Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697804497162.pdf (India)
2 t t i i n n U U Self-management Skills SeSSion 1: Strength and WeakneSS analySiS Have you ever wondered why you get good marks in one subject and not such good marks in another?

Knowing what you do well or not so well, will help you in converting your weakness into strength and strength into an exceptional talent.

A strength and weakness analysis helps you in this process.

Strength and weakness analysis begins by knowing and understanding one’s self first.
Let us first understand some terms which can help you in doing the same.

Definitions of Some Important Terms Beliefs Belief is a feeling of certainty that something exists and true,especially one without proof.

For example, one’s belief in a friendship or superstition.

is Values Values are principles or standards of behaviour; one’s judgement of what is important in life.

They have a major influence on a person’s behaviour and attitude and serve as broad guidelines in all situations.
Some common good values are honesty, equality, community involvement, etc.

Like It simply means things you enjoy or love doing.

For example, solving mathematical problems or playing a sport.

Dislike It is the opposite of like; you disapprove it or do not enjoy doing it.

For example, dislike towards someone who doesn’t treat people equally.

Opinion It means a view or judgment formed about something, not necessarily based on fact.

For example, an opinion about someone’s career choice.
Background It refers to a person’s experiences, training and education.

Background may emerge from type of childhood, education or type or family, etc.

Identity Identity is a set of behavioural or personal characteristics by which an individual is recognisable as a member of a group.

Identity may emerge from the citizenship, religion or caste of a person.

Your identity is the sum of your opinions, beliefs, values, likes, dislikes, religion, etc.
It is important to know who you are, because only then can you measure your strengths and weaknesses.

Knowing Yourself ‘yourself’ means understanding who Knowing you are, what you like, what you dislike, what are your beliefs, what are your opinions, what is your background, what you do well and what you do not do well?

It is important to know who you are, because only then can you measure your strengths and weaknesses (see Figure 2.1).
Figure 2.1 Knowing Yourself 70 Unit 2.indd 70 14-03-2019 11:02:56 Employability SkillS – ClaSS Xi Strength and Weakness Analysis Being ‘self-aware’ or understanding ‘Who am I?’ means looking outside the usual characteristics, such as name, qualifications, the relationship one has with others.

It actually means knowing our inner strengths, hidden talents, skills and even weaknesses.

Let us look at what are one’s strengths and weaknesses (Figure 2.2).
Strengths or Abilities are what one does well and is good at.

Everybody has some strengths.

For example, a person is good at solving math problems or plays cricket well, etc.

Figure 2.2 Strength and Weakness By understanding ourselves we can • know what we can and cannot do Based on that information, we can • place what we can do to improve ourselves Weaknesses, also known as 'areas of improvement' are what one does not do well and is not good at.

Everybody has some weaknesses too.


For example, a person cannot wake up on time or is not able to cope up with pressure, etc.

By improving we will • feel confident about ourselves Techniques for Identifying Your Strengths and Weaknesses To identify the strengths and weaknesses think about the activities that you enjoy doing and those that you do not like to do (Figure 2.3).
Finding your Strengths • Take time off to think about what you do well • Think of anything that you are always good at • Think of what others appreciate about you Finding your Weaknesses • Point out the areas where you struggle and what you find difficult to do • Look at the feedback you receive about yourself from others • Be open to feedback and accept your weaknesses without feeling bad about it.

Look at it as an area of improvement.


Figure 2.3 Finding strengths and weaknesses 71 Unit 2.indd 71 14-03-2019 11:02:59 Self-management SkillS Here are few questions that can help you find your strengths and weaknesses (Figure 2.4).

• How am I different from others?

• What do I do better than others?

• What do other people admire in me?

• What makes me stand out?

• Where do I worry and struggle?

• Where, how and why do others perform better than me?
• What advice for improvement do I often receive from others?

Figure 2.4 Questions for Finding Strength and Weakness Difference between Interests and Abilities Interests are Interests can be the things that we enjoy doing.

• activities you like to do in your free time that makes you happy.

• activities you are curious about or would do even if no one asked you to do it.

• activities you want to learn or would like to do in the future.

Sometimes interests may not match abilities.


In those cases, you can either improve your abilities or follow some other path.

For example, you may like cricket (interest), but you may not be good at playing the game.

In that case, just play for fun but do not aim for a career in cricket!

The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html.
The module will include videos and e-content for the above topics as well as detailed instructions for some activities below.

Initial thinking activity After watching the initial video ‘Finding the right job’ in the e-learning lesson, write down the points that you will use from the video to understand your own strengths and weaknesses.
Activity 1 Pair-work — Aim in Life Material required Pen/pencil, notepad or sheets of paper 72 Unit 2.indd 72 14-03-2019 11:02:59 Employability SkillS – ClaSS Xi noteS Procedure 1.

Form pairs of students.

2.

Make a list of tasks or activities you all can do well.

Write your aim in life.

Share your notes with your partner and discuss your personal characteristics.

3.

One volunteer comes and reads in front of the class.
Here is the format for you to fill in: • List what you believe you are as a person by starting the sentences with ‘I am’ (for example, I am a sensitive person.)

• Next list all you can do well by starting the sentences with ‘I can’ (for example, I can identify safety networks and seek support when witnessing or experiencing violence and abuse.)

• List what you plan to do by starting the sentences with ‘I will’ (for example, I will train myself in yoga).

• Finally, state your aim in life.


