Module 1

❖ Introduction to Soft Skills:

Knowledge vs Skills
Skills and knowledge are distinct yet interconnected concepts. Knowledge refers to information,
understanding, or awareness gained through learning, experience, or education. It involves the
possession of facts, theories, and concepts.

On the other hand, skills are the practical application of knowledge to perform specific tasks or
activities. Skills involve the ability to use acquired knowledge effectively in real-world
situations. They are often developed through practice, hands-on experience, and the application
of theoretical understanding.

In summary, knowledge is the theoretical understanding or information one possesses, while

skills are the practical abilities to apply that knowledge in a tangible and effective manner. Both
are crucial components for personal and professional development, complementing each other to
contribute to overall competence and success.

What are skills?

Skills encompass the practical application of acquired knowledge to effectively perform tasks
and address challenges in real-world situations. These abilities, valued by employers, include a
combination of technical expertise and personal traits essential for success in the professional
realm.

Skills can be categorized in various ways, with one prevalent classification being the
differentiation between hard skills and soft skills. This distinction encompasses both technical
expertise and personal attributes, and it is crucial to recognize and cultivate both types of abilities
for success in any career.

Hard Skills:
Hard skills, also known as technical or job-specific skills, are teachable and verifiable through
exams or demonstrations. They involve specific, measurable tasks that you can either perform
successfully or not. For example, programming in a particular language to create a mobile app is
a hard skill. In most cases, hard skills require training, even if one possesses innate talent.
Examples of hard skills include creating computer programs, operating machinery in a factory,
repairing automobiles, building mathematical models for sales forecasts, and estimating
construction project costs.

Soft Skills:
Soft skills are personal attributes utilized in the workplace, crucial for interpersonal interactions
and supporting the application of hard skills. Unlike hard skills, soft skills are often more
challenging to quantify but play a vital role in building partnerships and effectively collaborating
with others. Common soft skills include communication, leadership, adaptability, task
delegation, problem-solving, and relationship building. While techniques may be learned to
enhance soft skills, they are primarily developed through experiences in various settings such as
classrooms, workplaces, and life in general.

In summary, hard skills are specific, teachable, and verifiable technical abilities, while soft skills
are personal attributes that contribute to effective workplace interactions and complement the
application of hard skills. Both are integral for professional success and should be acknowledged
and cultivated in career development.

❖ Types of Soft Skills:

Soft Skills are the non-technical skills, abilities, traits that workers need to function in a specific
employment environment.
They include four sets of workplace competencies: (Part of module 2 business etiquettes)
1. Personal Qualities and Work Ethics:
● Personal qualities encompass traits such as reliability, honesty, integrity, and
professionalism. These qualities are fundamental for building trust and credibility in the
workplace.
 ● Work ethics refer to principles and values that guide an individual's behavior and attitude
towards work. This includes being punctual, demonstrating accountability, and showing
dedication to tasks and responsibilities.
● Employers value employees who exhibit strong personal qualities and work ethics as they
contribute to a positive work environment, foster teamwork, and uphold organizational
values.

2. Problem-Solving and Decision-Making Skills:

● Problem-solving skills involve the ability to identify, analyze, and address challenges or
issues effectively. This includes gathering relevant information, evaluating options, and
implementing solutions.
● Decision-making skills entail the capacity to make sound judgments and choices based on
critical thinking, logical reasoning, and consideration of potential outcomes.
● Employees with strong problem-solving and decision-making skills are valuable assets to
organizations as they can navigate complex situations, overcome obstacles, and
contribute to innovation and continuous improvement.

3. Oral Communication Skills:

● Oral communication skills involve the ability to express ideas, information, and
instructions clearly and effectively through spoken language.
● This includes skills such as active listening, articulation, clarity of speech, and the ability
to adapt communication style to different audiences and contexts.
● Effective oral communication is essential for facilitating collaboration, conveying
messages, resolving conflicts, and delivering presentations or speeches in the workplace.

4. Interpersonal and EQ Skills:

● Interpersonal skills encompass the ability to interact, connect, and build relationships
with others in a professional and respectful manner.
● Emotional intelligence (EQ) refers to the capacity to recognize, understand, and manage
one's own emotions, as well as perceive and respond to the emotions of others.
 ● Strong interpersonal and EQ skills enable individuals to navigate social dynamics,
communicate empathetically, resolve conflicts, and collaborate effectively with
colleagues, clients, and stakeholders.

Overall, these four sets of workplace competencies, including personal qualities and work ethics,
problem-solving and decision-making skills, oral communication skills, and interpersonal and
EQ skills, are essential for success in various employment environments. They contribute to
individual effectiveness, job performance, and overall organizational success.

❖ Soft Skills in a broader, more general context: (Module 1)

Given below are Soft Skills that you yourself can use in your CVs or atleast can gauge where
you stand on these basis.
(Please note: You can write and think of more soft skills too, we did discuss soft skills at length in
the classroom)
1. Critical Thinking:
● Critical thinking involves the ability to analyze information objectively, evaluate
arguments, and make informed decisions based on evidence and reasoning.
● It enables individuals to question assumptions, consider alternative perspectives, and
solve problems effectively by assessing the validity and reliability of information.

2. Listening to Others:
● Listening skills encompass the ability to actively receive, understand, and interpret verbal
and non-verbal messages from others.
● Effective listening involves giving full attention to the speaker, empathizing with their
perspective, and demonstrating respect and openness to their ideas and opinions.

3. Group Work / Working with Others:

● Group work skills involve collaborating and cooperating with others towards common
goals or objectives.
 ● Includes skills such as communication, teamwork, conflict resolution, and flexibility,
which are essential for contributing positively to group dynamics and achieving
collective outcomes.

4. Self-Assessment:
● Self-assessment involves the ability to reflect on one's own strengths, weaknesses, values,
and goals.
● It enables individuals to identify areas for personal and professional development, set
realistic objectives, and take proactive steps to enhance their skills and performance.

5. Assertiveness:
● Assertiveness refers to the ability to express one's thoughts, feelings, and needs
confidently and respectfully, while also respecting the rights and boundaries of others.
● It involves communicating assertively in various situations, such as expressing opinions,
setting boundaries, and negotiating agreements, without being passive or aggressive.

6. Mentoring and Peer Support:

● Mentoring skills involve providing guidance, support, and advice to others based on one's
own knowledge, experience, and expertise.
● Peer support skills encompass offering encouragement, assistance, and empathy to
colleagues or peers facing challenges or seeking advice.

7. Digital Literacy:
● Digital literacy refers to the ability to use digital technologies, tools, and platforms
effectively to access, evaluate, create, and communicate information.
● It includes skills such as computer proficiency, internet navigation, information literacy,
and cybersecurity awareness, which are essential in today's digital age.

