Group discussion as a tool for selection

Objectives
By working through this unit you will learn what a group is and how individuals interact in a group understand what group discussion is realize why recruiters use group discussion as a tool for selection

1. Think of two situations where people sit down and discuss as a group. Here is an example: Family members sit down to decide which car they would like to buy. a ............................................................................................................................................ b ............................................................................................................................................ 2. Here are three situations. Please note down your solution to each of the problems in two lines. a. Your roommate gets up very early and puts on loud music. What do you do?

b. Your cricket team coach seems to be favouring some students. How do you stop this?

c. Should English be made compulsory in schools at the primary level? What do think?

you

3. Compare your responses with that of other students. You will notice a variety of responses. Now, have a short discussion for five minutes on any one of the topics and try to find out the most suitable

solution to the problem to which all agree. 4. In group discussions for recruitment, recruiters look at how different people within the group behave. Look at the following text, which is the beginning of a typical group discussion, and answer the questions that follow. (Eight young people are sitting in a circle. Most of them lean forward. They are tense, and each one of them wishes to speak. Here is what they say.) Raghu: Good morning friends. Today we are gathered here to discuss the topic, 'Should English be made compulsory in all schools at the primary level.' A number of issues are involved and hence we must look at all of them - the first point is whether such a thing is actually possible in a country like India. Secondly, in which class should it be ideally introduced? Thirdly, if we all agree, how should it actually be done... (pause) Hari; I agree with the first speaker. We shouldn't take a decision in a hurry, But I would like to add that before we begin, we must first ask this question, why is English so relevant today?

Raghu: (loudly) I think we are moving away from the focus... Simi: I agree, we mustn't talk about why it is relevant. The very fact that we are having this discussion today in English is enough. Our focus is on how the education system can be reformed... Hari; Friends, let us not narrow down the discussion so quickly. The topic is if English should be made compulsory at the primary level. This means, although it may be very important now, it may not have had that degree of importance when we were young children. Sam: (breaking in softly) Our friend has a point. It is true that if we learn a language early, we become fluent in it. At the same time, learning too many languages together may cause confusion, so it is important to discuss in which class it should be introduced. So, let us take up the issues one by one... I don't think we are moving in the right direction...

Ravi:

a. What are the important issues that Raghu manages to bring up?

b. Can you add two more points that should also be discussed?

5. The box below shows how the discussion was concluded. Then, answer the questions that follow. Raghu: Well, I believe Simi made an important point - that we must consider the fact that we are talking about government schools and not private schools, and we are also talking about the vast number of such schools located in our villages... Hari: Simi: Yes, and I must add that very often teachers themselves don't have proper grasp of English. We mustn't confuse literacy with the learning of English language... Thanks, Hari. But, we mustn't mix things up or we will be talking about literacy where as our main objective is what purpose learning English early serves... (pause) Yes, and now that we are running out of time we should sum up...

Sam:

Raghu: I fully agree... Ravi: Simi: I don't agree... We must conclude that...

Raghu: And we thus realise that the important issues raised are about necessity and a realistic solution. We all agree that English should be introduced only after the child has learnt her mother tongue and so should ideally be introduced at least two years after that. Secondly, we feel that it is necessary, since it is a very important language, especially in the context of employment, and we should have it. Finally, the government should take more interest by monitoring teaching at primary schools, since most state-run primary schools don't have the requisite skill... Ravi: I don't think this is the right way of doing things...

a. Can you identify who spoke the most and who spoke the least?

b. Who according to you was able to speak most effectively? Why do you think so?

c, In a group discussion different members perform different roles. Can you identify the person who began and ended the discussion? Can you identify a person who didn't really have anything to contribute? Why do you think so?

6. Our brief introduction to the group discussion as a format suggests that here members are allowed to discuss, debate, and even differ initially, but at a later point of time, they are expected to come to an agreement and solve the problem as a group. In actual job scenarios, no employee works alone. People must get along well. They must agree and work as a team. Now, identify three reasons why group discussion is important (refer to questions 3, 5 and 6 for clues). a b c 7. Group discussion is also a forum which tells us about attitudes of different people. Read the fragment of a conversation among four friends given below, and answer the questions that follow. Raghu: But if that is the case we must complain to the Principal. Hari: Fine, but think about it before hurrying up.

Raghu; (loudly) What's there to think? It is wrong and we must report. Hari; I agree, but have you thought about the implications... Raghu: (angrily) You don't tell me... Sam: (breaking in softly) Raghu... can I speak? Hari has a point. You know their nature. They can do anything. I am not asking you not to go to the Principal. But then, there is no harm in doing it slowly I What do you think? What do you say Sinu? (silent all this while, nods)

Sinu:

Raghu: Well...maybe you are right...

a. Who is the most aggressive member in this group? ........................................ b. Who has the best communication skills? .................................... c. Who is the most shy among the lot? .................................. 8. So far, you have had a brief discussion and also looked at an example of a group discussion. Do you think that in the process, it is possible to find out who is shy, who is aggressive, who can communicate well, who has the most reasonable solution, and who can be calm in stressful situations - in general to assess various aspects of a person's personality, communication skills, ability to lead, etc? How does one identify such qualities?