Start the sentence with ‘My aim is’ (for example, My aim is to become an accomplished sports-person.)

• Making a list will help you become self-aware.

Assignment — Preparing the interests and abilities worksheet Activity 2 Material required Student textbooks, pen Procedure 1.

Each student has to complete two worksheets, each containing a list of statements.

First worksheet is for interests and the second is for abilities.

2.
2.

Each student has to be real and honest when marking the statements in the two worksheets as it is for their own understanding of themselves.

If they are not real and honest, they will get incorrect results about their own interests and abilities.

3.

Based on your interests, think of a career you would like to have.

Now see if you have the ability to follow this career.

This will help you identify what career is best for you.

WorkSheet 1: What are my intereStS?

S.No.

Yes No Group 1: Interests 1.


2.

3.

I enjoy working with a group of people.

I love to make new friends.

I feel comfortable around new people.

Unit 2.indd 73 14-03-2019 11:02:59 73 Self-management SkillS noteS 4.

5.

6.

7.

8.

I like listening to people who have thoughts different than mine.

I like to report the problems in my locality to the Municipality or Panchayat.

I like responding to people enthusiastically.

I like organising events.

I like to resolve conflicts between people.

S.No.


Yes No 1.

2.

3.

4.

5.

6.

7.

Group 2: Interests I like working with tools.

I enjoy making things with my own hands.

I like to move around a lot.

I like to use gestures and non-verbal cues when I communicate.

I like to learn by doing.

I like playing sports everyday.

I like assembling parts of instruments or machine using instructions.

S.No.

Yes No Group 3: Interests I enjoy learning about numbers.

I like to do experiments at home.


I like my things to be organised.

I like to see a pattern or logic in things that happen around me.

I like to save out of my pocket money.

I enjoy collecting coins or stamps.

I like to make and follow a plan.

1.

2.

3.

4.

5.

6.

7.

74 Unit 2.indd 74 14-03-2019 11:02:59 Employability SkillS – ClaSS Xi S.No.

Yes No Notes Group 4: Interests I like giving directions to people.

I want to learn new concepts and express my ideas visually.
I enjoy creating new product designs.

I prefer pictures over text in a magazine.

I enjoy drawing.

I like solving jigsaw or visual puzzles.

I like redecorating the room for fun.

I enjoy working with different colours.

1.

2.

3.

4.

5.

6.

7.

8.

Worksheet 2: What are my abilities?

S.No.

1.

2.

3.

4.

5.

6.

S.No.

1.

2.

3.

4.

Group 1: Abilities I can resolve problems between friends.

People seek my advice.

I am good at organising events.

People call me a good listener.


I make new friends easily.

I can work with a group of people.

Yes No Yes No Group 2: Abilities I am good at athletics or sports.

I am physically active.

I learn better by doing.

I have a sense of balance and coordination.

Unit 2.indd 75 01-04-2019 16:41:36 75 Self-management SkillS noteS 5.

6.

7.

8.

9.

I can assemble parts of an instrument or machine by following instructions.

I work well with tools.

I use a lot of gestures and non-verbal cues to communicate.
I can make things using my hands.

I can move around a lot.

S.No.

Yes No 1.

2.

3.

4.

5.

6.

7.

Group 3: Abilities I plan my activities for the day.

I keep my things in a order.

I see logic in things that happen around me.

I save some percentage of my pocket money.

I conduct a variety of experiments at home.

I can quickly calculate the total of a list.

follow a step-by-step approach I solve problems.

to S. No.

Yes No Group 4: Abilities I am good at solving jigsaw puzzle.
I can give clear and precise directions.

I draw well.

I look at pictures in the magazine than reading the text.

I learn concepts and express my ideas visually.

I can play football well.

I can make models.

1.

2.

3.

4.

5.

6.

7.

76 Unit 2.indd 76 14-03-2019 11:02:59 Employability SkillS – ClaSS Xi Check Your Progress 1.

Fill in the table given below which can help you to prepare an action plan to overcome your weakness.
Identify and list the activities that you would like to undertake to improve upon your weaknesses and also continue to build your strengths.

Strengths Weaknesses Action plan to overcome your weaknesses Example: I can speak many languages.

Example: I do not understand computers.

Improve on computer skills by extra classes after school.

What Have You Learnt?

After completing this session, you will be able to • list your own strengths and weaknesses.
• list your interests and map them to your strengths and weaknesses.

SeSSion 2: GroominG Dressing refers to clothes you wear.

Grooming is the process of making yourself look neat, tidy and clean (Figure 2.5).

The way you dress, and groom can send a message that you are confident and smart.

Grooming is important because it helps us to look neat and clean.

• • feel confident about ourselves.

• make a good impression of ourselves on others including customers.
Guidelines for Dressing and Grooming There are certain general norms and guidelines for dressing and grooming, which varies with every profession or occupation.

For example, if you are a sales person, you will be formally dressed without accessories or make up but if you are a beautician, you may have to dress up fashionably and wear make up.