8. Communication Skills:
 ● Communication skills encompass the ability to convey ideas, information, and messages
effectively through various channels, including verbal, written, and non-verbal
communication.
● It involves skills such as clarity, conciseness, active listening, empathy, and adaptability
in communication style to suit different audiences and contexts.

9. Reflective Practice:
● Reflective practice involves the process of self-examination, introspection, and critical
evaluation of one's experiences, actions, and decisions.
● It enables individuals to learn from their experiences, identify strengths and areas for
improvement, and make informed adjustments to their behavior and practice.

10. CV and Applications:

● CV and application skills involve the ability to create well-structured, tailored, and
compelling resumes, cover letters, and job applications.
● It includes highlighting relevant qualifications, experiences, achievements, and skills
effectively to attract the attention of potential employers and secure job opportunities.

11. Professional Practice:

● Professional practice encompasses adherence to ethical standards, professional conduct,
and standards of performance within one's field or industry.
● It involves demonstrating integrity, reliability, accountability, and a commitment to
continuous learning and development in one's professional role.

12. Creative Problem-Solving:

● Creative problem-solving involves generating innovative and effective solutions to
complex challenges or issues.
● It requires thinking outside the box, exploring alternative approaches, and leveraging
creativity, lateral thinking, and collaboration to overcome obstacles and achieve desired
outcomes.
13. Information Literacy:
● Information literacy refers to the ability to access, evaluate, analyze, and use information
effectively and ethically from various sources.
● It includes skills such as information retrieval, critical evaluation of sources, citation and
referencing, and ethical use of information in academic, professional, and personal
contexts.

14. Portfolio Management (Tools for Delivery, Recording, and Reflection):

● Portfolio management skills involve organizing, documenting, and presenting evidence
of one's skills, experiences, and achievements in a structured portfolio format.
● It includes selecting appropriate tools and platforms for portfolio delivery, recording
relevant experiences and reflections, and showcasing professional growth and
development effectively.

These soft skills (not limited to the 14 mentioned above) are essential for personal and
professional success as they contribute to effective communication, self-awareness, professional
development, problem-solving, and ethical practice in various contexts.

❖ How does one measure soft skills?

Measuring soft skills can be challenging due to their subjective nature and the absence of
standardized assessment methods. However, several approaches can be used to evaluate and
assess soft skills:

1. Self-Assessment: Individuals can reflect on their own soft skills by evaluating their strengths,
weaknesses, and areas for improvement through self-assessment tools, surveys, or reflective
exercises.

2. Peer and Supervisor Feedback: Colleagues, supervisors, or mentors can provide feedback
on an individual's soft skills based on their observations, interactions, and experiences working
together.
3. Behavioral Interviews: Employers may conduct behavioral interviews to assess candidates'
soft skills by asking situational or scenario-based questions that require candidates to
demonstrate their problem-solving, communication, teamwork, and leadership abilities.

4. Performance Reviews: Soft skills can be evaluated as part of regular performance reviews or
assessments, where supervisors assess employees' interpersonal skills, communication
effectiveness, teamwork, adaptability, and other relevant competencies.

5. 360-Degree Feedback: A 360-degree feedback process involves collecting feedback from

multiple sources, including peers, supervisors, subordinates, and clients, to provide a
comprehensive assessment of an individual's soft skills from various perspectives.

6. Simulation Exercises: Simulated scenarios or role-playing exercises can be used to assess

how individuals respond to specific situations, challenges, or interpersonal interactions,
providing insights into their problem-solving, communication, and collaboration skills.

7. Psychometric Assessments: While less common for soft skills, some psychometric
assessments or personality tests may include components that measure aspects of individuals'
interpersonal skills, emotional intelligence, communication styles, or leadership potential.

8. Portfolio or Case Studies: Individuals can showcase their soft skills through portfolios, case
studies, or project presentations that highlight their accomplishments, contributions, and
experiences in real-world situations.

While these methods provide valuable insights into individuals' soft skills, it's essential to
recognize that soft skills are complex and context-dependent, and no single assessment method
can capture all aspects comprehensively. Therefore, a combination of approaches tailored to
specific contexts and objectives is often most effective in measuring soft skills accurately.
 Negative Thoughts/Cognitive Distortions) and Ways to Combat them. (Module 1)
(Alt: Positive Thinking)

TYPES OF NEGATIVE THINKING AND HOW TO OVERCOME THEM

Negative thought patterns, or cognitive distortions, can manifest as incorrect assumptions,

unrealistic self-criticisms, and even the denial of reality itself. Yet, the effects of this thinking
can be all too real for someone struggling with their mental health.
Breaking the cycle of negative thought patterns requires learning how to cope effectively
with the feelings and triggers that lead to negative thinking. Someone experiencing mental
health struggles can be led into a depressive spiral of negative thoughts by any number of
possible triggers—from unhelpful advice to minor relationship issues—and those negative
thoughts can take on a variety of different forms.

EXAMPLES OF COGNITIVE DISTORTIONS OR NEGATIVE THINKING PATTERNS

1. Polarization or Dichotomous Thinking:
When complex issues are oversimplified so that they become black or white, yes or no, good
versus bad (or me versus them) matters, that’s dichotomous thinking. This all-or-nothing
mindset makes it hard to approach issues with any sort of nuance or room for compromise.
The idea that “there is no second place” (i.e., you must be the absolute best to be
considered a success) is a common example of harmful dichotomous thinking.
2. Emotional Reasoning:
When a person insists that something is factually true even though their only evidence is
their own feelings, they are engaging in emotional reasoning. Someone in the throes of
emotional reasoning is difficult to engage with productively because they center their
reasoning around negative emotions rather than any sort of logic. The emotional reasoner
starts with the premise that their negative feelings must be true and justified simply because
they exist and then build a narrative to support that. “I’m anxious about going to school,
therefore going to school must be dangerous,” would be an example of emotional reasoning.
3. Overgeneralization:
Overgeneralization means fixating on one negative detail or experience and assigning it an
overblown significance in your life. For example, a waiter breaks a glass clearing a table
which leads them to exclaim, “I’m the most useless waiter to ever live!” This despairing
notion is not proportionate to the event that triggered it. Only by overgeneralizing their
entire career in the context of this mundane mistake could someone come to such a conclusion.
4. Labelling:
Putting negative labels on yourself and the people and things around you is another very
common type of harmful thought pattern that many people engage in every day without
really thinking about it. If someone constantly sees themselves as “a loser” or “stupid” or
“a bad father,” they can eventually grow into that mould because their negative perception
leaves them no room to live outside those labels or grow beyond them.
5. Jumping to Conclusions:
Most of us have been guilty of a mistaken assumption at some point. However, when
someone experiencing mental health struggles jumps to a negative conclusion about
something—usually themselves—it can become extremely difficult to correct or change that
belief.
6. Mental Filtering:
When someone chooses (consciously or otherwise) to remember only the bad parts of a
situation, they’re engaged in mental filtering. A depressed athlete who forgets their many
excellent plays and instead rants about one blown assignment and how it cost their team the
game would be an example of mental filtering.
7. Fortune-Telling:
Another type of negative thought pattern involves repeatedly predicting that situations will
turn out poorly.
Projecting pessimism onto the future can create a self-fulfilling prophecy where your
negative vision of the future is so strong it impacts your ability to behave in a way that would
lead to positive outcomes. For example, a student with an upcoming test believes they’re
going to fail, so they don’t bother to study, which does indeed lead to a failed test.
8. Mind-Reading:
Fortune-telling and mind-reading may sound like amazing psychic abilities, but when we’re
talking about cognitive distortion, neither of them are particularly helpful. Mind reading in
this context means assuming you know exactly what someone else thinks and feels,
especially what they think and feel about you. Assuming someone hates you because they gave a
short, hurried response to a question (when perhaps they were just flustered by
something unrelated) would be an example of negative mind reading behaviour.

