14-03-2019 16:18:53  ISBN 978-93-5292-126-3 First Edition...

 Employability Skills Textbook for Class XI Prelims.indd 1 14-03-2019 16:18:53  ISBN 978-93-5292-126-3 First Edition ALL RIGHTS RESERVED March 2019 Chaitra 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, 2019  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 Navjivan Trust Building P.O.Navjivan Ahmedabad 380 014 Phone : 079-27541446 215.00 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 : M. Siraj Anwar Division Chief Editor : Shveta Uppal Chief Production Officer : Arun Chitkara Printed on 80 GSM paper with NCERT watermark Chief Business Manager : Abinash Kullu Published at the Publication Division Editor : Bijnan Sutar by the Secretary, National Council of Production Officer : Abdul Naim Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Raas Technoprint, Cover and Layout A-93, Sector-65, Noida-201 301 (U.P.) DTP Cell, Publication Division Prelims.indd 2 19-03-2019 12:02:23  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 14-03-2019 16:18:53  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 14-03-2019 16:18:53  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 Prelims.indd 5 14-03-2019 16:18:53  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 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 National Skill Qualification Framework Cell, PSSCIVE, Bhopal (vi) Prelims.indd 6 14-03-2019 16:18:53  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, Curriculum Development and Evaluation Centre and National Skill Qualification Framework Cell, 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 (A), NCERT, and Ranjana Arora, Professor and Head, Department of Curriculum Studies, 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, Professor and Head, Department of Agriculture and Animal Husbandry, Mridula Saxena, Professor, Department of Home Science and Hospitality Management, P. Veeraiah, Associate 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 Monal Jayaram, Core Team Member, Pratishtha Ingale, Program Manager, Anshu Dubey, Program Director, Bhaskar Lath, Program Leader from Kaivalya Prelims.indd 7 14-03-2019 16:18:53  Education Foundation, and Manisha Date, Director–People Development and Life Skills and Annette Francis Parakkal, Program Associate–Research, Pratham Education Foundation, towards the improvement of this textbook. The Council also extends gratitude to Aakarshan Chauhan, Program Manager, Wadhwani Foundation, 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, Vice President, Wadhwani Foundation, Deepti Bhomra, Curriculum Manager, Wadhwani Foundation, Krishnan S, Senior Program Manager, Central Square Foundation, Mekin Maheshwari, Chief Executive Officer, Udhyam Learning Foundation, Nidhi Sahni, Curriculum 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, Satya Nagarjan, Consultant, Wadhwani Foundation, Shivani Gandhi, Program Manager, Udhyam Learning Foundation, Sonal Jain, Consultant, Wadhwani Foundation, Sonia Kakkar, Consultant, Wadhwani Foundation Vijay Siddharth Pillai, Project Manager, Central Square Foundation, for their assistance in compiling this book. The efforts of Hemlata Baghel, Consultant (Contractual), Sunita Koli, Computer Operator (Grade III) and Akshay Sharma, Computer Operator, (Contractual), PSSCIVE, Piyush Deorankar, Computer Operator (Contractual), PSSCIVE, Rahul Rajput, Consultant, and Akash Sharma, Consultant, Lend-A-Hand India are also duly acknowledged. Reema Nath, Consultant, Wadhwani Foundation, is duly acknowledged for providing illustrations for the textbook. The images used in the textbook have been sourced from the Creative Commons License. Ashish Kohli, State Project Director, Himachal Pradesh and the vocational teachers of Himachal Pradesh are duly acknowledged for the feedback to customise the sessions for providing a better learning experience to the students. The contributions of the following vocational teachers are also duly acknowledged — Piyush Sewal, Deepak Kumar, Radhika Chauhan, Sundeep Sharma, Ankur Chauhan, Praveen Meghta, Ravi Kumar, Yadu Sharma, Reetika Gupta, Pooja Devi, Ritu Raj, Chandni Mahant, and Daya Ram. The Council also acknowledges the copyediting and valuable contribution of Shilpa Mohan, Assistant Editor (Contractual) and Garima Syal, Proofreader (Contractual), Publication Division, NCERT, in shaping this book. The efforts of DTP Operators Pawan Kumar Barriar, Sadiq Saeed (Contractual) and Nitin Gupta (Contractual), Publication Division, NCERT, for flawless layout design are also acknowledged. (viii) Prelims.indd 8 14-03-2019 16:18:53  Contents Foreword iii About the Textbook v Unit 1: Communication Skills 1 Session 1: Introduction to Communication 1 Session 2: Verbal Communication 6 Session 3: Non-verbal Communication 10 Session 4: Pronunciation Basics 17 Session 5: Communication Styles — Assertiveness 21 Session 6: Saying No — Refusal Skills 27 Session 7: Writing Skills — Parts of Speech 31 Session 8: Writing Skills — Sentences 39 Session 9: Greetings and Introduction 45 Session 10: Talking about Self 49 Session 11: Asking Questions 53 Session 12: Talking about Family 57 Session 13: Describing Habits and Routines 62 Session 14: Asking for Directions 65 Unit 2: Self-management Skills 69 Session 1: Strength and Weakness Analysis 69 Session 2: Grooming 77 Session 3: Personal Hygiene 80 