Figure 2.5 Dressing and Grooming 77 Unit 2.indd 77 01-04-2019 16:46:47 Self-management SkillS Let us look at some broad guidelines for good grooming (Figure 2.6).
Clothes • Wear clean, neat and ironed clothes Hair • Comb hair neatly • Wash hair regularly to • Keep shoes clean and keep it clean • Get a haircut regularly • Wear simple hairstyles polished • Change socks everyday and always wear clean socks • Keep accessoroies belts, simple and not flashy jewellery, like etc., • Avoid showing body tatoos and piercing(s) Face face at regular intervals and wipe to keep it non-oily • Wash • Brush regularly to keep teeth clean, without any stains and no food stuck in them should • Do not chew paan or gum be • Boys or with trimmed beard clean-shaven neatly or moustache • Girls to wear no or simple make up Figure 2.6 Guidelines for Grooming The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html.The module will include videos and e-content for the above topics as well as detailed instructions for some activities below.
Initial thinking activity After watching the initial video ‘A dressing disaster’ in the e-Learning lesson for this topic, write down what went wrong according to the video.

Role-play — Using Dressing and Grooming Standards Activity 1 Material required Pen or pencil, notepad or sheets of paper Procedure 1.

Form groups with three students in each group.

2.

Every group prepares a role-play on any one of the following situations.
Within each group, two members 78 Unit 2.indd 78 14-03-2019 11:02:59 Employability SkillS – ClaSS Xi noteS act out the situation and the third member observes and makes notes on what went well, what could be better and what are the standards of dressing and grooming displayed in the role-play.

Situations (a) You must participate in an interschool debate competition.

Discuss with your friend about what all you will do to create a good first impression.
(b) You have noticed that your classmate does not wear appropriate clothes to school.

You must educate them about dressing and grooming standards.

Self Reflection on Dressing and Grooming Activity 2 Material required Pen or pencil Procedure 1.

Answer the statements with a ‘Yes’ or a ‘No’.

If your answer is ‘Yes’, you are already following the desired norms of grooming.

If your answer is ‘No’, then you have to start working on the various aspects of personal grooming.

2.
2.

Write your plan to improve for the ‘No’ answers in the space provided.

Statements Yes/No My plan for improvement Wear clothes that fit you Make sure your clothes are neat and ironed Hair is clean and always combed Teeth are always clean and brushed everyday Wear shoes and polished that are clean Check Your Progress A.

Multiple choice questions Select all choices that are correct.

1.

Which of the following images show the appropriate dressing when going to office or workplace?
(a) (b) (c) (d) Unit 2.indd 79 14-03-2019 11:03:00 79 Self-management SkillS 2.

Which of the following is a good choice of clothes when you go out to meet friends socially?

(a) School uniform (b) Formal shirt and pants (c) Casual shirt and jeans (d) Salwar kameez 3.

Dressing and grooming does not affect your overall impression on others.

(a) True (b) False What Have You Learnt?

After completing this session, you will be able to • list the benefits of grooming well.
• follow the guidelines for grooming.

SeSSion 3: PerSonal hygiene Personal hygiene is the habit or practice of keeping ourselves clean.

Cleanliness helps us to maintain our health and well-being.

Being healthy allows you to be regular at school, college or work (Figure 2.7).

Rashmi is a beautician and takes special care that she does not have a bad breath, because she works closely with customers.

Prashant is a receptionist in a four-star hotel.


He makes sure his clothes are always clean with no sweat or food stains.

Figure 2.7 Examples of Personal hygiene 80 Unit 2.indd 80 14-03-2019 11:03:00 Employability SkillS – ClaSS Xi Importance of Personal Hygiene Personal hygiene is important because it • helps us stay healthy.

• creates a good image of ourselves.

• helps us avoid feeling ashamed in public due to our bad breath, body odour, etc.
Three Steps to Personal Hygiene CARE Grooming WASH Stay Clean AVOID Keep Healthy Figure 2.8 Care Figure 2.9 Wash Figure 2.10 Avoid • Keep your hair free of • Wash your hands as • Avoid unhygienic food dandruff • Apply oil or cream on your skin as needed • Brush your teeth daily • Change your toothbrush when it is worn out • Keep your nails trim — cut your nails regularly many times as needed — before and after eating, when dirty, etc.
• Take a bath every day • Blow your nose or cough into a handkerchief to avoid spreading germs • Wash your handkerchief • Wash your clothes after use • Keep your feet dry and change your socks every day regularly • Wash your hair at least once every second day • Wash your feet often • Take bath in the morning and evening (if you are sweaty or dirty) 81 Unit 2.indd 81 14-03-2019 11:03:00 Self-management SkillS Essential Steps of Hand Washing Follow the steps shown in the sequence below to clean your hands thoroughly.
Rub palms together Rub the back of both hands Interlace fingers and rub hands together Interlock fingers and rub the back of fingers of both hands Rub thumb in a rotating manner followed by the area between index finger and thumb for both hands Rub fingertips on palm for both hands Rub both wrists in a rotating manner The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html.
The module will include videos and e-content for the above topics as well as detailed instructions for some activities below.

Initial thinking activity After watching the initial video ‘Importance of Personal Hygiene’ in the e-learning lesson, write down your advice to the restaurant staff on CARE, WASH and AVOID.

Activity 1 Role-play — Following Personal Hygiene Steps Material required Pen or pencil, notepad or sheets of paper Procedure 1.

Form groups of at least three students each.

2.


Each group prepares a role-play on any one of the following situations given.

82 Unit 2.indd 82 14-03-2019 11:03:00 Employability SkillS – ClaSS Xi noteS 3.

Within each group, two or more members act out the situation and the other members observe and make notes on what went well, what could have been better and what parts of CARE, WASH and AVOID were displayed in the role-play?

4.
4.

A volunteer group presents this in front of the class and they give feedback.

