I.

JUST-A-MINUTE

Aim: To provide better listening, thinking and speaking training in a fun environment.

Procedure

 Divide the group into two teams, A and B.

 The session is just like table topics only easier as all the topics are to have only one word.
 Give a topic to someone from team A.
 That person then tries to speak on the topic for one minute.
 At any time, anyone from Team B can challenge by shouting “STOP”.
 The clock is stopped immediately.
 There are only three grounds for a successful challenge.

a. HESITATION - You may pause for effect but not for thought. Um’s and ahs count as a
hesitation

b. DEVIATION – From the topic or from correct English

c. REPITITION – You may not repeat a word with the following exceptions; Little words
such as “and, but, a, the, are, were, of, etc.” The name of the topic.

Scoring

If a challenge is successful, the challenging team scores a point and the person who
challenged speaks for what remains of the minute. If a challenge is unsuccessful, the speaker’s
team gets a point and the speaker continues for what remains of the minute. The team speaking
at the end of the minute gets 3 points. If a speaker speaks for the full minute without being
successfully challenged, his team gets 5 points.

Points to note

Start with a practice/demonstration round.

Try to start each round with someone who has not participated.

Use only single word topics such as dogs, books, buses, water, disaster, sex for example.

II. Memory activities

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III. Team building

Teamwork or Teambuilding

Teamwork is an essential part of workplace success. Like a basketball team working together to
set up the perfect shot, every team member has a specific role to play in accomplishing tasks on
the job. Although it may seem as if one player scored the basket, that basket was made possible
by many people’s planning, coordination, and cooperation to get that player the ball. Employers
look for people who not only know how to work well with others, but who understand that not
every player on the team can or will be the one who gets the ball. When everyone in the
workplace works together to accomplish goals, everyone achieves more

Teamwork involves building relationships and working with other people using a number of
important skills and habits:

Working cooperatively

• Contributing to groups with ideas, suggestions, and effort

• Communication (both giving and receiving)
• Sense of responsibility
• Healthy respect for different opinions, customs, and individual preferences
• Ability to participate in group decision-making

When employees work together to accomplish a goal, everyone benefits. Employers might
expect to “see” this in action in different ways. For example, team members in the workplace
plan ahead and work cooperatively to assign tasks, assess progress, and deliver on time. They
have professional discussions during which differing approaches and opinions might be shared
and assessed in a respectful manner. Even when certain employees end up with tasks that were
not their first choices, jobs get done with limited complaints because it is in the spirit of

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teamwork and with the overall goal in mind. A leader or manager may often serve as the
teamwork facilitator. In this case, team members participate respectfully in discussion, carry out
assigned tasks, and defer to the leader in the best interest of the goal. Consensus is wonderful,
but not always possible, and an assigned leader will often support and facilitate the decision-
making necessary for quality teamwork to exist.

The activities in this section seek to teach participants about the importance of teamwork to
workplace success and the specific role each individual on a team may play. Participants will
learn about positive teamwork behavior and discover how their own conduct can impact others
on a team. The section also discusses possible obstacles to teams working successfully and offers
the opportunity to build constructive strategies for overcoming these challenges.

Note to facilitators: Learning the value of teamwork and becoming an effective member of a
team is an important first step to developing leadership skills. For disconnected youth, especially
those with underlying disabilities, the development of these skills is critical. Young people
without a connection to work or school typically have had limited exposure to positive and
proactive support systems, or a true sense of the essence of the proactive support of a
community. Affording young people experiences through which they learn to rely on themselves
and others is an important factor in the development of a productive teamwork mentality. If
working with disconnected youth and/or youth with disabilities, use these activities to bridge
teamwork skills as a stepping-stone to leadership development.

IV. Creativity

V. Seminars with PPTs

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VI. Role Play

Aim: to enable their individuality in various roles in day-to-day activities

Procedure: it is regular conversation between two characters or role. The students have to take
any type of situation and they need to react according to that situation. During his role play body
language places a vital role in that process.

Topic: Role Play Scenario 1: Buying a Car

Sales Manager: Ok, I understand you’re both here to get new cars. And you’ve both filled out
all the paperwork for financing, too. [he pauses] Now before I send your applications to our
finance guys. I’ve got a few questions—is that OK? We can do this separately or together—
whatever works for you.