Session 4: Team Work 85 Session 5: Networking Skills 88 Session 6: Self-motivation 92 Session 7: Goal Setting 96 Session 8: Time Management 101 Unit 3: Information and Communication Technology Skills 106 Session 1: Introduction to ICT 106 Session 2: Basic Interface of LibreOffice Writer 110 Session 3: Saving, Closing, Opening and Printing Document 115 Session 4: Formatting Text in a Word Document 118 Session 5: Checking Spelling and Grammar 122 Prelims.indd 9 14-03-2019 16:18:53  Session 6: Inserting Lists, Tables, Pictures, and Shapes 126 Session 7: Header, Footer and Page Number 130 Session 8: Tracking Changes in LibreOffice Writer 133 Unit 4: Entrepreneurship Skills 137 Session 1: Introduction to Entrepreneurship 138 Session 2: Values of an Entrepreneur 141 Session 3: Attitude of an Entrepreneur 147 Session 4: Thinking Like an Entrepreneur 150 Session 5: Coming Up with a Business Idea 155 Session 6: Understanding the Market 161 Session 7: Business Planning 166 Unit 5: Green Skills 171 Session 1: Sectors of Green Economy 171 Session 2: Policies for a Green Economy 176 Session 3: Stakeholders in Green Economy 181 Session 4: Government and Private Agencies 185 Answer Key 190 Glossary 195 Further Readings 198 (x) Prelims.indd 10 14-03-2019 16:18:53  Unit 1 Communication Skills Session 1: Introduction to Communication You probably hear people talking about communication all the time. Everyone needs it and wants it, but what exactly is communication? Let us try to understand it. Figure 1.1 Communication Process In Figure 1.1, you can see that communication is the ‘sharing’ of information between two or more individuals or within the group to reach a common understanding. The word ‘communication’ comes from the Latin word commūnicāre, meaning ‘to share’. Unit 1.indd 1 14-03-2019 10:37:46  Importance of Communication Your ability to communicate clearly and share thoughts, feelings and ideas will help you in all your relations with other people. 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 language you have been exposed to in your family, for example, your mother tongue. Communication skills are needed to Inform – for example, communicating the time of a meeting. Influence – for example, negotiating with a shopkeeper to reduce the price. Express feelings – for example, to say or show that you are excited about your success or about a given task. Elements of Communication Communication is a two-way process of sharing information as shown in Figure 1.2. Figure 1.2 Elements of Communication 2 Employability Skills – Class XI Unit 1.indd 2 14-03-2019 10:37:47  As you can see, communication is a two-way exchange of information, i.e., giving and receiving. Speaking and writing to someone are examples of giving information. Reading and listening to someone are examples of receiving information. Perspectives in Communication Perspectives are ideas, views, or fixed ways of thinking. These sometimes affect our communication. For example, if you have a fixed idea that your teacher or father is strict, even when they are being friendly, you may think they are scolding you. In the same way, others may also have fixed ideas about you, which affects whatever you say to them. Factors Affecting Perspectives in Communication Sometimes, we are not able to communicate clearly because of barriers that stop us from sharing and understanding messages. Some of these are summarised in Table 1.1. Table 1.1 Factors Affecting Perspectives in Communication Factor How the factor can become a barrier Language In case of use of incorrect words, unfamiliar language and lack of detail, language can act as a barrier to communicate what one wishes to convey. For example, language can act as a barrier when an Indian who only knows Hindi and a Chinese who only knows Mandarin want to interact with each other. Visual Perception Judging people or situations by how they look. For example, a man wearing torn clothes is poor. Past Experience Letting our earlier experience stop us from understanding or communicating clearly. For example, “This shopkeeper cheated me last time. Let me be careful.” Prejudice Fixed ideas, such as thinking “No one in my class listens to me” may stop a student from communicating openly in the class. Feelings Our feelings and emotions, such as lack of interest or not trusting the other person affect communication. For example, “I am sad. Let me not talk.” Environment Noise or disturbance in the surroundings may make communication difficult. For example, speaking while walking on road. Personal factors Your own feelings, habits and ways of thinking (for example, fear, low confidence) may make communication difficult. Culture Signs which have a different meaning in different cultures, such as showing a thumb may mean ‘good job’ for some people but may be insulting to others Communication Skills 3 Unit 1.indd 3 14-03-2019 10:37:47  Effective Communication Effective communication can happen 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 1.3. Be clear Use simple Use exact words, Use correct Your words Your Be respectful, about what words and phrases, Use spellings, should make message friendly and you want to say only facts and figures language sense and should should have honest say and write what is and be related to the all the needed needed grammar main topic information Figure 1.3 7Cs of Effective Communication There are different methods of communication — non-verbal, verbal and visual. We will learn more about them in the next sessions. The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html. The module 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 clearly? Activity 1 Group Exercise – Role-play on Communication Process Material Required None Procedure 1. Form groups of three students each. 2. The situation is that you need to sell some items to an old couple who has come to your shop. 3. One person can act as the salesperson and the other two as an old man and his wife. 4. Act out a conversation between the three people. 