Situations • Imagine that one of your classmates often gets left out from activities and games in school.

He or she has body odour (bad smell) issues so, other classmates avoid including him or her in classroom activities and games.

You have decided to help by talking to him or her about personal hygiene and grooming.
• You have recently gone through the lesson on personal hygiene and sanitation and have understood its importance.

You have a neighbour who often throws garbage in public areas and you decide to explain to them about the importance of health, hygiene and sanitation.

• You are the class monitor.

One of your classmates often has a cold and sometimes ends up spreading the germs in the class.

You have to talk to your classmate about his or her personal hygiene and cleanliness practices.
Assignment — Personal Hygiene Practices Activity 2 Material required Pen or pencil Procedure Answer the statements (honestly) with a ‘Yes’ or a ‘No’.

If your answer is ‘Yes’, you are already following good personal hygiene standards.

If your answer is ‘No’, then you have to start following the personal hygiene standard immediately.

Write your plan to improve for all the ‘No’ answers in the space provided.

Statements Yes/No My plan for improvement I wash my hands with soap every time I use the toilet.
I do not bite my nails.

They are always clean and clipped.

I cover my mouth every I cough or sneeze in public places.

I regularly bathe to avoid body odour.

time I do not have dandruff in my hair.

I never wear dirty clothes.

My feet are smooth.

My hair is clean, non-greasy or non oily and smells fresh all the time.

Unit 2.indd 83 14-03-2019 11:03:00 83 Self-management SkillS noteS Check Your Progress A.

Multiple choice questions 1.

You have just finished attending a class in a biology lab.
You have to go back to your classroom for other classes.

After the lab, should you wash your hands?

(a) Not really, you did not use the washroom as such.

clean (b) You your hands under just can running water.

(c) You should follow your hand-wash routine — wash, rinse and dry.

2.

Do you think people living in hill stations can skip taking bath for many days?

(a) No, irrespective of the climate, one should take a bath regularly.
(b) Not taking bath for many days is acceptable for people staying in cold climate.

(c) If you wipe yourself with a wet cloth, that is enough.

3.

Radha wants to grow her hair and she applies a lot of hair oil.

She does not wash her hair for days and sometimes it smells bad too.

What would be your suggestion to her?

(a) She can leave the oil in her hair, after all it helps her hair to grow.

(b) She can leave it on at night and wash her hair every day before leaving home.
(c) She should not apply oil at all.

(d) She can apply the oil and pour a little water on her hair before leaving home to reduce the smell.

B. Subjective question 1.

List three things you will do in each — CARE, WASH and AVOID — to keep clean.

What Have You Learnt?

After completing this session, you will be able to • list the benefits of maintaining personal hygiene.

• list the habits you need to avoid to maintain a good hygiene.

• demonstrate the technique to wash your hands.


84 Unit 2.indd 84 14-03-2019 11:03:00 Employability SkillS – ClaSS Xi SeSSion 4: team Work Just imagine that there is a function in your house.

All the family members come together, divide work amongst themselves and work in small groups to make sure the function is a success.

The success or failure of any activity depends on the way the team coordinates and works.

Observe the picture here.

We see four ants working together to roll a grain of rice.
Do you think it would be possible if they were not working in a team?

It demonstrates that when we combine individuals’ strength, we can accomplish bigger tasks easily.

T - Together E - Everyone A - Achieve M - More A team is a group of people working together towards achieving a common goal.

Every team has a set of goals to achieve.

The process of working together in a group is TEAM WORK.

Let’s look at another example of team work.


Figure 2.11 Team Work A football team is formed with 11 team members (Figure 2.12).

The captain alone or the best forward or the best goalkeeper alone cannot win the game.

Each player has a role to play and all of them, together, contribute to the team’s success.

Every individual in a team plays an important role.

Each individual in the team is called a team member.

Every team member needs to understand his or her role in the team.
Figure 2.12 Example of Team Work Unit 2.indd 85 14-03-2019 11:03:01 85 Self-management SkillS For example, read the text below the images and think who is a good team player, Jai or Ashok.

Jai • Jai loves being a part of the team and helps his team members in improving their skills.

• He volunteers to keep his neighbourhood clean by participating in community cleaning drive.

Ashok • Ashok likes to score goals.

• He is the highest goal scorer and is proud of it.
• He does not pass the ball even at the cost of his team losing the game.

• If anyone else scores the goal, he is jealous.

Benefits of Teamwork • Everyone has a role to play in a team, so the pressure to succeed is not on one individual • It helps you to have a support system, as all team members help to fix any mistake made by one team member • You feel good when the team achieves success and it builds your confidence • The work gets done faster How to Behave in a Team?
• Understand your role in the • Talk with your teammates • Work hard and encourage team clearly openly • Always think — what is best for the team’s success?
• Take responsibility for your mistakes • Share issues with the team towards respectful • Be your team members others to do the same • Cheer for your teammate’s success • Celebrate success as a team Figure 2.13 Tips for Working in a Team 86 Unit 2.indd 86 14-03-2019 11:03:02 Employability SkillS – ClaSS Xi noteS The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html.
The module will include videos and e-content for the above topics as well as detailed instructions for some activities below.

Initial thinking activity After watching the video in the e-learning lesson, what aspects do you think are important for a team to achieve its goal.

Assignment — Working in a Team Activity 1 Material required Pen or pencil, notepad or sheets of paper, chart paper Procedure 1.

Work in groups.
Work in groups.