Ravi: We’re Ok with doing it together.

Lee: Yeah, sure. We already know all about each other.

Sales manager: Ok. So, who’s Ravi? [Ravi raises hand]

Sales Manager: I see here that you’ve got a full-time job, and you’re living at home, saving
money. That’s always good. [pauses a moment] OK, I see just one major card listed, with a zero
balance.

Ravi: Yeah, I try to pay it off each month so I don’t get behind.

Sales Manager: How long have you had the card?

Ravi : About three years. And oh yeah, I did have a used car loan four years ago. But it’s paid
off.

Sales Manager: Did you pay that loan on time?

Ravi : Yes. My parents made sure of that.

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Sales manager: OK, thanks. Now, Lee [he pauses] I see you’re also living at home, and you’ve
got a full-time job, too.

Lee: Yeah, I work at the same place as Ravi.

Sales Manager: And you’ve got three credit cards open—all less than 18 months old. Is that
right?

Lee: Yeah, I kept getting those special offers in the mail so I thought, hey, why not?

Sales Manager: I hope I’m not putting you on the spot but I want to be sure before I take this to
the money guys—it looks like you’re pretty close to maxing out two of these cards—the ones
with the Rs. 15000 limit. Is that accurate?

Lee: I think so—the form asked us to estimate. I know I’ve maxed out the other card, the one for
Rs.5000.

Sales Manager: Hm. Ok, let me scan these in. We should get the verdict in a minute…

Lee, excited, to Ravi: I’m gonna send a “selfie” of me opening the door and sliding onto that
seat for the first time….

Sales Manager: Ok, I’ve got the results. Ravi, it looks good, you’re a go. [he pauses] But Lee,
I’m afraid they turned you down. They think you’ve got too many red flags on your credit report,
and your credit score is pretty low, too.

Lee: I thought you were using the form I filled out.

Sales Manager: We do. But we also pull your credit report and credit score to get the full
picture. I’m afraid yours showed a lot of late payments on those cards. And your score is under
610. That’s pretty low. We like to see scores of 700 or better.

Lee: So I can’t get the car?

Sales Manager: Not with a loan from us. I’m sorry. But hey, you can get a ride from your
friend here.

VII. Debates

Basic Components of a Debate

The Topic: highly controversial, posed in a way that assumes an answer with “yes” or “no”.

The Aim: To convince, not to put down.

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The Participants: Two parties and the audience; equal number of debaters from each side.

The Rules: Fair Play: The opponents are not our enemies, but they challenge us to give the best!
No put downs of the opponents! No interruptions of the opponents! Both parties take role
alternately.

The Moderator: The moderator starts and ends the Debate. He / she is the only one who is
entitled to interrupt, explain the rules and keep time

The Stages: The Debate has three parts:

1) The Opening One member of each team stands up, introduces his/her team mates, shows
his/her team’s position and describes a major reason and evidence to explain this particular
position (2 minutes for each team).

2) The Free Exchange At this stage two members of each team debate the issue.

– The moderator will interrupt this exchange after 7 minutes and announce a three
minute break.
– In this break the two teams will consult within their team counterarguments and new
arguments. After the break an empty chair will be added to the first rows of the
debaters.
– This empty chair can be occupied by the debaters of the second row to offer their
arguments.
– The one who takes the empty chair voices his/her argument; then he leaves the chair
for other team mates who might now occupy it.

3) The Closing One member of each team stands up and gives a short resume of the Debate by
stating the strongest argument.

– For example: “For me, it was striking in our Debate that…and this is
particularly important because…” At this stage, no more new arguments will be
accepted.
– The concluding arguments start in the same order as the Opening Statements.
– The opposing teams stand up and shake hands with each other.

Phrase Samples for the Debate

– General Remarks: It might be helpful to display posters in the Classroom with lists of
Model Phrases for Debates.
– You might choose some phrases from the following list.
– Explain to the students that in English language they need to be polite especially
when they disagree with others.

The following phrases might be useful in the debate.