9. Magnification or Catastrophizing:
Most of us have been guilty of this in a heated moment. Magnification, sometimes called
catastrophizing, simply means blowing an issue out of proportion. Allowing a bad taxi ride to
ruin an entire vacation is an example of catastrophizing.

10. Inability to Be Wrong:

Everyone likes to feel correct, but this desire becomes a cognitive distortion when the need
to be right outweighs evidence, logic, and material reality. Growth—including the growth
needed for mental health recovery—requires allowing yourself the room to be forgiven and
to grow. If you can never be incorrect in the first place, there’s no space for that growth to
occur.

11. Control Fallacies:

A control fallacy can manifest in two possible forms. One is that you despair because you
have no control over anything in your life and are therefore powerless to change it. The
other is that you despair because you have absolute control over everything in your life and
are therefore entirely to blame for any negative or difficult circumstances.

12. Fairness Fallacies:

The age-old adage “the world’s not fair” is usually spoken in response to someone struggling
with a fairness fallacy. Analyzing situations in terms of how just or unjust they are might be a
worthwhile socio-political exercise, but it’s otien not helpful in the context of personal
mental health.

13. Change Fallacies:

Believing or assuming that someone or something will eventually change to suit your needs
is a fallacy of change. This is essentially a mater of projecting your own needs and desires
onto the world around you.

14. Minimizing or Discounting:

Not all negative thought paterns are actually centred on negative thoughts. Another form of
cognitive distortion occurs when someone fails to appreciate positive things in their life and
instead ignores or marginalizes them. This refusal to acknowledge the good allows negative
feelings to flourish unchecked. Writing off all of your accomplishments as “luck” is an
example of minimizing.

15. Personalization and Self-Blame:

When you take issues or details that have nothing to do with you and make them all about
yourself, your feelings, or your role in maters, you are experiencing the cognitive distortion
called personalization. A ubiquitous example of personalization is a child blaming themselves
for their parents getting divorced.

16. Imperatives:
Framing things in terms like “should” or “must” can be a big part of negative thinking. For
example, someone who gets nervous talking on the telephone might berate themselves
because they believe they “should” be able to make a simple phone call without feeling
anxious. This minimizes their ability to accept that it’s okay to feel anxious, and in turn,
prevents them from doing the work of actually coping with anxiety. Instead, they remain
uselessly distraught that the anxiety exists at all.
Not every pattern of negative thought will fit neatly into one of the above definitions, and
oftentimes two or more forms of cognitive distortion will manifest together. In other cases,
one type of negative thinking will lead directly to another, creating larger and more complex
patterns that can require a lot of hard work and support to break.

COPING MECHANISMS TO MINIMIZE OR OVERCOME NEGATIVE THINKING

1. Recognize thought distortions.
Our minds have clever and persistent ways of convincing us of something that isn't really true.
These inaccurate thoughts reinforce negative thinking. If you can recognize them, you can learn
to challenge them.
2. Challenge negative thoughts.
Whenever you have a distorted thought, stop and evaluate whether it is accurate. Think about
how you would respond if a friend spoke about herself that way. You would probably offer a
good rebuttal to his or her negative view. Apply the same logic to your own thoughts. Ask
yourself if you are assuming the worst will happen or blaming yourself for something that has
not gone the way you wanted. And then think about other possible outcomes or reasons that
something turned out differently than you hoped.
3. Take a break from negative thoughts.
It is possible to learn how to separate from negative thoughts. One way to do this is to allow
yourself a certain amount of time (maybe five minutes) with the thought. Then take a break from
focusing on it and move on with your day.
4. Release judgment.
We all judge ourselves and others, usually unconsciously. Constantly comparing ourselves to
other people or comparing our lives to some ideal breeds dissatisfaction. When you are able to
let go of judgment (not easy, but possible), you will likely feel more at ease. Some ways to take a
break from judgmental thoughts include recognizing your own reaction, observing it, and then
letting it go. Another helpful technique is to "positive judge." When you notice you are
negatively judging a person, yourself, or a situation, look for a positive quality, too.

5. Practice gratitude.
Research shows that feeling grateful has a big impact on your levels of positivity and happiness.
Even when you are experiencing a challenging time in your life, you can usually find things
(even small things) to be grateful for. Noticing the things that are going well and making you feel
happy will keep you in touch with them. Keeping a gratitude journal and writing a few things in
it every day is one easy and effective way to do this.

6. Focus on your strengths.

It's human nature to dwell on the negative and overlook the positive. The more you can practice
focusing on your strengths and not dwelling on mistakes you've made, the easier it will be to feel
positive about yourself and the direction your life is taking.

7. Seek out professional support

If you are unable to manage your thoughts or find they are interfering with your ability to meet
your daily responsibilities or enjoy life. Counselling and therapy can help you weather life
changes, reduce emotional suffering and experience self growth.

Motivation Theories - Process and content

THEORIES OF MOTIVATION: PROCESS AND CONTENT

There are two important types of motivation theory: content and process. Content models of
motivation focus on what people need in their lives (i.e. what motivates them). Process theories
look at the psychological and behavioural processes that affect an individual’s motivation.
Though people have been interested in the idea of motivation for a long time, the first real
models of human motivation that people still regularly refer to originated in the 1940s and
1950s. Since then, many different models and frameworks of motivation have been published.
These models fall into two main types: content models and process models. More recently, newer
types of models have been introduced. That said, content and process theories often form the
platform on which these newer models are built. Having a good understanding of different
theories of motivation is a great help for leaders and managers at all levels.