5. Discuss what you learned from this. 4 Employability Skills – Class XI Unit 1.indd 4 14-03-2019 10:37:47  Activity 2 Notes Group Exercise — Factors Affecting Perspectives in Communication Material Required None Procedure 1. Form groups of three students each. 2. Each group selects any one of the eight factors (from Table 1.1) which act as barriers to communication. 3. Discuss how it can affect or become a barrier to good communication with family, friends, in school or at a retail store. 4. Each group shares their experiences related to one of the eight factors which can act as a communication barrier. Activity 3 Classroom Discussion — on 7Cs of Effective Communication Material Required Paper and Pencil Procedure Each student writes down examples of the 7Cs of communication in his or her notebook. For each of the 7 Cs, a student volunteers to give his or her example of how to communicate well. The other students (with teacher guidance) say whether it is correct or wrong. Activity 4 Assignment — Chart Making on Elements of Communication Material Required Chart Paper, Colours and Pencil Procedure Make a chart showing the elements of communication in the communication cycle or communication process (can be done as homework, if there is less time during the class). Check Your Progress A. Multiple choice questions Read carefully all the options given below the question and choose the correct option(s). 1. What is the purpose of communication? (a) Inform (tell someone about something) (b) Influence (get someone to do something you want) (c) Share thoughts, ideas, feelings (d) All of the above Communication Skills 5 Unit 1.indd 5 14-03-2019 10:37:47  Notes 2. Which of the following method is used to receive information from the sender? (a) Listening (b) Speaking (c) Telling (d) Writing 3. By which action can a sender send his or her messages? (a) Listening (b) Speaking (c) Sleeping (d) None of the above B. Match the Following Column A Column B Communication Examples Barriers 1. Language A. Taking an official call on your mobile where the mobile phone reception is poor 2. Emotional B. Hugging a person in a foreign country where such an act is rude and disrespectful 3. Environmental C. Talking in Hindi when others know only German 4. Cultural D. Teacher is too angry and is not willing to accept any reason from a student who is late for an examination C. Subjective question 1. Write down the seven factors affecting perspectives in communication. Provide examples, explaining how each factor affects communication. What Have You Learnt? After completing this session, you will be able to identify the elements of communication. draw a communication cycle showing all the elements of communication. identify the factors affecting our perspectives in communication. Session 2: Verbal Communication Verbal communication is the sharing of information using words. It is what most people use as a method of communication. We will learn about non-verbal and visual communication in the next session. Verbal communication is important because if you do not 6 Employability Skills – Class XI Unit 1.indd 6 14-03-2019 10:37:47  use the right words, you will cause confusion and you will not be able to communicate what you want. The important forms of verbal communication are given in Table 1.2. Table 1.2 Verbal Communication Type of Verbal Examples Communication Oral or Spoken Face-to-face conversation: When you can Communication: see the listener. Communication which For example, group discussion, talking to involves talking family members at home, public speeches, etc. Talking on a phone: This is for personal and official communication. Phone conversations should begin with a greeting (Hello), talking and listening to each other. The conversation can end with a ‘Thank you’ and ‘Bye’. Classroom teaching, business meeting and public speeches are other examples of oral communication, where one person talks to many others at once. Written Writing on paper: letters, notes, etc. Communication: Communication which involves written or typed words SMS (Short Message Service): These can be sent through a phone to a person or a group. Using email to share news, thoughts, documents and files (including photos, videos, music, etc.). e-mail can be used to send messages to a person or to a group. Printed books and newspapers Communication Skills 7 Unit 1.indd 7 14-03-2019 10:37:48  Advantages of Verbal Communication It is easy and quick. You can say what you want and get a quick response. It is an easier form of communication when you have to exchange ideas. You keep changing your communication as per the other person’s reply. Disadvantages of Verbal Communication Since verbal