9. You will notice that you take from the way people communicate - not just the content of their speech (analysis, organisation of ideas, summarising) but also how they say it (aggressive, shy, enthusiastic). Do you feel that the discussion given question 7 manages to communicate to the observer some of these qualities? What qualities get communicated?

10. Since recruiters are looking for ways to find out the various qualities mentioned above in an individual, they use group discussion as a mode of identifying qualities and spontaneous behavior of the group members. Here are some of the qualities recruiters are looking for in members when a group discussion is taking place: a. Analytical skills b. Intelligence c. Ability to handle stress Think and write down three other qualities that get reflected as well (you may refer to the earlier discussion and questions for clues). d ............................................................................................................................................ e ............................................................................................................................................ f............................................................................................................................................. 11. Form groups of four each and discuss one of these topics for seven minutes. a. Technology is a boon to the society. b. Higher education should be free.

Ask your teacher to rate your skills in each of these categories: a. Communication skills b. Ability to handle concepts clearly c. Ability to link others' ideas lucidly d. Ability to adopt, to adjust to new ideas

Summary
In real life, we often work in groups. Group activities help us do things more effectively and efficiently, yet require team spirit and cooperation from group members. A group discussion is where a group attempts to discuss a problem or issue in order to resolve it, come to a clearer understanding of things, or to make things better. It often gives us a glimpse of the various qualities, abilities, skills, ideas and beliefs of the group members. So, it is a good way of assessing the personality, qualities and skills of the group members, and is often used for evaluation of candidates during recruitment.

Skills for group discussion

Objectives
By working through this units you will learn what to say, why and when to say, and how to say it understand the basics of speaking and speaking etiquettes learn what to say and what not to say, and other basic dos and don'ts understand what is interpersonal communication and learn skills which will improve your interpersonal communication

1. When should you speak in a group discussion? Tick the appropriate choices. a. when everyone else is speaking b. when you have an important point to make c. when someone has just spoken and there is a pause d. when you are able to link together the points made by earlier speakers e. right at the beginning, even if you are not prepared f. when no one is giving you a chance to speak 2. In a group discussion, everyone wishes to speak. However one must express oneself carefully, briefly, politely and with patience. Here is a list of skills that are expected of a discussant. Why do you think they are important? a. Speak the language fluently: .............................................................................................. b. Speak clearly: ..................................................................................................................... c. Speak politely: ................................................................................................................... d. Speak slowly: ..................................................................................................................... 3. Communication skills are considered very important in group discussions. Here are some of the reasons: (a) you can communicate your thoughts very clearly

(b) you can present your ideas in a pleasing and attractive manner. Have a brief discussion in the class and come up with three more points on why communication skills are important in group discussions. a............................................................................................................................................ b ........................................................................................................................................... c............................................................................................................................................ 4. Please tick the ones that you think are correct and cross out the ones that you think are incorrect. Good communication skills in a group discussion are about: a. speaking simply b. speaking elaborately c. speaking very softly d. speaking clearly e. linking others' points effectively f. using difficult words and jargons to impress others g. using only short phrases in order to save time h. speaking loudly i. speaking harshly and rudely j. using courtesy words and phrases like, "thank you/' "please" etc. listening to others carefully I. showing positive body language through your posture m, guessing what the other is trying to say in order to save time 5. Speaking using simple language is very important in a group discussion. Look at the paragraph below. Take a minute to rehearse and then present it in your own words, using as simple language as possible. Good morning friends. We are gathered here today to discuss a terribly imperative predicament that confronts our country - the problem of overpopulation. An issue that has numerous facets, it must be explored comprehensively, analysed for solutions, and a consensus reached for its apt implementation. 6. Speaking politely is another important attribute. Look at the text below. You will notice that it is not politely worded. Reword them so that they communicate politeness. (Hint: using thank you, good morning, referring to members as friends, using "we" instead of "I" are a few examples of politeness) I insist that it is very important to point out that the government is taking no steps at all to solve the problem. I think this is not being discussed by any of you. 7. Speaking clearly is a third very important point. Below is a sentence which very unclear and confusing. Reword it so that the meaning is clear.

