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JUST-A-MINUTE
Aim: To provide better listening, thinking and speaking training in a fun environment.
Procedure
a. HESITATION - You may pause for effect but not for thought. Um’s and ahs count as a hesitation
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
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.
Conclusion:
Debates
The Topic: highly controversial, posed in a way that assumes an answer with “yes” or “no”.
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
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.
– 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.
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
4. Partly Disagreement
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…
Conclusion:
Program Objectives (1 of 2)
Definition
new ideas
DescribableandSatisfying:
SocialFactors:
CreativityNeeds:
IntellectualSkills:
Predicting
Interpreting
Translating
Recalling
Manipulating
knowledge.
Interpreting: To explain and understand the meaning of something and to conceive the
significance of it.
performance.
UseYourOwnProcess:
With these skills we are able to . . .
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
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 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.
Unit III
1. Write a script.
A little planning goes a long way. Most presentations are written in PowerPoint (or some other
That’s bass-ackwards. Since the point of your slides is to illustrate and expand what you are going to say
to your audience. You should know what you intend to say and then figure out how to visualize it. Unless
you are an expert at improvising, make sure you write out or at least outline your presentation before
And make sure your script follows good storytelling conventions: give it a beginning, middle, and end;
have a clear arc that builds towards some sort of climax; make your audience appreciate each slide but be
anxious to find out what’s next; and when possible, always leave ‘em wanting more.
2. One thing at a time, please.
At any given moment, what should be on the screen is the thing you’re talking about. Our audience will
almost instantly read every slide as soon as it’s displayed; if you have the next four points you plan to
make up there, they’ll be three steps ahead of you, waiting for you to catch up rather than listening with
Plan your presentation so just one new point is displayed at any given moment. Bullet points can be
revealed one at a time as you reach them. Charts can be put on the next slide to be referenced when you
get to the data the chart displays. Your job as presenter is to control the flow of information so that you
3. No paragraphs.
Where most presentations fail is that their authors, convinced they are producing some kind of stand-
alone document, put everything they want to say onto their slides, in great big chunky blocks of text.
Congratulations. You’ve just killed a roomful of people. Cause of death: terminal boredom poisoning.
Your slides are the illustrations for your presentation, not the presentation itself. They should underline
and reinforce what you’re saying as you give your presentation — save the paragraphs of text for your
script. PowerPoint and other presentation software have functions to display notes onto the presenter’s
screen that do not get sent to the projector, or you can use notecards, a separate word processor document,
or your memory. Just don’t put it on the screen – and for goodness’ sake, if you do for some reason put it
on the screen, don’t stand with your back to your audience and read
4. Pay attention to design.
PowerPoint and other presentation packages offer all sorts of ways to add visual “flash” to your slides:
fades, swipes, flashing text, and other annoyances are all too easy to insert with a few mouse clicks.
Avoid the temptation to dress up your pages with cheesy effects and focus instead on simple design
basics:
Use a sans serif font for body text. Sans serifs like Arial, Helvetica, or Calibri tend to be the
Use decorative fonts only for slide headers, and then only if they’re easy to read. Decorative
fonts –calligraphy, German blackface, futuristic, psychotic handwriting, flowers, art nouveau, etc.
– are hard to read and should be reserved only for large headlines at the top of the page. Better
Put dark text on a light background. Again, this is easiest to read. If you must use a dark
background – for instance, if your company uses a standard template with a dark background –
make sure your text is quite light (white, cream, light grey, or pastels) and maybe bump the font
Align text left or right. Centered text is harder to read and looks amateurish. Line up all your
text to a right-hand or left-hand baseline – it will look better and be easier to follow.
Avoid clutter. A headline, a few bullet points, maybe an image – anything more than that and
There are two schools of thought about images in presentations. Some say they add visual interest and
Both arguments have some merit, so in this case the best option is to split the difference: use images only
when they add important information or make an abstract point more concrete.
While we’re on the subject, absolutely do not use PowerPoint’s built-in clipart. Anything from Office
2003 and earlier has been seen by everyone in your audience a thousand times – they’ve become tired,
used-up clichés, and I hopefully don’t need to tell you to avoid tired, used-up clichés in your
presentations. Office 2007 and non-Office programs have some clipart that isn’t so familiar (though it will
be, and soon) but by now, the entire concept of clipart has about run its course – it just doesn’t feel fresh
Remember, the slides on the screen are only part of the presentation – and not the main part. Even though
you’re liable to be presenting in a darkened room, give some thought to your own presentation manner –
how you hold yourself, what you wear, how you move around the room. You are the focus when you’re
7. Have a hook.
Like the best writing, the best presentation shook their audiences early and then reel them in. Open with
something surprising or intriguing, something that will get your audience to sit up and take notice. The
most powerful hooks are often those that appeal directly to your audience’s emotions – offer them
something awesome or, if it’s appropriate, scare the pants off of them. The rest of your presentation, then,
will be effectively your promise to make the awesome thing happen, or the scary thing not
8. Ask questions.
Questions arouse interest, pique curiosity, and engage audiences. So ask a lot of them. Build tension by
posing a question and letting your audience stew a moment before moving to the next slide with the
answer. Quiz their knowledge and then show them how little they know. If appropriate, engage in a little
Especially when you’ve done a presentation before, it can be easy to fall into a drone, going on and on
and on and on and on with only minimal changes to your inflection. Always speak as if you were
speaking to a friend, not as if you are reading off of index cards (even if you are). If keeping up a lively
and personable tone of voice is difficult for you when presenting, do a couple of practice run-throughs. If
you still can’t get it right and presentations are a big part of your job, take a public speaking course or join
Toastmasters.