communication depends on words, sometimes the meanings become confusing and difficult to understand if the right words are not used. Public Speaking Speaking in front of a large group makes most people nervous. You can use the 3Ps (Prepare, Practice, Perform) method to get over your fears, and become a confident and effective speaker. These points are shown in Table 1.3. Table 1.3 3Ps of Public Speaking 3Ps of Public Speaking Prepare Think about your topic Think about what your listeners need to know about the topic Think about the best way to make your listeners understand your topic Write what you plan to say Practice Practice by yourself first. Talk in front of a mirror Talk in front of your family and friends and ask them what they think Speak clearly, loudly and at the right speed (not very fast nor very slow) Perform Take a few deep breaths if you are feeling nervous Think about what you have prepared and start speaking confidently The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html. The module 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 video in the e-Learning lesson for this topic write down why do you think Tina’s directions were not understood? How would you give directions on the phone? 8 Employability Skills – Class XI Unit 1.indd 8 14-03-2019 10:37:48  Activity 1 Notes Group Exercise — Role-play of a Phone Conversation Material Required Notebook, pen Procedure 1. Form groups with three students in each group. Write a phone conversation based on a scene given by your teacher. Use proper sentences. 2. One student acts as caller and the other as receiver. Speak out the conversation aloud. The third student gives feedback. The students give feedback based on the 7 Cs of communication. Activity 2 Group Exercise — Public Speaking Material Required Notebook, pen Procedure 1. Choose a topic for a very short speech. 2. Write your thoughts on the topic in paragraphs. 3. Students to volunteer and give speech in front of the class. 4. Students listening to the speech will have to give suggestions to improve the delivery of speech. Check Your Progress A. Multiple choice questions Read carefully all the options given below the question and choose the correct option(s). 1. Choose the correct example of oral communication. (a) Reports (b) Newspapers (c) Face-to-face interaction (d) Notes 2. What are the words we should use when we communicate verbally? (a) Use straight words (b) Use simple words (c) Use precise words (d) Use fixed words 3. Why do we send emails? (a) To communicate information (b) To share documents and files (c) To talk to each other (d) Both (a) and (b) B. Subjective question 1. Write down the different types of verbal communication with examples of each. Communication Skills 9 Unit 1.indd 9 14-03-2019 10:37:48  Notes What Have You Learnt? After completing this session, you will be able to explain what the verbal method of communication is. list the different types of verbal communication. list the 7Cs of communication. speak confidently in public using the 7Cs of communication. Session 3: Non-verbal Communication Non-verbal communication is the message we send to others without using any words as shown in Figure 1.4. We send signals and messages to others through expressions, gestures and body postures. In this lesson, you will learn about non-verbal method of communication skills, its types and importance. You will learn to use correct body language, like gestures, eye contact, handshake, etc. EXPRESSIONS PARA- POSTURE LANGUAGE NON- VERBAL EYE GESTURES CONTACT SPACE TOUCH Figure1.4 Non-verbal Communication Importance of Non-verbal Communication In our day-to-day communication, it is observed that most of the communication is done using body movements (face or arms movements, etc.) and voice control (voice, tone, pauses, etc.) and less than 10% is done using words. 10 Employability Skills – Class XI Unit 1.indd 10 14-03-2019 10:37:49  Words (Verbal) Expressions, Movements, Pictures (Non-verbal and Voice Control Visual) (Non-verbal) Figure 1.5 Methods of Communication As we can see in Figure 1.5, maximum communication is non-verbal. We communicate using words, tone of voice and body language as given in Table 1.4. Table 1.4 Non-verbal Communication Non-Verbal Communication: Exchanging Information without Words Hand movements (gestures) Raising a hand to greet and body language Pointing your finger in anger Expressions Smiling to show happiness Making a sad face when you are upset Non-verbal communication makes our message stronger. Using the right gestures and postures helps us to be professional at work. Using the right gestures while speaking makes our message more effective. Knowing non-verbal communication helps us understand our audience’s reaction and adjust our behaviour or communication accordingly. If verbal messages are blocked by noise or distance, etc., we can use hand movements to exchange our message. Placing a finger on the Communication Skills 11 Unit 1.indd 11 14-03-2019 10:37:49  lips to indicate need for silence and nodding the head up and saying ‘yes’. We communicate non-verbally in many ways. Let us learn about some of these as mentioned in Table 1.5. Table 1.5 Types of Non-verbal Communication Type What it implies How to use effectively? Facial Expression Our expressions show Smile when you meet someone our feelings: Happiness, Keep