CONTENT MODELS OF MOTIVATION

Content models of motivation focus on the “whats” of motivation. More specifically, they focus
on the different things that people may feel they need in their lives. The theory is that people’s
motivations will be based on acquiring the things that they think they need.
MASLOW’S HIERARCHY OF NEEDS

Maslow’s hierarchy of needs says that all humans share the same types of needs, and that
these categories of needs have a hierarchy. Loosely speaking, this hierarchy goes from the
basic things we need for survival through to a sense of fulfilling our potential and finding our
purpose in life.
The hierarchy is important as, from a motivational perspective, it acts as a ladder. What this
means is that individuals must have fully met their needs at their current level within the
pyramid before they are motivated by achieving the needs of the next level up. Put more
bluntly, an individual who is struggling to put a roof over their head will focus on that before
exploring their true calling in life.

Later in life, Maslow added a further stage which he called transcendence, which he said was
about giving oneself to something beyond oneself. This could be in the form of altruism or
spirituality and could involve people achieving their purpose in the world.

HERZBERG’S TWO-FACTOR THEORY OF MOTIVATION:

This model states that basic factors like safety and salary need to be met to prevent
dissatisfaction at work, but that another set of higher order motivating factors like autonomy and
recognition are required to create actual happiness at work. According to this theory, satisfaction
and dissatisfaction in work are created by different factors.
Herzberg uses the phrase “motivating factors” to describe things that, when present, have the
ability to make individuals satisfied or even happy at work. He also uses the phrase “hygiene
factors” to describe things whose absence has the ability to make individuals unsatisfied or
unhappy at work.

The core point of Herzberg’s Two Factor Theory of Motivation is that motivating and hygiene
factors are very different. Hygiene factors are essential in helping individuals to stop being
unsatisfied at work. But crucially, no matter how great these factors are, they alone will never
help an individual reach high levels of satisfaction at work. In different language, hygiene factors
are a prerequisite for a good employee experience and for good employee engagement.
Motivating factors are almost the opposite. Motivating factors are essential in helping individuals
become highly satisfied at work, but their absence will never cause an individual to become
extremely unsatisfied at work.
Examples of hygiene factors include salary, safety, security, working environment, working
conditions, and other things with the power to make an individual unhappy in work. Examples of
motivating factors include achievement, recognition, advancement, empowerment, responsibility,
and intrinsically interesting work.

MCCLELLAND’S ACQUIRED NEEDS MOTIVATION THEORY:

McClelland’s Acquired Needs Motivation Theory says that humans have three types of
emotional needs: achievement, power, and affiliation. Individuals can have any mix of these
needs. Their motivations and behaviours are shaped by the strength and blend of their specific
needs.

David McClelland’s motivation theory says that humans have a total of three core types
emotional needs, which they acquire as a result of their life journeys. McClelland says that these
needs are scalar and everyone has a blend of them, though usually one is dominant.

The blend and strength of an individual’s needs shapes their behaviours and motivations in work,
and in the wider world. The different needs bring different strengths, weaknesses, preferred ways
of working and behavioural risks into the workplace. The need for achievement presents itself as
an emotional drive towards progressing quickly, delivering tasks, succeeding, attaining high
levels of performance, and other potentially competitive outcomes. Individuals with a high level
of emotional need for achievement want to be constantly overcoming challenging, yet
achievable, tasks. They thrive on being slightly stretched and on the feeling of reward they
receive when they complete a deliverable. These individuals have a moderate level of risk
tolerance in relation to the work they like to do. They know that if their activities are too risky
they may fail and not receive their hit of achievement they desire. However, if they are not risky
enough, their achievements won’t feel truly rewarding.
The need for power presents itself as an emotional drive towards status, influence, control over
others, and winning. Individuals with a high need for power desire respect and authority over
others. Individuals with a high level of emotional need for power want to be constantly
competing with, directing, managing, and exerting influence over others. They thrive on winning
in competitions with others and the sense of increased status that winning brings them. These
individuals typically end up with high levels of risk tolerance. Their often highly competitive
natures and their need for ever-increasing status means they may take ever increasing risks in an
effort to increase their status and control.
The need for affiliation presents itself as an emotional drive towards being liked and accepted.
Individuals with a high need for affiliation desire having agreeable and collaborative working
relationships with others and a harmonious social environment. Individuals with a high level of
emotional need for affiliation want to be constantly working in an environment where people feel
welcomed, included, harmonious, and collaborative. They are often socially perceptive and work
towards maintaining effective social relationships and creating positive environments. These
individuals typically end up with fairly low levels of risk tolerance. Their desire for social
harmony means they don’t want to “rock the boat” or take on activities that may upset people or
lead to conflict.

ALDERFER’S ERG THEORY OF MOTIVATION:

Alderfer’s ERG theory builds on Maslow’s Hierarchy of Needs and states that humans have three
core types of need: Existence, Relatedness, and Growth. These needs may be of different levels
of priority for different individuals, and their relative importance for an individual may vary over
time.
The most concrete and motivating of Alderfer’s three needs is existence, which really relates to
physical and psychological survival. The next level is the need for relatedness, a sense of
community and a good relationship with yourself. The least concrete, but still important, of
Alderfer’s needs in the ERG model is growth, which really relates to self-development,
fulfillment, and the sense of achieving your potential. Alderfer’s ERG Theory of Motivation
states that individuals can be motivated by multiple levels of need at the same time, and that the
level which is most important to them can change over time. In other words, an individual’s
priorities and motivations may be fluid and can move between the existence, relatedness, and
growth levels of need over time. They can move upwards, and they can move downwards.

PROCESS MODELS OF MOTIVATION

Process theories of motivation focus on the “hows” of motivation. Instead of focusing on what
people need, these models focus on the psychological and behavioral processes that humans
follow. By understanding these processes, it’s possible to understand the actions, interactions,
and contexts that motivate individuals’ behaviors.

SKINNER’S REINFORCEMENT THEORY:

Reinforcement theory says that the outcomes we experience as a result of our actions and
behaviors affect how we behave in the future. When actions result in positive outcomes, we do
more of them. When they result in negative outcomes, we do less of them.

A simple example of reinforcement theory in the workplace could be that if someone did a
particularly good job on a piece of work, that their manager would invite them to present it
themselves at a more senior meeting. An example of a punishment could be that if someone
consistently arrived late, that they would not be permitted to attend the monthly team lunch. The
theory is that the individual would wish to avoid the punishment in the future so would arrive at
work on time.