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1. The Opening Statement First of all let me introduce my team colleagues…

– The issue we debate today is…

– Our position is as follows:…
– The main point we want to raise here is…

2. Expressing Opinion

– In my opinion,…
– From my point of view,…
– The way I see it…
– As far as I’m concerned,…
– I’m convinced that…
– I honestly feel that…
– I strongly believe that…
– I definitely think…
– As it is widely known…
– There is no doubt that…
– Actually,…
– I suppose…
– I’d prefer…

3. Expressing Disagreement

– I’m not so sure about that

– I don’t think that…
– Do you think so?
– I’m not so certain…
– Don’t you think it would be better…?
– I see your point but…
– That’s all very interesting, but the problem is…
– I’m afraid I can’t quite agree with you…
– I don’t agree. I’d prefer…
– I disagree…
– Shouldn’t we consider…
– But what about…
– On the contrary,…
– Do you really think so?
– Don’t you think it would be better…?
– This isn’t the point…
– That’s highly debatable…
– Frankly, I doubt if…

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 – Let’s face it,…
– The problem with your point of view is…
– It’s possible that you are mistaken with this…

4. Partly Disagreement

– Well, you have a point there, but…

– I agree with you to a certain point, but…
– Well, but… – Yes, in a way, however…
– Yes, I suppose so, however…
– That’s worth thinking about, but…

5. Giving Reason

– To start with, …
– For this reason…
– In fact, …
– The main point I want to raise is…
– When you consider that…
– What I’m saying is…

6. Asking again for Clarification

– Can you be a little bit more specific?

– What’s wrong with …?

7. The Closing Statement

– We pointed out that …

– Our opponents have failed to address our main point which is …
– Therefore we are convinced that …

Conclusion:

VIII. Resume Preparation

What is a Resume?

A marketing tool

1. Your first tool for building a career

2. The first impression a prospective employer has of you
3. A selling tool that allows you to highlight to an employer how you can contribute to
the company

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 Request for an interview

1. Purpose of the resume is to get you an interview

2. Must capture the reader’s interest and attention
3. Must convince the employer that you have the ability to fill their position
Your “big picture”

A snapshot of what you believe are your most important experiences and
qualifications

Key Characteristics of a Good Resume

1. Neatness

2. Simplicity

3. Accuracy

4. Honesty

Information to Include in a Resume

1. Education

2. Personal data

3. Employment objective

4. Qualifying abilities

5. Employment history

6. Military history

7. Miscellaneous

8. Reference page

Common Resume Mistakes

1. Too long

2. Too short or sketchy

3. Hard to read

4. Wordy

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 5. Too slick

Poor appearance

1. Spelling/grammar errors

2. Lacks career objective

3. Boastful

4. Dishonest

Standard Resume Sections

1. Header

2. Objective

3. Education

4. Honors/Activities

5. Work Experience

6. Relevant Courses

7. Skills Projects

Cover Letter

1. Why do I need to write a cover letter?

a. Use the cover letter to focus attention on elements of your background that are
particularly relevant to the company

b. Letter acts as your verbal introduction to the employer

2. Send it to a person, not a place

a. Avoid “To Whom It May Concern,”

b. Worst case “Dear Recruiter:”

3. First sentence should tell why you are writing

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 a. “I am writing in regard to your posting listed on …”

b. “Dr. Wagner at UW – Eau Claire suggested that I …”

c. “As you may recall, I spoke with you briefly at …”

d. If unsolicited, indicate why you are interested in the company

4. Highlight your skills

a. Use two to three paragraphs to give in-depth description of your selling points

b. Each paragraph should stand alone (could be moved to different location in text)

5. Close with a promise of action

a. If possible, indicate that you will be contacting them in the near future to set up a
mutually acceptable meeting time or to further discuss your qualifications

b. Nice if you can say “during my Winter Break, between December 28 and January
12, I will be in Minneapolis. I will contact your office when I arrive to arrange a
possible meeting time”

6. References

7. Prepare a separate reference sheet

a. Use same paper as the resume itself

b. Bring reference sheet (and resume) with you to any interviews, job fairs, career
breakfasts, …

8. Reference sheet is a stand-alone document

a. Should include your Header from the resume

b. Try to arrange contact information in pleasing fashion

9. Use professional references only

a. Pick individuals that think highly of you

b. Pick individuals that are familiar with your work

10. Always ask your references before using their names

a. Be prepared to give supporting materials – courses, projects, …

b. Ask again if it has been a while

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IX. Group Discussion

Group Discussion As a professional in the working world, there will be times when you will be
required to participate in group discussions. This section offers helpful articles analyzing the rules for
success in group discussions. Your career and status within your field can improve if you learn some
guidelines and tactics that refine your group discussion skills.