your face relaxed sadness, anger, surprise, Match your expressions with fear, etc. what you are saying Posture Postures are positions of Keep upper body relaxed and, the body. They show our shoulders straight confidence and feelings. Sit straight, rest hands and feet in relaxed position Keep hands by your sides while standing Gestures describe Avoid pointing at people with Gestures or movements of parts of the your finger Body Language body, especially hands or Bend your head a little while head, to express an idea talking or listening to show that or meaning. This includes you are paying attention waving, pointing and using our hands when speaking. For example, raising a hand may mean asking a question. Biting nails show nervousness. We communicate a great Shake hands firmly Touch deal through our touch, Avoid other touch gestures such as shaking hands and during formal communication patting on the back. For example, a firm handshake shows confidence. Sports coaches give a pat on the back of players to encourage them. 12 Employability Skills – Class XI Unit 1.indd 12 14-03-2019 10:37:49  Space Space is the physical Maintain proper space distance maintained depending on the relationship, between two people. It which could be formal or is important to maintain informal as the closeness with a proper distance when the person with whom you are speaking with someone. talking. The way we look at someone Look at the person who is Eye Contact can communicate things, speaking such as interest or anger. Keep a relaxed, pleasant look. Eye contact is when two Break the look every few people are looking directly seconds into one another’s eyes. It shows that we are paying attention to the person. Looking away can make the other person feel ignored. Paralanguage Paralanguage means how Use a proper tone and volume we speak. The tone of our while speaking voice, speed and volume Maintain a moderate can make a difference in the rate(speed) of talking meaning we want to show. Speaking too fast may show happiness, excitement or nervousness. Speaking too slow may show seriousness or sadness. Visual Communication Another important method of communication is visual communication, which involves sending and understanding messages only through images or pictures. The main advantage of this type of communication is that you do not need to know any particular language for understanding it. It is simple, easy to understand and remains same across different places. Table 1.6 shows some common types of visual communication. Communication Skills 13 Unit 1.indd 13 14-03-2019 10:37:49  Table 1.6 Examples of Visual Communication Visual Communication: Exchanging Information through Images Traffic symbol which Traffic Lights — Red for communicates us not to Stop; Yellow for Wait and blow horn Green for Go Sign showing railway Sign for ladies and gents toilet crossing Sign for flammable substances Sign for slippery surface Sign used to pause a video or Sign which communicates audio file in smartphone that an area is a no smoking or computer zone The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html. The module 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 Role-play — Non-verbal Communication Materials Required Notebook, pen 14 Employability Skills – Class XI Unit 1.indd 14 14-03-2019 10:37:49  Procedure Notes 1. Form groups of three students each. 2. Prepare the script for the role-play, based on the scenario given by your teacher. 3. Act it out in front of your group. 4. One of the groups volunteers to act before the whole class. 5. Discuss how students used non-verbal communication. Activity 2 Group Exercise — Dos and Don’ts to Avoid Body Language Mistakes Material Required Notebook, pen Procedure 1. With the same group of three students as in Activity 1, discuss what things you should do and what you should not do to avoid mistakes in communication. 2. Every student should write down a list of these Dos and Don’ts. Activity 3 Group Exercise — Comparing Methods of Communication Materials Required Notebook, pen Procedure 1. In the same group of three students as in Activity 2, discuss the three methods of communication (Verbal, Non-verbal and Visual). 2. Identify the different types of non-verbal gestures used in communication by the teacher and students (e.g. looking away while talking to others, tieing shoe laces while talking to a friend, etc.) Check Your Progress A. Multiple choice questions Read carefully all the options given below the question and choose the correct option(s). 1. Which of these is a positive (good) facial expression? (a) Staring hard (b) Nodding while listening (c) Wrinkled forehead (d) Looking away from the speaker Communication Skills 15 Unit 1.indd 15 14-03-2019 10:37:50  Notes 2. What does an upright (straight) body posture convey or show? (a) Shyness (b) Fear (c) Confidence (d) Intelligence 3. Which of these is not an appropriate non-verbal communication at work? (a) Putting arm around a coworker’s shoulder (b) Shaking hands firmly (c) Looking at the speaker with a smile (d) Standing with an upright posture 4. When you are preparing for a presentation, you should (a) focus on the message (b) practice hand gestures (c) try different speaking techniques (d) All of the above B. Now let’s have a recap of what you have understood by non-verbal communication. Put a X mark against the actions below which are bad for non-verbal communication Laughing during formal communication Scratching head Smiling while 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 C. Subjective question 1. Draw any two common signs used for visual communication. What Have You Learnt? After completing this session, you will be able to explain the importance of non-verbal and visual communication. identify different types of non-verbal communication. use the right non-verbal communication at work. avoid common mistakes in non-verbal communication. 