ADAM’S EQUITY THEORY:

Adam’s equity theory of motivation says that to be motivated, individuals need to perceive that
the rewards they receive for their contributions are fair, and these rewards are similar to those
received by their peers. If individuals perceive that their rewards are not fair, they will feel
distressed and try to change things to create a sense of fairness.
At its core, Adams’ theory says that individuals want a fair relationship between inputs and
outputs. What this means is that they want the benefits (rewards) they receive from work to seem
fair in relation to the inputs (contribution) that they provide. Similarly, they want the rewards that
others receive for their work to be similar to the rewards that they themselves would receive for
the same level of contribution. Put simply, Adams’ equity theory says that people want fair
compensation for inputs across the working population of which they are members. When this is
the case, individuals may remain motivated. When it ceases to be the case, individuals may cease
to be motivated.

Adams’ Equity Theory of Motivation says that the relationship between an individual’s inputs
(contribution) and their benefits (reward) is important for their sense of fairness and equity, thus
for their motivation. Inputs can be thought of as the things that an individual does to help an
organization achieve a goal. These are the things that the individual contributes to the
organization.

Often the first thing that springs to mind is the time that an individual spends working. However,
there is actually a lot more to it than just this. There are many different types of factors that can
be thought of as inputs. These include: time, education, prior experience, effort, loyalty, hard
work, adaptability, resilience, flexibility, determination, enthusiasm, adaptability, tolerance,
support of others and trust and the willingness to follow leaders. Captured in these inputs are
both physical labor and a wide range of things considered to be emotional labor. Basically, any
time an individual contributes effort or exerts psychological effort to help an organization
achieve a goal can be thought of as contribution.

Benefits are the things that an individual receives as a result of helping an organization achieve a
goal. These are the things that the individual receives from the organization, or agents of the
organization. Often, the first thing that springs to mind is salary, or other financial contribution
for time. However, there is actually a lot more to it than simply remuneration. There are many
different types of factors that can be thought of as inputs. These include: salary, benefits, job
security, structure and routine, recognition, responsibility, a sense of community, praise, thanks
and recognition, stimulating work, education and development, pride, the opportunity to progress
and purpose. Basically, anything that an employee receives and sees as making a positive
contribution to their life is a benefit.

VROOM’S EXPECTANCY THEORY: Vroom’s expectancy theory of motivation says that

individuals are motivated to do something by three things. They are motivated when they value
the reward associated with an action (Valence), trust that they’ll receive the reward if they do a
good job (Expectancy), and believe that they have the ability to achieve their objectives by
working hard (Instrumentality). It’s important to note that rewards could be intrinsic or extrinsic.
Extrinsic motivations are external things such as money and promotion. Intrinsic motivations are
internal things such as a sense of fulfillment and achievement.

Motivation is a function of valence, instrumentality, and expectancy. Valence represents how

much individuals value the potential rewards associated with specific results or behaviors.
Expectancy indicates how much they believe that their additional effort will help them achieve
the target results of behaviors, and Instrumentality refers to how much they believe the rewards
will actually appear should they achieve the desired outcomes or behaviors.

LOCKE’S GOAL-SETTING THEORY:

According to Locke and Latham, there are five goal-setting principles that can improve our
chances of success:

1. Clarity: It is important to set clear goals to be able to measure results accurately, and it helps
as one is aware of which behaviors to reward.

2. Challenge: People are often motivated by challenging goals, however, it's important not to set
a goal that is so challenging it can't be achieved.

3. Commitment: To be effective, your team must understand and agree to the goals – team
members are more likely to "buy into" a goal if they have been involved in setting it.
4. Feedback: In addition to selecting the right goals, feedback is important to gauge how well
one’s progressing. Feedback gives one the opportunity to clarify expectations and adjust the
difficulty of their goals.

5. Task complexity: People who work in complicated and demanding roles can often push
themselves too hard if they don't take account of the complexity of the task. It is important to
take special care to ensure that work does not become too overwhelming when goals or
assignments are highly complex.
 CONFLICT RESOLUTION
(While not officially a part of any module. Content from conflict resolution can be helpful in
soft skills module 1 as well as it covers a little bit of network and business etiquette from
module 2)

Conflict resolution refers to the structured or unstructured procedure employed by two or more
involved parties to discover an amicable resolution to their disagreement. It encompasses both
formal and informal methods aimed at peacefully addressing disputes, allowing conflicting
parties to navigate through their differences and arrive at a mutually acceptable solution.

Types of Conflict Resolution:

1. Negotiation:
Negotiation involves a discussion where conflicting parties communicate their concerns and
interests, aiming to find common ground and reach a mutually acceptable agreement.
Application: In business negotiations, two companies may discuss terms of a partnership,
considering factors such as pricing, delivery schedules, and quality standards.
(often used when money matters are in question)

2. Mediation:
Mediation employs a neutral third party, the mediator, who facilitates communication between
conflicting parties. The mediator helps guide the conversation and encourages the parties to
generate their own solution.
Application: In family disputes, a mediator may assist divorcing couples in discussing child
custody arrangements and financial matters.

3. Arbitration:
Arbitration involves a neutral third party, the arbitrator, who listens to both sides present their
case and makes a binding decision, resolving the conflict.
Application: In employment disputes, an arbitrator may be used to settle disagreements between
labor unions and management regarding wages and working conditions.
(another example we discussed was a judge hearing both sides and giving a verdict)

4. Collaboration:
Collaboration entails conflicting parties working together to find a solution that satisfies the
interests of all involved. It emphasizes joint problem-solving and creative thinking.
Application: In product development, a cross-functional team collaborates to address design
challenges and create a product that meets both technical and market requirements.

5. Avoidance:
Avoidance involves choosing not to engage in the conflict or postponing the discussion until
emotions have subsided. It is a temporary strategy to prevent escalation.
Application: In a high-stakes business negotiation, parties might choose to postpone discussions
if tensions are running high, allowing time for a more rational and less emotional dialogue.
(in an informal set up/slightly formal set up, you avoid going ahead with discussion and/or
conflict because t the time it isnt as important - could be with friends or during a group project)

6. Accommodation:
Accommodation occurs when one party yields to the other's preferences to maintain harmony
and relationships. It involves self-sacrifice for the greater good.
Application: In a team setting, a team member might accommodate by adjusting their work
schedule to accommodate a colleague's needs, fostering a positive team environment.
(again a common example would be around friends or people you somewhat consider friendly at
the very least)

7. Competing:
Competing involves pursuing one's own interests at the expense of others. It is characterized by
assertive and competitive behavior.
Application: In a competitive business environment, companies may engage in aggressive
marketing strategies to gain market share, even if it means hindering competitors.
8. Compromise:
Compromise entails finding a middle ground by making concessions to meet each other halfway.
It allows for a balanced resolution where both parties give up something to reach an agreement.
Application: In political negotiations, lawmakers may compromise on policy details to pass
legislation that addresses the concerns of multiple stakeholders.