Using a chart paper, each group will create a poster that has information about any one of the following topics: (a) Planting saplings to save the environment (b) Sharing responsibility at home (c) Playing a game (d) Disaster management (e) Children standing around a ring and holding it with finger.

Activity 2 Self Reflection Material required Pen or Pencil Procedure You are part of a team which has to represent your school in a sports competition.
How will you ensure that you are doing what is required from a good team player?

1.

Complete the table below by writing against each point mentioned on the left-hand side of the table.

How to behave in a team?

How will I show?

Understand your team clearly role in the Always think what is best for the team’s success Take responsibility for your mistakes Talk with your teammates openly Share issues with the team Unit 2.indd 87 14-03-2019 11:03:02 87 Self-management SkillS noteS How to behave in a team?
How will I show?

Be respectful towards your team members Work hard and encourage others to do the same Cheer for your teammate’s success Celebrate success as a team Check Your Progress A. Subjective questions 1.

What is teamwork?

2.

Describe your biggest achievement when you worked in a team.

3.

What are the benefits of working in a team?

4.

What qualities should a good leader posses?

What Have You Learnt?


After completing this session, you will be able to • explain the meaning of ‘team.’ • describe the benefits of working in a team.

• describe the importance of achieving the team’s goals.

SeSSion 5: netWorking SkillS How important is it to get to know new people?

You may be very comfortable in your circle of friends, but, to grow in your personal and work life, it is necessary to get to know more people.

That is what networking is all about.


Networking is getting to know people, staying in touch with them over time and using their knowledge or skill in a way that it helps both parties.

Networking skills involve two very important skills — listening sincerely and asking thoughtful questions.

88 Unit 2.indd 88 14-03-2019 11:03:02 Employability SkillS – ClaSS Xi Listening with attention shows that you respect and value what the other person is saying.
Asking thoughtful questions shows that you are interested in the opinion of the other person and it helps to build trust in a relationship.

To maintain a good relationship (personal or business) both parties must gain.

Let us look at an example of people having and not having networking skills.

People having Networking Skills: Karthik moved to a new neighbourhood.

He meets new kids every day, gives them a friendly smile and speaks with them after school hours.
The other kids help him find the closest grocery store, playground, swimming pool, etc.

He often invites his friends home for snacks.

People not having Networking Skills: Lucky is a very quiet boy.

He does not mingle much with people.

Even in class, he sits alone and does not speak with anyone.

He also eats lunch alone.

He often struggles at school during group activities and sports.

This causes him stress and he does not like to go to school.
Benefits of Networking Skills Networking helps you to make dependable and trusted friends with whom you can • share expertise and skills — for example, you can ask your friend or neighbour employed in a company to help you prepare for an interview.

• seek and provide support in difficult times — for example, you can ask your friends to help you out if you are going to get late to school or in completing a school project.
inform and be informed about new opportunities — for example, you can ask your parents’ friends to help you get a part time summer job in their place of work.

• 89 Unit 2.indd 89 14-03-2019 11:03:02 Self-management SkillS How to Build Networking Skills?

Here are six steps to help you build your networking skills.

We call this the CONECT model (Figure 2.14).

Converse Have a pleasant appearance.

For example, smile and look at the person with confidence.

Start off with a question.


For example, how is the traffic in your city?

Network smartly Talk to them about things that are common between the two.

For example, a simliar interest in food or any common hobbies.

Share your expereince with them.

For example, you can talk about your recent vacation.

Communicate regularly Stay in touch.

For example, speak to your group of people regularly.

them Invite get togethers.

for parties and Open up Show interest in getting to know them.
For example, asking them about what they do in free time.

Listen to them patiently and take the conversation ahead.

For example, if they mention they need someone to organise a party, offer to share contact of a known person with them.

Engage Share useful information.

For example, do not appear to be superficial.

Tell Share information on events or activities that you know of.

For example, tell others about a fun fair in your locality.
Figure 2.14 Steps for building networking skills using the CONECT model The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html.

The module will include videos and e-content for the above topics as well as detailed instructions for some activities below.
Initial thinking activity After watching the initial video in the e-learning lesson for this topic, discuss the role of various characters in the film on their role in attaining employability and networking skills.

Activity 1 Group Exercise — Networking in Action Material required Pen or pencil, notepad or sheets of paper 90 Unit 2.indd 90 14-03-2019 11:03:02 Employability SkillS – ClaSS Xi Procedure noteS 1.

Form groups of three students.

2.


Choose any one of the following situations and write down the steps you would take to network using the CONECT (Converse, Open Up, Network Smartly, Engage, Communicate, Tell) model.

3.

Choose from one of the situations.

• You have joined a new school.

How will you make new friends?

What points learnt from the CONECT (Converse, Open Up, Network Smartly, Engage, Communicate, Tell) model will you use?

• Your brother has a bakery shop.

His bakery is not doing too well.


Suggest a few networking tips to improve the sales in his bakery.

4.

Discuss in your group.

Listen carefully and give feedback on what else could have been done.

Activity 2 Assignment — Networking Skills Material required Pen or pencil Procedure 1.

Complete the table below by writing what you will do to display networking skills against each point mentioned on the left-hand side of the table.

Steps for Networking Skills How will I do this?


Start a meaningful conversation Open up to people with honesty Network smartly Engage in friendly relations Communicate regularly Tell people about opportunities and other information Check Your Progress A.

Multiple choice questions 1.

Your family has moved to a new home.