Population is bad. India is too much populated. Population is problem. Solution is needed. Family planning. Awarness. Government help is the solution. 8. While contributing to a group discussion, there are a few dos and don'ts. Here is a list of items, based mostly on the activities done earlier. Separate the dos from the don'ts. Use a tick where you agree and a cross where you don't. a) Speak loudly. b) Wherever necessary, get angry and show it through your words. c) Use short sentences. d) Use complex sentences. e) Be quite when someone else is speaking. f) Wait for an opportunity to speak. g) Raise your hand or say "I have a point..." in order to speak. h) Speak loudly and aggressively the moment someone takes a pause. i) Sum up right at the beginning. j) Do not greet others to save time.

k) Speak very fast in order to present all your points quickly. l) Maintain eye contact with only one person and never smile. m) Try to maintain eye contact with the group and smile and be polite. n) Be assertive by speaking firmly, but not be aggressive by using rude words. o) Link your ideas to others' ideas while speaking. 9. Work in pairs. One of you can speak on the topic, "Science and technology" for two minutes. The other person must listen attentively. At the end of the activity, the listener must summarise three salient points made by the speaker. Then, change roles so that the speaker listens and the listener becomes the speaker. 10. Based on the previous exercise, check how many of the following aspects of effective listening you followed. Make a tick mark against the appropriate items and cross out the others. eye contact showing interest being attentive not interrupting not talking to others while listening

 showing empathy repeating others' points integrating others' points 11. How do you make friends in a group discussion? Here are a few points to keep in mind. Add a few more to this list. Then, have a whole class discussion to check if others' lists are different from yours. listen to others repeating others' view points and acknowledge their contribution use nods and smiles

12. Do you show aggression during group discussions? It is important to learn to keep yourself under check. Look at the checklist below, and tick the ones that are applicable to you. You speak very loudly. You interrupt someone in the middle of their speech. You don't use words like "thank you," "may I speak,""please," etc. You don't smile or maintain eye contact. You use expressions like, "I don't agree," "I don't think You use a harsh voice or tone. Countering aggression also becomes equally important, since some people are aggressive. However, it does not help to counter aggression with more aggression. Here are some strategies to follow no matter how aggressive other people are: Be polite and firm. Use phrases such as, "I see things differently," "here is another possible solution," to express disagreement. Ignore the other person's rude remarks and proceed. Be direct where no other strategies work by attacking the argument with a counter-argument, but not the person. When nothing else works, you may have to point out that someone is being aggressive and it is affecting the so", "you are wrong etc You point fingers at others, talk to one or two people and ignore others by not looking at them.

group activity. 13 Now that you know what aggressive behaviour is, ask your friend to make a list of aggressive behaviours you show. a ............................................................................................................................................ b ............................................................................................................................................ c ............................................................................................................................................ Summary Good communication skills are very important in group discussions since they help us communicate our ideas simply, clearly and in a pleasing manner. Good communication also makes it easy for the evaluator to assess our manners, critical thinking and analytical ability. Interpersonal skills in groups are skills that make communication with others easier. Communication is not only the message that you send to the others, but your attitude to others, your behavior with them, your desire to build relationships etc. These qualities help you become a part of the group, makes other members treat you with respect and even allow them to be led by you.

Leadership and problem-solving skill

Objectives
By working through this units you will learn what is meant by leadership in group discussions understand leadership qualities you have what you should do when leading in a group discussion and > you shouldn't how leadership and problem solving go together how to effectively solve problems as a team in a group discus1

1. Given below is a list of qualities. Which will you associate directly with leadership? Please tick the appropriate choice. a. persuasiveness b. loud voice c. smile and cheerfulness d. ability to resolve conflicts e. cooperativeness f. ability to lead g. ability to come up with new ideas h. ability to assert i. sharing j. positive body language 2. Other than persuasiveness and good conflict solution skills, there are very few qualities that directly define leadership. For instance, if you are gentle or good or intelligent or cooperative, you are not necessarily

good leader. But on the other hand, along with the ability to lead, a good leader must have many of these other qualities. Identify five qualities from the list which you consider very important for a good leader and explain why. a b c d e

3. Below are some duties that a leader is expected to perform. Why are they relevant for a leader? Form groups of four each, discuss each point and write down your answers. a. Outline the important issues or problems.

b. Encourage others to come up with suggestions and solutions.

c. Come up with new ideas.

d. Link others' ideas and organise them.

e. Persuade others to see your point of view.

f. Use positive language and body language.

4. Given in the two boxes are examples of good and bad group discussions. Look at the boxes and point out which one of them is good and which one bad. Identify three reasons why you consider them bad. (Hints for teacher: using others' ideas without acknowledging them, ignoring certain members of the group, using strong negative expressions, showing off, etc.)

a.

b.

c.

5. Conduct a brief discussion on any topic which you are familiar with for five minutes. After the discussion, make a list of qualities that you associate with leadership in reference to at least two of your friends.

6.

Which of the following would you associate with good problem solving? Tick the apt choices.

a)

Understand the problem clearly and identify the various issues involved.

b) Make a list of all possible problems and give them to others. c) Show independence and initiative in identifying problems.

d) Give a solution based on your observation only. e) f) Apply a range of strategies to the problem solving. Use the strategy that has succeeded in the past.

g) Come up with creative and innovative solutions. h) Use a specific strategy to solve all problems. i) Have the ability to solve a variety of problems or issues.

7. Here are a number of possible ways problems can be approached. a. Prevent it. If we take the example of a noisy classroom, how can one take steps to prevent the classroom from being noisy? Have a short discussion. Come up with your solutions.

b. Eliminate it. You can, for instance, identify students who disturb the class, and ask them to leave. What else can you do? Discuss as a class and write down the points that emerge.

c. Reduce the problem. Think of how you can do it for a noisy classroom.

d. Treat it or use damage control. In other words, here you assume that the problem is here to stay. You can only try to control or reduce its negative effects. What can you do in case of a noisy classroom which will always remain noisy? Here are a few hints - redirect it, tolerate it, modify it.