9. Problem-solving:
Problem-solving focuses on addressing the root causes of the conflict through collaborative
efforts. It requires identifying shared goals and working together to find comprehensive
solutions.
Application: In a research and development team, members might engage in problem-solving to
overcome technical challenges and ensure the successful completion of a project.

Choosing the appropriate conflict resolution technique depends on the specific context, the
relationship dynamics, and the desired outcomes of the parties involved. Each technique has its
advantages and is suited to different situations.

What do employers try to gauge in a group discussion?

During group discussions, employers typically look for a combination of interpersonal skills,
communication abilities, and critical thinking. Here are some key attributes employers often
assess:

1. Communication Skills: Employers value individuals who can express their thoughts clearly,
listen actively to others, and articulate ideas effectively. Clear and concise communication is
crucial in a team setting.

2. Collaboration and Teamwork: Employers seek candidates who can work well with others.
They look for individuals who contribute to the group, respect diverse opinions, and actively
participate in collaborative efforts.
3. Leadership Qualities: Even in a group setting, employers may observe for potential leaders.
Someone who takes initiative, guides discussions, and motivates others can stand out.

4. Problem-Solving Abilities: Employers appreciate candidates who demonstrate analytical and

critical thinking skills. Your ability to analyze situations, propose solutions, and contribute to
problem-solving discussions is crucial.

5. Adaptability: Group discussions often involve diverse perspectives. Employers look for
individuals who can adapt to different ideas and viewpoints, showing flexibility and
open-mindedness.

6. Interpersonal Skills: How well you interact with others, your ability to build rapport, and the
level of empathy you display are essential. Strong interpersonal skills contribute to a positive
team dynamic.

7. Time Management: Employers assess how well you manage your time during discussions.
The ability to contribute meaningfully without dominating the conversation and respecting time
constraints is important.

8. Knowledge and Preparation: Being well-informed on the topic of discussion demonstrates

initiative and preparation. Employers appreciate candidates who bring relevant insights to the
table.

9. Confidence: While not to be mistaken for dominance, displaying confidence in your ideas and
contributing to discussions with assurance is valued by employers.

10. Conflict Resolution: The ability to handle disagreements diplomatically and work towards
consensus is highly valued. Employers want individuals who can navigate conflicts
constructively.
11. Creativity and Innovation: Employers appreciate employees who bring creative ideas to the
table. Demonstrating innovative thinking during group discussions can set you apart.

12. Decision-Making Skills: Being able to contribute to the decision-making process, weigh
pros and cons, and make informed choices is an important skill in group settings.

13. Networking Skills: Building professional relationships within the group and making
connections with others can be crucial, especially in team-based work environments.

14. Empathy: Understanding and appreciating the perspectives and feelings of others is a
valuable trait. It contributes to a positive group dynamic and fosters effective collaboration.

15. Resilience: The ability to handle challenges and setbacks gracefully is important. Employers
appreciate individuals who maintain composure and continue to contribute positively in the face
of difficulties.

16. Cultural Sensitivity: In diverse workplaces, understanding and respecting cultural

differences is crucial. Employers look for individuals who can navigate and appreciate diverse
perspectives.

17. Presentation Skills: If the group discussion involves a presentation component, employers
will assess your ability to deliver information clearly and engagingly.

18. Research Skills: If the discussion involves data or information, employers may value
individuals who can bring well-researched insights to the conversation.

19. Feedback Reception: Being open to feedback and incorporating constructive criticism is a
valuable skill. Employers look for individuals who can learn and grow through feedback from
peers.
Remember, employers are not only evaluating your individual qualities but also how you
function within a group. Balancing active participation with effective listening and collaboration
is key.
 ETIQUETTES - MODULE 2

(Interview Etiquettes are also to be included in Module 3 thats on interviews and GDs)
(Interview Etiquettes + Tips for success)

Interview etiquette refers to the professional behaviors and guidelines that individuals should
adhere to before, during, and after an interview to make a positive impression and demonstrate
professionalism. Here are some key interview etiquettes:

Before the Interview:

1. Research: Conduct thorough research about the company, its culture, values,
products/services, and recent news or developments.
2. Prepare: Review commonly asked interview questions, practice responses, and prepare
examples to demonstrate your skills and experiences.
3. Dress appropriately: Choose professional attire that aligns with the company's dress code and
industry standards.
4. Arrive on time: Plan to arrive at least 10-15 minutes early to the interview location to account
for any unexpected delays.
5. Bring necessary documents: Carry multiple copies of your resume, a list of references, and any
other relevant documents or portfolio materials.

During the Interview:

1. Greet with a handshake: Offer a firm handshake and maintain eye contact when greeting the
interviewer(s).
2. Listen actively: Pay attention to the questions asked and listen attentively to the interviewer's
responses.
3. Communicate clearly: Speak clearly and confidently, and avoid using filler words or vague
language.
4. Showcase enthusiasm: Demonstrate genuine interest and enthusiasm for the position and
company.
5. Ask questions: Prepare thoughtful questions to ask the interviewer(s) about the role, team
dynamics, company culture, or future opportunities.
6. Use positive body language: Maintain good posture, make eye contact, and avoid fidgeting or
slouching.

After the Interview:

1. Express gratitude: Send a thank-you email or handwritten note to the interviewer(s) within
24-48 hours expressing appreciation for the opportunity to interview.
2. Follow up: If you haven't heard back within the expected timeframe, consider sending a polite
follow-up email to inquire about the status of your application.
3. Reflect and learn: Take time to reflect on the interview experience, identify areas for
improvement, and apply lessons learned to future interviews.