Your next-door neighbour pays a visit.

What should you do?

(a) Tell them you are in the middle of shifting and cannot speak right now.
(b) Get irritated and tell them that they have dropped in without informing.

(c) Give them an insincere smile and ask them to leave.

(d) Welcome them, introduce your family and thank them for coming.

Unit 2.indd 91 14-03-2019 11:03:02 91 Self-management SkillS noteS 2.

Kavita is collecting donations in her neighbourhood to help an old age home fix their water issues.

What should she do while asking strangers to donate money?
(a) Narrate the whole story of old age home (b) Directly ask for the donation money (c) Start a small conversation and then talk about the project which needs donation (d) All of the above What Have You Learnt?

After completing this session, you will be able to • demonstrate the knowledge of building warm, friendly relations with other people.

• identify opportunities to start conversation for interacting and socialising with others.

• list ways to build a network of people around you.
SeSSion 6: Self-motivation Have you heard of the story of the hare and tortoise?

Who won that race despite being slow?

The tortoise!

Did you think why?

The tortoise never thought less of itself and stayed motivated even though it was lagging.

Self-motivation is simply the force within you that drives you to do things.

Self-motivation is what pushes us to achieve our goals, feel happy and improve our quality of life.
In other words, it is our ability to do the things that need to be done without someone or something influencing us.

Let us look at some examples of self-motivation (Figure 2.15).

Neha spends all her after- school hours to practice more and more sample question papers.

She wants to get at least 97% in all her subjects so that she can get admission to her dream college in the city.

Rekha gets up at 5 am and goes for her dance classes.

Then she comes home and finishes her homework before going to school.
She does this all by herself.

No one tells her to do it.

Figure 2.15 Examples of Self-motivation Self-motivation helps us to • build strength to complete any task or work.

• not to give up on our dreams even during difficult times.

• stay focussed and committed to fulfill our dreams or complete tasks or work.

92 Unit 2.indd 92 01-04-2019 16:50:18 Employability SkillS – ClaSS Xi Different people are motivated by different things and at different times in their lives.
Types of Motivation External Motivation: REWARD We do things because it gives us respect, recognition, opportunities to grow further, money or power.

Example — Suresh goes to the gym daily for 4 hours and does weightlifting as he wants to win the body-building competition.

Internal Motivation: LOVE We do things because they make us happy, healthy and feel good.

Example — Rajesh goes to the gym and does weightlifting to stay healthy and fit.
Figure 2.16 Types of Self-motivation Qualities of Self-motivated People There are some qualities that can be seen self-motivated people.

These are in know what they want from life are focussed know what is important are dedicated to fulfill their dreams How to Build Self-motivation?

Four steps to building self-motivation Identify your likes and dislikes.

Understand what makes you happy.

Example — I love cooking.

Define the goals you want to achieve and focus all your energy on achieving your goal.
Example — I want to become a chef.

93 Unit 2.indd 93 14-03-2019 11:03:02 Self-management SkillS Plan and set timelines to achieve your goals.

Plan a list of activities that you will do to achieve each goal.

Example — After completing Class XII you can join a Hotel Management course and then later take additional courses to become a chef.

Work towards achieving your goal, even when you face a difficult time.
Example — Even though I did not clear the Hotel Management entrance exam, I will find out other ways to become a Chef.

The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html.

The module will include videos and e-content for the above topics as well as detailed instructions for some activities below.
Initial thinking activity After watching the initial video in the e-learning lesson for this topic, what do you think are general reasons due to which students are not able to complete their work.

Group Exercise — Staying motivated Activity 1 Material required Pen or pencil, notepad or sheets of paper, chart paper Procedure 1.

Form groups of at least three students.

2.

Choose any one of the following situations and discuss amongst yourselves what each one would do to motivate oneself.
Choose from one of the below situations.

• Your teacher gives you feedback on your rude behaviour with your classmates who are of different gender.

There are a lot of areas where you can improve.

What will you do to motivate yourself to improve your behaviour?

• Your father has given you the responsibility of arranging material for a health camp in a nearby government school.

You do not want to do this task.

How will you motivate yourself to do the work?

3.


One person can take down all the points made by members of the group and present it to the entire class.

94 Unit 2.indd 94 14-03-2019 11:03:02 Employability SkillS – ClaSS Xi Activity 2 noteS Assignment — Motivation Material required Pen/Pencil Procedure 1.

Make a list of reasons that stop you from being motivated.

2.

Write down ways by which you will motivate yourself to overcome them.
Reasons for not being motivated Example: People make fun of the way I speak English.

Example: My parents do not share their feelings with me.

Ways to overcome learn I will Example: to speak English correctly by attending classes after school.

Example: I will make sure that I spend time talking with my parents and ask them how do they feel?

Check Your Progress A.

Multiple choice questions 1.

What makes you complete your work or studies without others cheering you?
(a) Self-confidence (b) Communication (c) Self-motivation (d) Self-esteem 2.

Which of the following are types of motivation?

(Can select more than one option) (a) Internal (b) Intermediate (c) External (d) Both (a) and (c) 3.

Ravi works hard to get the best student award at the end of the year.

What type of motivation is this?

(a) Internal (b) External (c) Both internal and external (d) Not any specific type of motivation What Have You Learnt?
After completing this session, you will be able to • explain the meaning of self-motivation.

• identify types of motivation.

• list the qualities of self-motivated people.

• list the steps to build self-motivation.