8. In a small group, have a brief discussion on the topic, "How indisciplined students should be treated." Then assess the group's problem-solving skills by answering the following questions. If the answers to the first three questions is "yes" and to the last two, "no," your problem solving skills need improvement. a. Was the group thinking of a provisional solution and not a long term one? b. Was the solution too unrealistic? c. Is the solution too liberal or too autocratic and harsh? d. Was the problem framed and presented clearly? For instance, did the group discuss in detail what leads to indiscipline in students in the first place? e. Did the group manage to bring in some fresh perspective? 9. How should you go about solving problems in a discussion? Here are some stages outlined for you. Look at them carefully, and then, have a 10-minute discussion. Groups can range from five to eight students. Ask your teacher to give his/her feedback on your discussion. a. Stage 1: Indentifythe problem. Realise the importance of the problem and recognise the need for a solution. b. Stage 2: Define the problem. Articulate the problem clearly and grasp its implications. Look at all the issues associated with the problem, and its effects in both the short and long run. c. Stage 3: Try to find solutions. Don't be satisfied with one solution, but try out as many alternatives as possible. Refer to earlier solutions and also acknowledge any creative and new solution that emerges from the group. d. Stage 4: Decide which solution is the most realistic and applicable. Refer to the five points made in question 8 and see that you are not falling into any of those traps. 10. Now, keeping in mind the steps indicated above, discuss the following problem: Your institute wishes to send only the best students in final year for the recruitment process. How can you identify the best fit for the jobs, so that more students get selected for jobs from your institute?

Summary
Leadership skills require skills of persuasion, negotiation, interpersonal skills, ability to relate to others, problem-solving skills and the skills to assimilate and synthesise others' ideas. * Problem solving is an important aspect of leadership. It not only includes creativity and originality in identifying new solutions, but also use of a systematic method and cohesion within the group to go through the processes of identification, analysis, exploration of possible solutions, and finally choosing a realistic and implementable solution. Leadership quality, while important, is not the only skill required in a group discussion. Please rememberthat in a group discussion evaluators also look for other qualities like creativity, analytical ability, team spirit, etc, which are equally important.

Types of group discussions

Objectives
By working through this units you will learn about different types of group discussion learn what is expected of participants in each type of group discussion learn how participants are evaluated and rated

1. Imagine you have a drinking water crisis in your college. You need to get pure drinking water and develop a mechanism for effective supply to all the students. Think of it as a problem which you need to solve in seven minutes. Discuss. (Your focus should be on genuinely solving the issue) 2. Now have another discussion on the following topic, "Students should be allowed to use mobiles inside the campus". But this time focus on doing well in the discussion, i.e., initiating the discussion, participating well, trying to act as the leader, summarising at the end, etc. Discuss for seven minutes and try to reach a conclusion. Ask you teacher to keep time and monitor both the discussions. 3. In pairs, evaluate the two discussions. Is there any difference between the ways the two discussions evolved? Did the members behave differently? Please make a list of points that you identify. a) ...........................................................................................................................................

b) .

c) 4. Let us call the first group discussion 'problem solving group discussion/ and the second one 'group discussion for recruitment.' Below is a table which indicates how they could be different. Please tick the points that you find are appropriate. In the blank space provided below, add your points, if you have any new points to make.

Problem solving group discussion Genuine Team spirit and group interest given priority Problem solving Cohesive, members know one another Leadership is not as important

Group discussion for recruitment Mock scenario Trying to balance between being a part of the team while asserting one's individuality Simulated, not genuine Not cohesive, may or may not know one another Struggle for leadership

5. There is a third possibility. Imagine a situation where, instead of being asked to discuss as a group, you are asked to speak individually on a given topic. Here is a topic "Hard working students should avoid extracurricular activities". Form a group of five or six students. Take three minutes to prepare your points. Ask your teacher to call out your names at random. Each of you must speak for two minutes on the topic. 6. Now, make a list of how this last activity is similar or different from a group discussion for recruitment. Group discussion for recruitment Speaking in a group forum Trying to balance between being a part of the team while asserting one's individuality Simulated, not genuine Not cohesive, may or may not know one another Struggle for leadership 7. Can you find out why students are asked to speak individually first? Two possible reasons are given. Please see if you can add two more. a. Some students are shy and yet may be creative, but may not open up in an open group discussion. b. Analytical skills can be tested. c)

d)

8. In pairs, analyse the short case study given below and think of some solutions to the problem. Please remember that Ravi has certain personality related issues when you give your solutions. Ravi is a mechanic in an automobile company. He is shy and generally doesn't communicate with the other mechanics who share a very cordial relation among themselves. He is also more qualified than the rest and younger than many of them. The other mechanics feel that Ravi considers himself superior and hence don't have a very good opinion of him. Ravi feels that the other mechanics consider him immature and foolish and so avoids them all the more, But he is an excellent worker and due to his hard work he is promoted to the position of the chief mechanic. Now he has to supervise the work of the others, and also motivate them. What strategies should Ravi follow in order to be successful? a)

b)

c)