16 Employability Skills – Class XI Unit 1.indd 16 14-03-2019 10:37:50  Session 4: Pronunciation Basics Pronunciation is the way you say a word or a language is spoken. If we do not say (or pronounce) words correctly, others cannot understand what we are saying (Figure 1.6). In this lesson you will learn about the common ‘sounds’ used while speaking in English. You will learn and practice how to say common words correctly. To communicate well when you speak, you need to know how to pronounce words correctly. Correct pronunciation will help you express yourself in a clear and confident manner. It will also help others to understand your words easily. Speaking properly Figure 1.6 Importance of Pronunciation A common mistake that people make is when they are not able to pronounce words. Therefore, it is important to clearly and correctly pronounce the words. Say the following words aloud. Your World Chair Wear Also try saying these words aloud. Fall Fail Sail Sale Tail Tale What did you notice? Sometimes words, which have similar spellings are pronounced differently. Sometimes words, which have different spellings may be pronounced in the same way. The best way to learn correct pronunciation of words is to listen carefully. Phonetics How do we pronounce words? We use sounds to speak. Every word is made up of one or more sounds. We put these sounds together to pronounce words. Phonetics is the study of the sounds that we make when we speak. Communication Skills 17 Unit 1.indd 17 14-03-2019 10:37:50  Notes For example, the word dog is made of three sounds put together: d-o-g. Speak the word aloud as shown in Hindi to help you pronounce it correctly: ड + ौ + ग = डौग The word cat is made of three other sounds: c-a-t. Speak the word aloud as shown in Hindi to help you pronounce it correctly: क + ै + ट = कैट The English alphabet has 26 letters, from A to Z. But each of these letters can be pronounced in different ways in different words. We use 26 letters to write in English. But, we use more than 26 sounds when we speak English. This is why a word’s spelling does not always match its pronunciation. Let us take the letter ‘a’ for example. Read out the words below aloud. ‘a’ is pronounced differently in different words as shown in Table 1.7. Table 1.7 Different Sounds of Letter ‘a’ Words Pronunciation of Pronunciation the letter ‘a’ in Hindi cat, apple and back ऐ कैट, ऐपल, बैक car, fast and park आ कार, फास्‍ट, पार्क call, ball and saw ऑ कॉल, बॉल, सॉव ् Pay attention to the sound of each word while listening, you will be able to pronounce it clearly. Types of Sounds We have now seen how the letters of the alphabet are not enough to exactly match the many different sounds we make when we speak. Let us take a closer look at the sounds we use. All English words are made of three basic types of sounds as shown in Table 1.8. 18 Employability Skills – Class XI Unit 1.indd 18 14-03-2019 10:37:50  Table 1.8 Different Sounds in English Vowels Diphthongs (combination Consonants sound of two vowels) The English alphabet has We make a diphthong sound A consonant sound 5 vowels (a, e, i, o and u) when we combine two vowels. is any sound that is but 12 vowel sounds. This Diphthongs start as one vowel neither a vowel nor a means most vowels can be sound and go to another. diphthong sound. pronounced in different ways. We make a vowel sound when we read a vowel in a word. Example: We pronounce the Example: The sound ou in the Example: We use letter ‘i’ in the word ‘bit’ by word ‘house’ is a diphthong or a consonant sounds to say using a vowel sound. combination. the letters ‘p’ and ‘t’. In Hindi it is: बिट In Hindi, it is: हाउस Pot. In Hindi is: पौट Say the word ‘bit’ aloud and Say the word ‘house’ aloud Say the word ‘pot’ aloud listen to how you are saying the and listen to how you are saying and listen to how you vowel sound. the diphthong. are saying the consonant sounds. Some more examples are given in Table 1.9. Say these words aloud (also given in Hindi to assist pronunciation), listen carefully when others say these words and repeat what you hear. Table 1.9 Examples of Different Sounds Vowel sounds long ‘ee’ ( ी) sound short ‘i’ (ि ‍) sound short ‘u’ ( ु ) sound long ‘oo’ ( ू ) sound Sleep स्लीप Slip स्लिप Book बुक‍ Boot बूट‍ Keep कीप Dip डिप Put पुट Group ‍ग्रुप Feel फील Fill फिल Foot फुट Two टू ‍ Combination vowel (diphthong) sounds ‘ea’ sound (ि + ा) ‘ae’ sound ( े) ‘oa’ sound ( ो) ‘ou’ sound ( ा + ु) Near नियर Late लेट Boat बोट Mouth माउथ Dear डियर Cake केक Loan लोन Cow काउ Hear हियर Game गेम Most मोस्‍ट Cloud क्‍लाउड Communication Skills 19 Unit 1.indd 19 14-03-2019 10:37:50  Consonant sounds ‘p प’ sound ‘t ट’ sound ‘k क’ sound ‘l ल’ sound Pen पेन Train ट्रेन Book बुक Look लुक Report रिपोर्ट Story स्‍टोरी Cold काेल्‍ड Place प्‍लेस Stop स्टाप Put पुट Music म्यूजिक School स्‍क‍ूल The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html. The module will include videos and e-content for the above topics as well as detailed instructions for some activities below. Activity 1 Group Exercise — Pronouncing Words Material Required Notebook, pen Procedure 1. Form groups of four students each. 2. Make a list of five things in the classroom (for example, desk, table, pen, garden, ground, water, floor, duster, etc.) 3. Each student speaks each word aloud and the teacher says if it is the right pronunciation. 