Unit 2.indd 95 14-03-2019 11:03:02 95 Self-management SkillS SeSSion 7: goal Setting A man was travelling and stopped at an intersection.
He asked an elderly man, “Where does this road take me?” The elderly man asked, “Where do you want to go?” The man replied, “I don’t know.” The elderly man said, “Then take any road.

What difference does it make?”How true is that?

When we do not know where we are going, any road will take us there.

So in life, we need to have a clear vision of what we will do and where we want to go.

Goal setting is a very essential factor in your personal as well as professional life.
The process of goal setting in your life helps you decide on how to live your life, where you want to be, and how you want to be in the future (Figure 2.17).

Figure 2.17 Importance of Goal Setting Let us consider these examples.

Amit Rahman • Amit has just passed Class X this year.

• Amit wants to do a course in hospitality and work in the hotel industry.

• Rahman is 43 years old.

He works at a newspaper agency and earns well.


• He wants to learn French language in • By doing this job, Amit wants to support the next three months.

his family.

Figure 2.18 Examples of Goals Is there a difference in their goal?

Yes, there is a difference.

Amit’s goal is a long-term goal and Rahman’s goal is a short-term goal.

96 Unit 2.indd 96 14-03-2019 11:03:03 Employability SkillS – ClaSS Xi Goals can be related to anything like, money, health, family, education, career, etc.
Goals keep changing.

We achieve old goals and then make a new set of goals to achieve.

Goals are a set of dreams with a deadline to achieve them.

For example, creating a group of volunteers from the community in next three months who will take up a cleaning drive every 15 days in the locality.

Goal setting is all about finding and listing your goals and then planning on how to complete them.

Goals help you to separate what is important from what is not.
It helps you to focus on the result instead of less important work.

This will make you successful in your career and personal life.

How to Set Goals?

We can use the SMART model to set goals.
SMART stands for S - Specific M - Measurable A - Achievable R - Realistic T - Timebound Specific means something straight forward and clear Measurable means something that can be measured Achievable means something that can be completed Realistic means something that is real and is applicable in our lives Time bound means the goal has to be completed within a certain fixed time Figure 2.19 SMART Goals 97 Unit 2.indd 97 19-03-2019 16:21:16 Self-management SkillS noteS How to Make Goals SMART?
Specific — A specific and clear goal answers six questions.

Who is involved in the goal?

What do I want to do?

Where do I start?

When do I start and finish?

Which means do I use?

Why am I doing this?
Non-example: “I would learn to speak English” Example: “I would learn to speak English fluently by joining coaching classes after my school every day, and in six months I will take part in the inter-school debate competition.” Measurable — A measurable goal answers the questions “How much?”, “How many?” and “How do I know that I have achieved results?” Non-example: “I want to increase my stamina.” Example: “I want to reduce my weight by 5 kg and develop stamina to be able to run 10 km in 45 minutes in next six months.” Achievable — Breaking down big goals into smaller parts will make the goal achievable.
For example, Bigger Goal: “I want to become a teacher in a school.” Breaking it into smaller goals: 1.

Complete higher secondary 2.

Complete graduation 3.

Complete B.Ed.

4.

Apply for jobs in the teaching field Realistic — A realistic goal would be something that we want and can work towards for achieving the goal.
Non-example: “I will read my entire year’s syllabus in one day and get good marks.” Example: “I spend 3 hours every day of the year after school to revise my subjects to get good marks in the exams.” Time bound — A SMART goal should have a timeframe, i.e., by when the goal needs to be achieved.

This encourages us to take actions to completely fulfill the goals.
98 Unit 2.indd 98 14-03-2019 11:03:03 Employability SkillS – ClaSS Xi Non-example: “I want to lose 10 kg someday.” noteS Example: “I want to lose 10 kg in the next six months.” The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html.

The module will include videos and e-content for the above topics as well as detailed instructions for some activities below.
Initial thinking activity After watching the initial video ‘Introduction’ in the e-learning lesson, what do you think are the reasons which influence the preparedness of a person for the successful career.

After watching the video ‘Setting SMART (Specific, Measurable, Achievable, Realistic, Time bound) Goals’ in the e-learning lesson, discuss what you have learnt from the video.

Activity 1 Assignment — SMART Goal or Not Material required Pen or pencil, notepad or sheets of paper Procedure 1.
See whether the below mentioned goals fulfill the objective of being SMART (Specific, Measurable, Achievable, Realistic, Timebound) or not.

Tick mark against each aspect of SMART.

Goals Specific (Y/N) Measurable (Y/N) Achievable (Y/N) Realistic (Y/N) Time bound (Y/N) I want to earn INR 01 crore in my first job.

I want to become a teacher after finishing post- graduation.

I want to travel to many places.


Activity 2 Long-term Goals and Short-term Goals (Peer Feedback) Material required Pen or pencil, notepad or sheets of paper Unit 2.indd 99 14-03-2019 11:03:03 99 Self-management SkillS noteS Procedure 1.

Form groups of four members.

2.

Work individually in your group and complete the table given below.

3.

Once completed, share with your group and seek feedback on your goals.

4.

Give feedback when other members of your group are presenting their goals.
Short-term Goals (What are your goals in the next fifteen days?)

Long-term Goals (What are your goals in the next six months or one year?)

1.

2.

3.

1.

2.

3.

Activity 3 Assignment — My Goal Material required Pen or Pencil Procedure 1.