By adhering to these interview etiquettes, candidates can present themselves professionally,

leave a positive impression on interviewers, and increase their chances of success in the job
application process.
 BODY LANGUAGE - MODULE 2

Body language refers to the nonverbal signals that we use to communicate. These nonverbal
signals make up a huge part of daily communication. In fact, body language may account for
between 60% to 65% of all communication. So, why is body language important? Body language
can help us understand others and ourselves. It provides us with information about how people
may be feeling in a given situation. We can also use body language to express emotions or
intentions. Facial expressions, gestures, and eye gaze are often identified as the three major types
of body language, but other aspects such as posture and personal distance can also be used to
convey information. Understanding body language is important, but it is also essential to pay
attention to other cues such as context.
Types of nonverbal communication
The many different types of nonverbal communication or body language include:
1. Facial expressions. The human face is extremely expressive, able to convey countless
emotions without saying a word. And unlike some forms of nonverbal communication,
facial expressions are universal. The facial expressions for happiness, sadness, anger,
surprise, fear, and disgust are the same across cultures.
2. Body movement and posture. Consider how your perceptions of people are affected by
the way they sit, walk, stand, or hold their head. The way you move and carry yourself
communicates a wealth of information to the world. This type of nonverbal
communication includes your posture, bearing, stance, and the subtle movements you
make.
3. Gestures. Gestures are woven into the fabric of our daily lives. You may wave, point,
beckon, or use your hands when arguing or speaking animatedly, often expressing
yourself with gestures without thinking. However, the meaning of some gestures can be
very different across cultures. While the “OK” sign made with the hand, for example,
usually conveys a positive message in English-speaking countries, it's considered
offensive in countries such as Germany, Russia, and Brazil. So, it's important to be
careful of how you use gestures to avoid misinterpretation.
4. Eye contact. Since the visual sense is dominant for most people, eye contact is an
especially important type of nonverbal communication. The way you look at someone
 can communicate many things, including interest, affection, hostility, or attraction. Eye
contact is also important in maintaining the flow of conversation and for gauging the
other person's interest and response.
5. Touch. We communicate a great deal through touch. Think about the very different
messages given by a weak handshake, a warm bear hug, a patronizing pat on the head, or
a controlling grip on the arm, for example.
6. Space. Have you ever felt uncomfortable during a conversation because the other person
was standing too close and invading your space? We all have a need for physical space,
although that need differs depending on the culture, the situation, and the closeness of the
relationship. You can use physical space to communicate many different nonverbal
messages, including signals of intimacy and affection, aggression or dominance.
7. Voice. It's not just what you say, it's how you say it. When you speak, other people “read”
your voice in addition to listening to your words. Things they pay attention to include
your timing and pace, how loud you speak, your tone and inflection, and sounds that
convey understanding, such as “ahh” and “uh-huh.” Think about how your tone of voice
can indicate sarcasm, anger, affection, or confidence.
There are many interesting findings about body language in psychology research. One study
found that the most trustworthy facial expression involved a slight raise of the eyebrows and a
slight smile. This expression, the researchers suggested, conveys both friendliness and
confidence. One study found that individuals who had narrower faces and more prominent noses
were more likely to be perceived as intelligent. People with smiling, joyful expression were also
judged as being more intelligent than those with angry expressions.
When a person looks directly into your eyes while having a conversation, it indicates that they
are interested and paying attention. However, prolonged eye contact can feel threatening. On the
other hand, breaking eye contact and frequently looking away might indicate that the person is
distracted, uncomfortable, or trying to conceal his or her real feelings. Infrequent blinking may
indicate that a person is intentionally trying to control his or her eye movements.
8. Gestures can be some of the most direct and obvious body language signals. Waving,
pointing, and using the fingers to indicate numerical amounts are all very common and
easy to understand gestures.
9. Open posture involves keeping the trunk of the body open and exposed. This type of
posture indicates friendliness, openness, and willingness. Closed posture involves hiding
the trunk of the body often by hunching forward and keeping the arms and legs crossed.
This type of posture can be an indicator of hostility, unfriendliness, and anxiety.

Body language plays many roles in social interactions. It can help facilitate the
following:

1. Earning trust: Engaging in eye contact, nodding your head while listening, and
even unconsciously mirroring another person's body language are all signals that
you and someone else are bonding.
2. Emphasizing a point: The tone of voice you use and the way you engage
listeners with your hand and arm gestures, or by how you take up space, are all
ways that affect how your message comes across.
3. Revealing truths: When someone's body language doesn't match what they're
saying, we might intuitively pick up on the fact that they are withholding
information, or perhaps not being honest about how they feel.
4. Tuning in to your own needs: Our own body language can reveal a lot about
how we're feeling. For instance, are you in a slumped posture, clenching your jaw
and/or pursing your lips? This may be a signal that the environment you're
currently in is triggering you in some way. Your body might be telling you that
you're feeling unsafe, stressed, or any number of emotions.
 Module 2: Business Etiquettes
Business etiquette refers to the professional code of conduct and behavioral norms observed in a
business or professional setting. It encompasses the manners, customs, and protocols that govern
interactions and communications among individuals in the workplace or during business-related
activities. Adhering to proper business etiquette demonstrates respect, professionalism, and
consideration for others, contributing to positive relationships, effective collaboration, and a
conducive work environment.

Expanding on the types of business etiquette:

1. Networking Etiquette:
- Introduction Protocol: Properly introducing oneself and others, including exchanging
business cards, offering a firm handshake, and maintaining eye contact.
- Active Listening: Demonstrating genuine interest in others by actively listening, asking
open-ended questions, and engaging in meaningful conversations.
- Professional Appearance: Dressing appropriately for networking events, conferences, or
meetings to make a favorable impression.
- Follow-Up: Sending personalized thank-you notes or emails after networking interactions to
express gratitude and reinforce connections.

2. Workplace Etiquette:
- Punctuality and Attendance: Arriving on time for work, meetings, and appointments, and
notifying colleagues or supervisors in advance of any absences or delays.
- Respect for Privacy: Respecting the personal space, belongings, and confidentiality of
colleagues, clients, and visitors.
- Communication Etiquette: Using professional language and tone in verbal and written
communications, including emails, memos, and phone calls.
- Collaboration and Teamwork: Contributing positively to team projects, respecting diverse
perspectives, and valuing the contributions of colleagues.
- Office Courtesy: Maintaining cleanliness and organization in shared spaces, observing noise
levels, and demonstrating consideration for others' comfort and well-being.
3. Interview Etiquette:
- Preparation: Researching the company and role, reviewing the job description, and preparing
thoughtful questions to ask the interviewer.
- Professional Appearance: Dressing appropriately for the industry and company culture,
presenting a neat and polished appearance.
- Body Language: Maintaining good posture, making eye contact, and offering a firm
handshake to convey confidence and professionalism.
- Active Listening: Listening attentively to the interviewer's questions, paraphrasing or
clarifying when necessary, and providing relevant responses.
- Follow-Up: Sending a thank-you note or email expressing appreciation for the interview
opportunity and reiterating interest in the position.
 MODULE 3: Interview Methods, GD

Types of Interviews and What the interviewer is looking for in each of these methods: (can
also be included in tips for success)

Structured Interview:
- Format: Follows a predetermined set of questions asked in a consistent order to all candidates.
- Questions: Standardized and focused on job-related skills, experiences, and competencies.
- Control: Interviewer has strict control over the process, limiting deviations from the script.
- Reliability: Ensures consistency and reliability in assessing candidates as each is evaluated
based on the same criteria.
- Examples: Panel interviews, behavioral interviews with STAR (Situation, Task, Action, Result)
format questions.
What Interviewers Look For: Employers seek candidates who can provide clear and concise
responses to predefined questions, demonstrating relevant skills and experiences outlined in the
job description. They look for consistency in responses across candidates to evaluate
competencies objectively.