As with everything else, there are times when each of these rules – or any other rule you know – won’t
apply. If you know there’s a good reason to break a rule, go ahead and do it. Rule breaking is perfectly
acceptable behavior – it’s ignoring the rules or breaking them because you just don’t know any better that
leads to shoddy boring presentations that lead to boredom, depression, psychopathic breaks, and
Conclusion:
Resume Preparation
What is a Resume?
A marketing tool
3. Must convince the employer that you have the ability to fill their position
A snapshot of what you believe are your most important experiences and qualifications
1. Neatness
2. Simplicity
3. Accuracy
4. Honesty
1. Education
2. Personal data
3. Employment objective
4. Qualifying abilities
5. Employment history
6. Military history
7. Miscellaneous
8. Reference page
1. Too long
3. Hard to read
4. Wordy
5. Too slick
Poor appearance
1. Spelling/grammar errors
3. Boastful
4. Dishonest
1. Header
2. Objective
3. Education
4. Honors/Activities
5. Work Experience
6. Relevant Courses
7. Skills Projects
Cover Letter
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)
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
b. Bring reference sheet (and resume) with you to any interviews, job fairs, career
breakfasts, …
Unit IV
Group Discussion
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.
• 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.
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.
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.
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
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.
Unit V
Interview Skills
Objectives:
To recognize the importance of preparing for an interview and to be able to identify
and understand the necessary pre- interviewing procedures.
Multiple rounds of job interviews may be used where there are many candidates or
the job is particularly challenging or desirable. Earlier rounds may involve fewer staff
from the employers and will typically be much shorter and less in-depth. A common
initial interview form is the phone interview, a job interview conducted over the
telephone. This is especially common when the candidates do not live near the
employer and has the advantage of keeping costs low for both sides.
Once all candidates have been interviewed, the employer typically selects the most
desirable candidate and begins the negotiation of a job offer.
PROCESS
A typical job interview has a single candidate meeting with between one and three
persons representing the employer; the potential supervisor of the employee is
usually involved in the interview process. A larger interview panel will often have a
specialized human resources worker. While the meeting can be over in as little as
15 minutes, job interviews usually last less than two hours.
The bulk of the job interview will entail the interviewers asking the candidate
questions about his or her job history, personality, work style and other factors
relevant to the job. For instance, a common interview question is "What are your
strengths and weaknesses?"
In some ways, all questions are really subsets of one of three overarching questions
"Can you do the job?" (Strengths), "Will you love the job?" (Motivation), "Can we
stand working with you?" (Fit). The candidate will usually be given a chance to ask
any questions at the end of the interview. These questions are strongly encouraged
since they allow the interviewee to acquire more information about the job and the
company, but they can also demonstrate the candidate's strong interest in them.
THE STAGES OFINTERVIEW
Introduction-- begins with small talk initiated by the interviewer. The interviewer
may ask a few casual questions or make some general remarks. The purpose is to
put you at ease, establish rapport, and find a comfortable level of communication.
Sharing generalinformation-- starts when the interviewer shifts from small talk to
general information about you, the organization, and the position. You may be asked
to review your background, interests, and goals. The interviewer will discuss the
organization and its goals. This will test your listening and speaking skills as well as
give you additional information on which to base intelligent questions.
Narrowing the focus-- occurs when the interviewer begins concentrating on the job
and how you might fit in. You have the opportunity to expand upon your skills and
to demonstrate how they apply to the job requirements. Your efforts in researching
the job and the organization will pay off at this point.
Closing-- happens when the interviewer begins summarizing what has been said
and clarifying certain aspects of the interview. It is also important that you review
the points you've made especially about how you are uniquely qualified for the
position. If you have relevant skills or experience that you have not yet shared, do it
now. The employer will probably explain how and when the next contact will be
made and may end with, "Do you have any other questions?”Try to save at least
one of your questions for the end so that you wrap-up the interview on a positive
note, leaving an enthusiastic impression.
APTITUDESKILLSAND LOGICALREASONING
Induction means determining the rule. It is learning the rule after numerous
examples of the conclusion following the precondition. Example: “The grass has been
wet every time it has rained. Therefore, when it rains, the grass gets wet”. Scientists
are commonly associated with this style of reasoning.
Abduction means determining the precondition. It is using the conclusion and the
rule to support that the precondition could explain the conclusion. Example: “When
it rains, the grass gets wet. The grass is wet, therefore, it may have rained”.
Diagnosticians and detectives are commonly associated with this style of reasoning.