Complete the table given below by writing the goals you set for yourself using the abbreviation SMART.
SMART Goals Specific Measurable Achievable Realistic Time bound Example My Goal Right Example: I will study ten chapters of science subject by revising class topics again at home for two hours daily in the next five weeks to score above 90% in my mid-term exams.

Non-example: I will get 85 out of 100 marks in science exam.

100 Unit 2.indd 100 14-03-2019 11:03:03 Employability SkillS – ClaSS Xi Check Your Progress A. Subjective questions 1.

What is goal setting?

2.


In SMART goals, what does ‘S, M, A, R and T’ stand for?

3.

What is the best way to work on long-term goals?

What Have You Learnt?

After completing this session, you will be able to • explain the meaning of “goal setting”.

• list the benefits of setting goals for yourself.

• create short- and long-term goals using the SMART method.

SeSSion 8: time management Sameer was a very lazy boy and always postponed things.

His father tried to make him understand the value of time.
Sameer promised his father that he would never postpone his tasks.

One day, he won the first prize in a singing competition.

He was asked to collect the prize on the same day.

He did not care and went to collect the prize the next day.

But the prize was now useless for him, as it was a ticket to a circus show for the previous day.

That day Sameer learnt an important lesson — the importance of doing things on time.
Time management is the ability to plan and control how you spend the hours of your day well and do all that you want to do (Figure 2.20).

An example of good time management skills would be when you decide to finish your homework immediately after school so you have time to watch TV later in the evening.

Figure 2.20 Time Management 101 Unit 2.indd 101 14-03-2019 11:03:03 Self-management SkillS Example and Non-example of Time Management Sameera is always punctual at school.
She has a regular schedule that she follows everyday.

She plans for study and play time in advance.

Nisha usually arrives late to work.

She does not submit her assignments on time.

She sometimes gets carried away in certain activities and forgets the main tasks in hand.

Time management is the thinking skill that helps you to • complete tasks on time.

• make a daily timetable.

• make a good guess at how long it will take you to do something.
• submit homework and assignments before or Figure 2.21 Time Management on time.

• not waste time during the day.
Four Steps for Effective Time Management Tips for practicing the four steps for effective time management are as follows: • Avoid delay or postponing any planned activity • Organise your room and school desk • Develop a ‘NO DISTURBANCE ZONE’ where you can sit and complete important tasks • Use waiting time productively • Prepare a ‘to-do’ list • Prioritise • Replace useless activities with productive activities 102 Unit 2.indd 102 14-03-2019 11:03:03 Employability SkillS – ClaSS Xi Step 1 Step 2 Step 3 Step 4 Organise • We plan our day to day activities • We make a timetable that we follow • We keep our surroundings and study table clean and mess free • We put things back where they belong • It helps us save time!
Prioritise • We make a to-do- Control • We have a list that has all our activities and we rank them in the order of importance.

For example, you may rank doing homework as the most important task.

• It helps us to get the most important task done first and also to track what is pending.

control over our activities and time.

• We avoid time wasters like chatting on the phone, surfing gossip sites, etc.

and focus on more important things.

Track • We identify and note where we have spent our time.
• This will help us analyse if we have used our time effectively or not.

• It also helps us to identify time- wasting activities.

The teacher will facilitate these activities by showing you the e-learning module for this lesson via http://www.psscive.ac.in/ Employability_Skills.html.

The module will include videos and e-content for the above topics as well as detailed instructions for some activities below.
Initial thinking activity After watching the video ‘Time Management’ in the e-learning lesson, discuss — What did you learn after watching the video?

Activity 1 Pair-work — Making a List of Activities Material required Pen or pencil, notepad or sheets of paper Procedure 1.

Form pairs of students.

2.

Complete the given table with a list of activities that you do on a daily basis.

Remember to include in the list, every small activity that you do.
The next step would be Unit 2.indd 103 14-03-2019 11:03:04 103 Self-management SkillS Notes to group them into three types ‘Must Do’, ‘Should Do’ and ‘Nice to Do’.

Use a tick mark to indicate the group.

An example is given below.

List of Activities Must Do (Urgent and Important Tasks) Should Do (Important Tasks) Nice to Do (Not Urgent and Not Important) Complete homework √ Chat with friends Book movie tickets for tomorrow √ √ 3.

Once completed the list share with your partner and discuss.
Assignment — Making a To-Do-List Activity 2 Material required Pen or Pencil Procedure Arrange the activities listed in Activity 1 as all your ‘Must Do’ and ‘Should Do’ in the table given below.

This will be your ‘To-Do-List’.

To-Do List 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

104 Unit 2.indd 104 19-03-2019 16:23:02 Employability SkillS – ClaSS Xi Check Your Progress A.

Multiple choice questions noteS 1.

Which of the following can help you manage time better?
(a) Talking to friends (b) Making a to-do-list (c) Making sure we don’t miss our play time (d) Watching favourite movie 2.

How tracking your time helps you?

(a) We can stay focussed.

(b) We can show everyone how hard we are working.

(c) We can understand where we are spending our time and manage our time better if needed.

(d) None of the above B. Subjective questions 1.

What is time management and how can you manage your time?

What Have You Learnt?


After completing this session, you will be able to • describe the importance of time management.

• list the steps for managing time effectively.

• create a to-do list of various activities that you need to do in a day (in the order of priority).

Unit 2.indd 105 14-03-2019 11:03:04 105 Self-management SkillS