4. One group volunteers to speak their list. The other students will give feedback on the pronunciation of the words. Activity 2 Pair work — Pronouncing Words Materials Required Notebook, pen Procedure 1. Form pairs of students. 2. Your teacher will now give you a list of words. 3. Practice saying these words aloud with your partner, who says if correct or not. 4. A volunteer reads out two words for the whole class which will give feedback on the correctness of the pronunciation. 20 Employability Skills – Class XI Unit 1.indd 20 14-03-2019 10:37:50  Check Your Progress Notes A. Multiple choice questions Read carefully all the options given below the question and choose the correct option(s). 1. What is phonetics? (a) It is the study of how we write words in English. (b) It is the study of how people understand sentences. (c) It is the study of how many words the English language has. (d) It is the study of the sounds we make when we speak. 2. What are the different types of sounds we use in English pronunciation? (a) Vowel sounds (b) Diphthong sounds (c) Consonant sounds (d) All of the above What Have You Learnt? After completing this session, you will be able to explain the meaning of Phonetics. differentiate between Vowel, Diphthong and Consonant. pronounce simple words properly. Session 5: Communication Styles — Assertiveness You have learnt about the different types of communication. In this lesson we will learn about a new concept ‘communication styles’. A ‘style’ of communication includes verbal and non-verbal skills. Using the correct style of communication makes your communication more effective as others will be able to clearly understand what you say and respond to you in a better way. Important Communication Styles Have you ever wondered why you feel good after some conversations but some conversations make you feel angry? This may be due to the different communication styles used. Table 1.10 shows some of the most commonly used communication styles. Communication Skills 21 Unit 1.indd 21 14-03-2019 10:37:50  Table 1.10 Communication Styles Aggressive Passive/ Passive-Aggressive Assertive Submissive What does it mean? Winning at any Avoiding conflict Trying to get Respecting others cost Giving others your own way and maintaining Not respecting control without taking self-respect others Losing self-respect responsibility Hurting yourself and others Examples Not caring about Keeping quiet and Indirect ways of Expressing yourself other’s views or not expressing showing anger, while listening to needs yourself such as not doing others point Dismissing, Accepting even a task and lying Understanding ignoring or wrong remarks about it other’s views and insulting others from others Resentment problems Shouting, using Saying sorry even Talking ill about Disagreeing or strong language, when it is not your others in their saying ‘no’ without and not listening mistake absence hurting others to others Results in Ill-feeling, anger, Hurt-feelings, loss Not getting the Effective breakdown of of confidence, results you communication communication misunderstandings want from the You are able to communication, understand others bad feelings for much better and everybody they too can understand you As you can see, assertive communication is most effective. Let’s learn more about using this style. Assertive Communication Being assertive is a healthier communication style. It involves expressing your views without disrespecting others or yourself, respecting others, 22 Employability Skills – Class XI Unit 1.indd 22 14-03-2019 10:37:50  communicating your opinion and wishes clearly, being open to other’s points of view, and finding a balance between your needs and other’s needs. Advantages of Assertive Communication Being assertive builds self-confidence, builds self-respect, prevents you from saying words or doing actions that you may regret later, makes you and others feel positive, makes sure that everyone expresses their ideas and meets the needs of all, and helps you to become a more confident worker and a better communicator. Practicing Assertive Communication Practice using the seven actions shown in Table 1.11 to become more assertive in your communication. Table 1.11 Practicing Assertive Communication 7 Actions for Assertive Communication Be confident When someone walks into a room smartly and with confidence, he or she gets the attention of others easily. Tips Show confidence in the way you sit, stand or walk Keep your shoulders straight and your chin up Practise maintaining eye contact Control signs of physical nervousness, such as biting nails Speak slowly and clearly Talking too fast will not give people the time to listen and understand you. If someone is accusing you wrongly or shouting and behaving aggressively, stay calm and