If you have trouble speaking out of turn, interrupting others or a lack of confidence about
properly expressing yourself, the techniques about handling yourself in a group discussion can be
invaluable. This is helpful advice for any individual working with other people in any industry.
Discussing ideas in a group is one of the best ways to solve the problem.

Guidelines for group discussion:

• Choose any topic from the list below and discuss the points that can be discussed in that topic.
• Divide the students into groups of 10. While a topic is under discussion by one group, other
students present there be instructed to observe the manner in which discussion is being conducted
and group members are projecting their views.
• Give them a topic for the group discussion. Teacher may introduce in brief the topic for
discussion without giving his/her biased opinion or without being judgmental about the whole
issue.
• Individual members of each group should be given around 10 minutes for preparation. Students
can take on various roles during the group discussion.

Some of these are:

The initiator: one who initiates the discussion. It is crucial to give the right direction to the group
discussion. The person who starts the group discussion should be very sure of his understanding of the
topic.

Moderator: who tells the group about the need to reach a conclusion and also avoids the discussion from
deviating into other topics.

Gatekeeper: In every group there are members who are aggressive and those who do not speak at all.

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Maintaining a balance between them is crucial. The Gatekeeper motivates people to participate in the
discussion and also helps the aggressive ones make room for others.

Summarizer: This person summarizes the valid points discussed by the group. This is generally done
towards the end of the discussion but a t times people keep summarizing every few minutes. Over doing
this is not a good thing.

What skills are judged in group discussion?

• How good you are at communication with others.
• How you behave and interact with group.
• How open minded are you.
• Your listening skill.
• How you put forward your views.
• Your leadership and decision making skills.
• Your analysis skill and subject knowledge.
• Problem solving and critical thinking skill.
• Your attitude and confidence.

Do’s and Don’ts of Group discussion:

1) Keep eye contact while speaking: Do not look at the evaluators only. Keep eye contact with every team
member while speaking.

2) Initiate the GD: Initiating the GD is a big plus. But keep in mind – Initiate the group discussion only
when you understood the GD topic clearly and have some topic knowledge. Speaking without proper
subject knowledge is bad impression.

3) Allow others to speak: Do not interrupt anyone in-between while speaking. Even if you don’t agree
with his/her thoughts do not snatch their chance to speak. Instead make some notes and clear the points
when it’s your turn.

4) Speak clearly: Speak politely and clearly. Use simple and understandable words while speaking. Don’t
be too aggressive if you are disagreeing with someone. Express your feelings calmly and politely.

5) Make sure to bring the discussion on track: If by any means group is distracting from the topic or goal

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then simply take initiative to bring the discussion on the track. Make all group members aware that you
all need to come to some conclusion at the end of the discussion. So stick to the topic.

6) Positive attitude: Be confident. Do not try to dominate anyone. Keep positive body language. Show
interest in discussion.
7) Speak sensibly: Do not speak just to increase your speaking time. Don’t worry even if you speak less.
Your thoughts should be sensible and relevant instead of irrelevant speech.

8 ) Listen carefully to others: Speak less and listen more! Pay attention while others are speaking. This
will make coherent discussion and you will get involved in the group positively. You will surely make
people agree with you.

9) No need to go into much details: Some basic subject analysis is sufficient. No need to mention exact
figures while giving any reference. You have limited time so be precise and convey your thoughts in short
and simple language.

10) Formal dressing: Do not take it casually. No fancy and funny dressing. You should be comfortable
while speaking in group. Positive gesture and body language will make your work easy.

X. Career Competence Skills

XI. Mock Interviews

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