Summary
* Group discussion in real life scenario differs from job-related discussions where everyone tries to do well and the group interest is not the main thing. * For recruitment purposes, various formats are used, the most common being an open group discussion and a format where group members are allowed to speak individually. Sometimes both the formats are combined. While some group discussions are based on a general topic, in some other situations, cases are provided to the group members,

Group Dynamics

Objectives
By working through this units you will Learn what a group is and how it behaves Understand group dynamics and the roles that members in a group Realize the importance of group dynamics in a group discussion

l. Now that you know what a group is, it is important to realise that over time, it evolves. In other words, if you observe a group discussion carefully, you will notice that it goes through certain stages of development. Have a discussion for 10 minutes on the topic "Laptops should replace books." After the discussion is over, write down your observations about each of these: a. What happens in the first minute of two? How is the group formed?

b. Do participants fight for leadership? Is the initial stage a little chaotic?

c. Does it gradually move towards some solution? Is there some sort of agreement among the majority of the group? People believe that a group goes through four stages including the stages discussed above. First, a group is formed. When students agree to participate in a discussion, they consent to form a group and abide by some rules - not being aggressive, allowing others to speak etc. Second follows a more chaotic stage where debates take place, people fight for leadership, arguments break out, and people are not yet in agreement with one another. This is followed by a stage where people more or less agree.

And finally, if you keep on practicing, you will gradually notice an improvement in the way a discussion takes place. 2. Given below is a list of task-oriented roles members in groups perform. Match the description of the role with the names. Can you think of a few more? (Hints: keeping records, asking for opinions, etc.)

1. II.

Information-giver

a. Generates new ideas

Initiator-contributor b. Asks for information about the task c. Offers facts or generalization to the group d. States his or her beliefs about a group issue e. Shows the relationships between ideas f. Shifts the direction of the group's discussion g. Measures group's actions against some objective standard

III. Information-seeker IV. Opinion-giver V. Coordinator

VI. Evaluator-critic VII Orienter

3. Here are some social roles. Can you think of a few more? (Hints: following others, observing others, etc) a) Encourager: praises the ideas of others

b) Harmonizer: mediates differences between group members c) Compromiser: moves group to another position that is favored by all group members

d) Gatekeeper/expediter: keeps communication channels open e) f) Standard setter: suggests standards or criteria for the group to achieve

g)

4. Individualistic roles are not to be encouraged because they break the group spirit. One needs to avoid playing such roles in a group. Here are some individualistic roles. Can you think of a few more? (Hints: putting forth one's strong opinions, seeking sympathy, etc) a. Aggressor: attacks other group members, deflates the status of others, and other aggressive behavior b. Blocker: resists movement by the group c. Recognition seeker: calls attention to himself or herself d. Self-confessor: seeks to disclose nongroup related feelings or opinions e. Dominator: asserts control over the group by manipulating the other group members 5. Now have another discussion for 10 minutes on the topics, "Should there be students' elections in colleges?" Then, identify the various task-oriented, social and individualistic roles performed by the participants. Ask your teacher to make her observations as well. a. Which roles help the discussion and which roles affect it negatively?

b. Do students switch roles or use multiple roles during the discussion? Can you list them?

Summary
A group is a cohesive collection of individuals who act according to certain socio-cultural norms, and confirm to certain rules and etiquette. The group itself is not static, but dynamic. Hence it undergoes different stages of evolution. Members in a group perform various kinds of task-oriented, social and individualistic roles and even these undergo changes.

Task-oriented and social roles are evaluated positively by evaluators, while individualistic roles are evaluated negatively and hence, should be avoided.

Roles and functions: beginning presenting, elaborating

Objectives
By working through this unit you will get an idea how to begin a group discussion learn how to present ideas and opinions learn how to elaborate, explain and give illustrations

Explaining, elaborating, exemplifying

1. In the box below is the beginning of a group discussion on the following problem: A steel plant is facing certain labour-related problems. The blue-collar workers wear lightblue uniforms as per management norms. They are at present protesting against such a rule. They want dark-colored uniforms, preferably black. They argue that dirt and grit will not show on such dress. Maintenance will be easier, since they have to take care of their dress. The second problem is related to discipline. In general, the management feels that the workers have a discipline-related problem, and the protest is only a manifestation of that.

Read the beginning of the group discussion and answer the questions that follow. (A long pause) Anirban: Discipline and dress. So these are the issues. Amol: It will be costly for the company... I mean providing new uniform... Himanshu: Friends, let's first identify what exactly is the problem and how they are linked. I believe the uniform is the central issue... Anirban: No change in uniform... If the management has decided on it that's, how it will be. a. Would you call this an appropriate beginning?