reply slowly and firmly. Tips Use a clear, calm voice Be loud enough to be heard but don’t shout If people aren’t noticing you, say ‘Excuse me’ Don’t be apologetic when you haven’t done anything wrong Make short and correct speeches Communication Skills 23 Unit 1.indd 23 14-03-2019 10:37:50  Dress correctly People make judgments based on how we look. Dress neatly, smartly and correctly according to the place and occasion Tips Looking confident and attractive can change others’ minds People may not listen to you seriously if you are not dressed properly People respect you when you are dressed properly Be honest Being honest builds trust and results in open communication Tips Express your thoughts clearly and honestly Ask yourself what you actually want or what will work best for you before agreeing to something that is not convenient Don’t be aggressive Getting angry, shouting, using bad language and pushing is not assertive communication Tips Don’t confuse assertiveness with aggression When faced with an unfair situation, stay calm and try to understand the real problem Insist on your rights by using logic and politeness Speak up Express your thoughts, ideas and opinions without worrying about other people’s reactions Tips Don’t be silent if you have something to say Share your feelings Practise expressing your opinion Learn to say ‘NO’ If you do not feel right doing something, then do not do it. It is okay to refuse. Tips Respect yourself Don’t let others take advantage of you Agreeing with things you know are not correct may harm everybody We will learn more about how to say ‘no’ while still maintaining good communication in the next lesson. The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html. The module 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 on communication styles, write answer for the following question — Why is assertive communication important? 24 Employability Skills – Class XI Unit 1.indd 24 14-03-2019 10:37:50  Activity 1 Notes Group Discussion — Communication Styles Material Required None Procedure 1. The teacher will ask some students to discuss their observations for the videos seen by them on communication styles. 2. The students will identify the type of communication style(s). 3. Students will explain why they liked or did not like a particular communication style. Activity 2 Group Exercise — Communication Styles Material Required None Procedure 1. Form groups with three students in each. 2. Select any example of assertive behaviour from the seven practice behaviours we discussed in this lesson. 3. Perform a role-play, to show assertive behaviour in front of the whole class. 4. Discuss, what you learned and explain why it is important to be assertive. Activity 3 Group Exercise — Observing and Sharing Communication Styles Material Required None Procedure 1. Use the same groups formed for Activity 2. 2. Each group will discuss and select some friends, teachers and family members who use different types of communication styles, as discussed in this lesson. 3. The group will discuss, amongst themselves, the most effective examples of the following: (i) Passive communication – Those who fail to speak for themselves and their rights. (ii) Aggressive communication – Those who express their feelings and opinions without respecting other’s rights and self-respect. (iii) Assertive communication – Those who advocate their feelings, opinions and rights without violating the rights of others. 4. The teacher will ask some groups to volunteer and discuss their observations. Communication Skills 25 Unit 1.indd 25 14-03-2019 10:37:50  Notes Check Your Progress A. Multiple choice questions Read carefully all the options given below the question and choose the correct option(s). 1. You have been standing in a queue for a long time to buy tickets for a movie. A man suddenly comes and stands in front of you, out of turn. What should you do? (a) Scream at the person so that he never repeats the mistake (b) Inform him politely that there is a queue and everyone is waiting for their turn (c) Stay quiet and let the person go ahead (d) Not say anything directly but complain about him to other people 2. A good friend of yours is very upset as her best friend has had a terrible accident. You are tired from the day’s work. The phone rings and the caller I.D. shows that it’s her. What should you do? (a) Ignore the call because you are tired (b) Answer the call and talk to her for as long as she wants to (c) Tell her that you are too tired and she should call someone else (d) Listen to her for some time and then tell her that you will talk again tomorrow 3. Your friend wants you to come play basketball with him but you haven’t finished your homework that is due tomorrow. He insists that if you don’t come they will not win and it will be your fault. He keeps insisting and even asks other people to convince you to play the match. What should you do? (a) Play the match because otherwise your friend will be upset (b) Play the match and make some excuse to your teacher about the homework (c) Make an excuse that you are sick and avoid playing the match (d) Explain clearly that you need to complete your homework so you cannot play B. Subjective question 1. List 3 – 4 examples of effective communication styles that you have seen your family, friends and teachers generally use. 26