When starting a discussion the participant must present them briefly and lucidly speak quickly - say within 30-40 seconds must hint at some possible direction for the group to discuss should be careful not to quickly solve the problem and give a solution

b. In the box on the side are a few tips on how to begin well. Can you use the points given to point out why you consider that the beginning of the discussion is satisfactory/ unsatisfactory?

2. Given below is a more appropriate beginning to the group discussion. Dear friends, we are here to discuss two issues that are facing our company - one, whether to agree with the workers and provide black uniforms instead of light blue, two, how to tackle the problem of general indiscipline that we find among the workers. I believe the two problems are linked to one another and we should never forget this during the discussion. Can we start by looking at each problem separately? In the light of the points made earlier and the example given above, write a good beginning to each of the topics given below. Use the space below to write down what you would like to speak. Then, present your beginning to your group without looking at your writing. a. Companies should focus more on the well-being of their employees. This will lead to increased production.

b. How can students assist their colleges in bringing more companies for campus interviews?

c.

Internet is a student's best aid.

3. When one begins a group discussion she is expected to invite others' views. Here is a list of statements which show how one may invite views. Tick the ones which you think are apt and cross out the inapt ones. a. Now that I have introduced the topic, it is open for discussion. b. Can we begin the discussion by looking at the most important points? c. What do you think? How should we begin? d. I believe we should discuss as I have suggested, by looking at. e. Friends, now that we have looked at the problem, what are your suggestions? 4. Presenting ideas clearly is very important in a group discussion. Here is a list of points. Organise and present them clearly. First write down what you have understood. Then, in small groups of four or five, speak using your notes as reference. Employees unhappy. Strike. Waste of time. Waste of resources. Lowered productivity. Punishmen.. Aggression. Solution. Resolve conflict.

Presenting one's views or opinions clearly and politely is important. There should always be space for others to link to your ideas or to add their own. Here is an example. When employees are unhappy, often there are strikes and lockouts and productivity is affected. There is a waste of resources and time. One of the possible solutions is aggression, but it is a much better idea to resolve the conflict in a peaceful manner. What do you think? In the example above, facts (employees unhappy due to some reason) have been presented along with your view of what might possibly happen (conflict, lockout). Your opinion or viewpoint is also presented (resolve conflict and not punish). You are not presenting a solution but an approach on which the solution can be based. 5. Look at the two examples given below and give your ideas/opinions/ viewpoints which might help your group look for solutions. Remember to be polite and open minded. Write down what you would like to say and compare with your partner. a. Punishment for students who don't attend classes regularly (whether punishment is to be given, the type, implications, etc,)

b. Students who have been selected for a job shouldn't sit for other interviews (do you agree, why, implications, etc.)

6. Below are two statements which most people will disagree to. See how you can explain them so that others might consider looking at the issue. Write down what you would say and compare it with what your partner has written.

a. Examinations should not be held. (Hint: Continuous evaluation, grades and not marks, assignments or projects)

b. Mobiles should be allowed inside the class. (Hint: May keep in silent mode or switch off, may use for video recording of group discussions, may be allowed in classes for audio recording or in lieu of note taking)

7. In the question above, you explained two statements logically. Now, give examples to support your view. a. Examinations should not be held.

b. Mobiles should be allowed inside the class.

Summary
Beginning a discussion well is a very important skill. Presenting your ideas clearly is also very relevant. For each point made, especially if it is controversial, provide logical support and if time permits, also give illustrations.

Roles and functions: clarifying, synthesising and challenging

Objectives
By working through this unit you will learn how to begin a group discussion learn how to present ideas and opinions learn how to elaborate, explain and give illustrations

Explain the meaning of the statement, "Banks function in various ways." Substantiate your point with examples. 1. Now, clarify a more complex point, "Population growth can lead to poverty." Explain in three sentences. (Hint: population - over-population - less food - less resources to share - less resources lead to poverty)

Analysis is a very important skill in discussions. For example, when your teacher evaluates your performance what exactly is she doing? She rates your communication skills. She also assesses if your answer or points are intelligent and make sense. She looks at how you get along with your friends, and if your points have anything new. She also tries to see if you have leadership qualities. In short, she is analysing your performance. Analysis means looking at many things at the same time, linking them together, judging if they work for or against one another, and so on. In the following example, the speaker is analysing the statement, "Telling truth is difficult."

Why should should telling truth be difficult? You can just tell the truth! But if you tell a truth others don't like, you may hurt or threaten somebody. When you have done a mistake, you may be afraid to tell the truth to your teacher. So, it does make sense - telling truth can be difficult, but not always. The above analysis which involved examining the relation of the statement being made to the real world, to connecting things which have not even been stated. 2. Here are two problem statements. Analyse them: a. What is music to you can be noise to another. Analyse in two sentences.

b. "Academic performance and getting a job may not always be easy to link." Analyse in three sentences. (Hint: getting a job involves communicating one's knowledge)

3. Identify for each of the statements below two arguments, one opposing the other. a. The lucky get the best.

b. The intelligent succeed in life.

4. Sythesise the two ideas in the set of words given below. a. Photography and war. b. Fashion and money (Hint; each of these two sets of terms can be associated in various ways-war photography, expensive fashion goods. Now, see if you can come up with more complex relationships!) 5. Write an argument, challenging the ideas given below in three sentences each. Remember to be polite and use phrases like "I beg to differ," or "It is possible to see things differently." a. Engineers and technically skilled people are primarily needed in our country to build the nation and its economy.

b. Photographs and videos should be admitted into the courts as evidence since they show what really happened.

Summary
Explaining and synthesising ideas are very important discussion skills.

Challenging others ideas, if you have strong logical support for your views, can gain you an advantage.

Roles and functions: agreeing/disagreeing and summarizing

Objectives
By working through this unit you will learn how to agree or disagree with others learn how to summarise a group discussion

1.

Look at the following conversations:

Which one offers a better way of agreeing? Discuss with a partner. In group discussions, taking a cautious stand is important. If you commit yourself to an extreme view point like Ravi in conversation 1, you may end up not being able to defend yourself. Agree, but always use your judgement. Add a few points while agreeing indicating why you agree, or to what extent you agree. 2. Look at the following statement. Show your agreement, but also make certain modifications or additions while taking a stand. a. Doctors are like gods. (Hint: good doctors, not all doctors, etc.)

b. Electronic media will take over the world. (Hint: virtual reality vs. reality, material objects)

3. In a group discussion, disagreeing is as important as agreeing. But how show you disagree? This is more delicate. The most important thing in a discussion is not to offend others. Here are two sentences. Which one do you think is offensive and why? Hari: My feeling is that solar power is viable in our villages... Ravi: I don't agree at all. (Hint: interruption, strong disagreement) Hari: But why not! We can save a lot of money. Our villages can benefit. Ravi: You are wrong! Who will maintain the solar-powered panels? They are very expensive! (Hint: strong words although the argument is sound) 4. From the previous question, you can see that Ravi is intelligent, his points are sound, but he has bad manners. Rephrase Ravi's sentence in each case so that his disagreement doesn't sound so rude. a. b. 5. Work in pairs. Discuss the following. i. Public transport is good for our country. (Hint: discuss, agree with one another, but try to add new points each time) ii. Poverty is linked to illiteracy. (Hint: discuss, disagree, but try to give reasons for disagreement, and be polite) Summarizing and concluding the discussion is as important as beginning it. However, there are a few points that you should keep in mind during the discussion: Try to build up consensus during the discussion so that it will help you sum up with fewer arguments. Keep track of time so that, around 30 seconds before the allotted time comes to an end, you can grab the opportunity. Point out that time is short and spell out that you are concluding for the group.

If someone has already summed up, do not contradict him/her, unless the conclusion is really sloppy and has flaws. Ideally, add a few points and integrate them to the conclusion if you are not given a chance to conclude. However, make sure you have really vital points to make. 6. Think about the topic, "Child labour in India is a necessary evil". Take a few minutes to jot down the relevant solutions. Now, write down your conclusion as if you are speaking it.

Now try to conclude using the idea you have written down, without looking at your notes. 7. Look at how a student concluded a group discussion on population and answer the questions that follow: Thanks friends. Now that we have discussed and come up with some very relevant points and solutions, it is time to sum up. Five major issues were raised, and I must say that everyone contributed to finding the solutions. The issues are... The solutions are ... In the light of the points made, we should probably look at a holistic policy initiated by the government and supported by the educated masses who also have a stake as well as a responsibility towards the community and the country... a. Do you think it is a good idea to use polite expressions as you conclude? Why?

b. The discussant acknowledged the contribution of the others. Do you think it is necessary? Why?

8. Now write a conclusion for each of these three ideas in four sentences each and then speak them aloud as if you are speaking to a group. (You may agree or disagree.) a. Mathematics education is absolutely necessary for everyone.

b. Cars are still luxury items in India.

c. We should b oud of our traditions.e pr

Summary
This unit familiarizes students with the techniques of agreeing and disagreeing in group discussions. It also illustrates how to conclude/summarizing group discussions effectively.

Etiquette, body language and time management

Objectives
By working through this unit you will understand why etiquette and nonverbal communication are important learn about the dos and don'ts of etiquette and body language do activities related to the two in order to perform better in group discussions

1. Asking people how they are doing, or enquiring about their family or work b a way of building goodwill. In a group, work can be done more efficiently if people get along nicely. List a few other reasons why members should be careful about social etiquette in a group, especially group discussion.
a ...........................................................................................................................................

b ........................................................................................................................................... c 2. Here are a list of things you can do in a group which will make others feel comfortable; a. smile b. listen and nod c. greet others with a "hello" or a nod d. maintain eye contact
Q.

don't be harsh with words

f. criticize a point but not the individual g. don't break into someone's speech abruptly

Choose any three points from the list above and explain how each of them would help improve communication in a group. a ............................................................................................................................................ b ............................................................................................................................................ c ............................................................................................................................................ Listening to others is a very important part of participating in group discussion, it is also important that others know you are listening. The box below tells you what to do. How to listen during a GD Maintain eye contact while listening. Nod while listening and smile and encourage the speaker nonverbally. Use words like, "yes," "correct," "that's right," to indicate that you are actively participating. This helps in creating an impression on the evaluators as well. When you are actively involved in listening, the transition from listening to speaking is easy. Others will also allow you to speak. Concentrate and try to understand what the other person is saying. When in doubt, seek clarification. This also gives you a chance to speak.

3. In the list below strike out those that cannot be considered a part of good body language expression. a. smiling b. saying, "hello" c. nodding d. speaking softly e. pointing at somebody f. making gestures g. greeting others h. learning forward i. crossing one's legs 4. Body language also manages to reveal if you are tense and withdrawn or open and relaxed. Below are four images. Please tick the ones that suggest positive body language.

5. In the illustrations above, A shows relaxed attitude and D shows expression, while B and C show closed attitude and tension. Avoid such gestures that show tension. How you position your lower body also communicates about your feelings and attitudes. Tick the postures that show positive body language in the illustrations below.

6. Here is an activity which will help you practice listening as well as speaking politely. Work in small groups. Four members can interact while the other four members observe them and take notes. At the end of five minutes, they can point out what they felt about the speakers and their interactions. Then, reverse the roles. The entire activity should take about 20 minutes. Here are the topics: a. Technology is changing too fast (for the first group) b. Gadgets like cell phones that perform many tasks are good for human advancement (for the second group) Make your observations in the space provided below. An example is given for you. You can complete the rest of the boxes with what you have learnt from the earlier activities. Make similar observations for all the four members and give them feedback. Spoken words Greetings Tone of voice Soft / harsh Gestures nods Postures Learning forwards/ back

7. Here are three short activities to orient you towards time management. Please stick to the time given. Work in pairs. Keep a stop-watch or mobile by your side to keep time. a. Take one of the topics given in question 6. On a notebook or a sheet of paper, make the following headings: i. What are the issues involved? ii. Pros iii. Cons iv. Do I agree or disagree? v. Why? Make as many points as you can under each head. Time: 5 minutes. b. Now attempt to introduce the topic of discussion in 45 seconds. c. Weigh the pros against the cons and give your viewpoint. Try to do this in less than a minute.

Summary
Social etiquette and body language are very important in group discussions.

2Jh Polyskills

By being polite and nice you can positively influence evaluators.

Group discussion activities

Objectives
By working through this unit you will prepare for mock group discussion with your friends do activities which deal with open group discussions do activities which deal with group discussions with cases

On the spot preparation before a group discussion Have a paper and pen ready. Jot down the relevant points. You might get a written problem on a sheet of paper. Alternatively, the evaluator might introduce the issue verbally. Either way, jotting down the main points is a good idea. Try to see if the different ideas can be linked together. This will help you in organising and relating the different issues. List the possible ways you can approach the problem. List your possible solutions. If you have any insights, which you cannot immediately integrate, jot these down as well. Use a small sheet and keep your points short. That way you can remember most of them even if you don't get a chance to look at your notes during the GD. Seek permission for keeping the sheet with you.

1. Now you are ready to participate in a mock group discussions with your friends. Prepare yourself for speaking on one of the topics given below. Refer to the box above as you prepare. Your teacher will monitor to ensure that you follow the rules given below as well as the seating arrangement suggested.

Rules for group discussion Around five to eight participants should be seated in a half-circle five to eight. Each chair should have a number (from 1 to 8) so that it will be easier for the teacher to take note of your behavior and activities. You will be given a topic and allowed to prepare for five minutes. You can take notes during the point of time. At the end of five minutes your teacher will say, START, Anyone can open the discussion. You will be allowed to continue the discussion for ten minutes. At the end of ten minutes your teacher will say STOP. In case no conclusion has been reached, your teacher will give you a warning after ten minutes and give you one minute after which she will stop the discussion. * There are no rules as to who should begin and who should end. Everyone is free to participate. But you must keep in mind all that you have learnt earlier. * Take care of etiquette and body language. * Try to make your points without being unnecessarily aggressive. * Listen to others carefully and make your points in a comprehensive manner. * You have five minutes for preparation and 10 minutes for group discussion and your teacher will evaluate your performances and provide feedback. Choose any of the following topics to talk about: a, Young and educated people should join politics. b. Solar power is a viable alternative source of power in India.

Summary
This unit helps you practice the type of discussions or group- related activities practised commonly in recruitment. All the skills learnt in units 1-9 become very important while doing these activities. Use the next two sessions for more practice through mock group discussions. Ask your teacher to give you topics to choose from. Good communication skills are very important in group discussions since they help us communicate our ideas simply, clearly and in a pleasing manner. Good communication also makes it easy for the evaluator to assess our manners, critical thinking and analytical ability. Interpersonal skills in groups are skills that make communication with others easier. Communication is not only the message that you send to the others, but your attitude to others, your behavior with them, your desire to build relationships, etc.