Semi-Structured Interview:
- Format: Combines predefined questions with opportunities for open-ended discussion and
follow-up inquiries.
- Questions: Includes a mix of standard questions and prompts for elaboration or clarification.
- Flexibility: Allows interviewers to explore specific areas of interest or delve deeper into
candidates' responses.
- Adaptability: Provides some structure while accommodating variations in conversation flow
and candidate responses.
- Examples: Competency-based interviews with predefined questions and flexibility for probing
deeper into certain areas.
What Interviewers Look For: Employers aim to gather detailed insights into candidates'
experiences, problem-solving abilities, and interpersonal skills. They seek individuals who can
provide thoughtful responses and articulate their thoughts effectively, showcasing their suitability
for the role.

Unstructured Interview:
- Format: Lacks a predetermined set of questions, allowing for spontaneous and free-flowing
conversation.
- Questions: Open-ended and exploratory, focusing on candidates' backgrounds, interests, and
personal qualities.
- Informality: Offers a relaxed atmosphere conducive to building rapport and understanding
candidates on a more personal level.
- Subjectivity: Prone to interviewer biases and inconsistencies due to the absence of standardized
criteria.
- Examples: Informal interviews, conversational interviews, where interviewers rely on intuition
and gut feeling.
What Interviewers Look For: Employers value authenticity and genuineness in candidates
during unstructured interviews. They aim to assess candidates' communication style, cultural fit,
and overall personality to determine if they align with the organization's values and team
dynamics.

Group Discussion

Group discussions (GD) help participants explore and interpret a topic. They all provide an
opportunity for critical thinking as participants get a chance to share their experiences and
defend their opinions. Group discussions promote a deeper understanding of a topic and
increase long-term retention. Group discussions can also help increase participants’
attention and help maintain their focus by involving them in the learning process. Group
discussions can also provide feedback to instructors on participant comprehension. If you
notice that participants are struggling with a concept or are missing key information, you
can step in and provide more context or rephrase the information to fill the gap.
Usually, group-discussions comprise open-ended questions that will elicit responses that
demonstrate participants’ knowledge of the content.
Group discussions are usually the first level of elimination in any selection process making it
the most fearsome hurdle between you and the destination or goal.
These are some tips that can help you prepare for the group discussion process.
1. Groom yourself for the GD: First impressions matter. Keeping this in mind one
should dress up well and pay attention to their grooming for the group discussion.
2. Ask for clarifications beforehand: One should clear any doubts if they have
beforehand itself, so that one is able to start the Group Discussion on a clear note.
3. Always Carry Pen and Notebook: One should ensure that they carry a pen and a
notepad to the Group Discussion, so that they are able to jot down any points while
participating in the discussion; not only does this help you in remembering your
points well, it also shows your preparedness to the selection committee.
4. Pay attention to your body language: One should pay attention to body language
while in the discussion, as these are the things that are noticed by the recruiters.
they pay very close attention to the way the candidates carry themselves and speak.
Some pointers of correct body language are
➢ Don’t point at others,
➢ Don’t cross hands,
➢ Use your hands while talking (hands facing up ad open suggest a confident
personality)
➢ Sit straight; do not slouch;
➢ Do not bite your nail.
5. Initiate the Discussion if Possible: It’s always advisable to initiate the discussion,
unless one is not confident about the topic. In such case when the topic is unfamiliar
wait and let someone else initiate the discussion and then you will be able to get
information about the to.
6. Maintain Eye Contact while Speaking: It’s extremely important to maintain eye
contact while speaking. While addressing a group, one should make eye contact with all the
members equally with whom it’s possible to make eye contact ( due to proximity and line of
vision )pic, which can then be used to give astute comments.
7. Be A Good Listener: Usually, people think that in a Group discussion one should go
on speaking, even though it is good to talk in a group discussion, but one should also
be able to listen to the important points made by other candidates as well, not only
does it give you new ideas, it also gives you time to think and formulate your next
response, which would be very much in the right context.
8. Speak well and Aloud: This is the most important of all the points, ultimately one
has to speak well in order to impress the selection committee. Hence one should
polish their language skills and increase their knowledge base.
9. Maintain Decorum: It is very important to maintain decorum while in a Group
Discussion, as unruly behaviour is the most undesirable for everyone. Behave in a
positive manner.
10. Arrive At A Conclusion: Ensure you’ve given everyone a chance to speak during your
GD, and that your group has arrived at a conclusion at the time-limit. Do not
introduce new points at the conclusion.
11. Keep track of Time: Do not go over-time. Also, do not finish too early! Ensure the
discussion has been productive with all loose corners tied when it’s time for you to
conclude.

Some DOs and DON’Ts

DOs:
1. Ensure your content is rich and you are displaying good subject knowledge.
2. Showcase leadership skills.
3. Be relevant.
4. Be a good listener.
5. Be well-versed in your communication skills.
6. Pay attention to your body language.
DON’Ts:
1. Do not be aggressive. Please don’t shout and not allow others in the group to speak.
It’s okay to be firm on your ideas, and you need to be audible, but be careful – no
one likes a bully!
2. Don’t crisscross your ideas. Most topics given in the GD are debatable, and you
might want to speak for or against the topic, and while speaking; you may end up
switching sides. Avoid doing this and maintain your stance as much as possible.
3. Don’t be a part of the fish market! As a team-player, your ability to lead and play in a
team is measured in the GD. However, during the GD, there are many instances
where you will find everyone is saying something and no one is heard. It is better to
be quiet for a while and then after gathering your thoughts, raise your voice initially
and make your point.

4. Don’t give up and become content with speaking just once in the group. Keep re-
entering the conversation focusing on key-points formed on the basis of the views presented by
others.

Some Roles That Participants Play During The Group Discussion Following are the roles that
participants play in the GD round. While some of the roles lead to selection, others invite
elimination. Carefully choose the right role in your Group Discussion round:
• Beginner: The candidate who starts Group Discussion. They may suggest new ideas,
define the GD topic but may not necessarily have sufficient subject knowledge to
present effectively their viewpoint.
• Facilitator: They are leading the GD while keeping track of Group Discussion
• Seeker of Information– They try to gather and solicit information from others.
• Disseminator of Information – They prefer to share information and facts.
• Seeker of Opinion- They try to gather some opinion from others and ask the fellow
participants for their opinion.
• Giver of Opinion – Promptly jumps to give their opinion on the views shared by the
other participant.
• Analyst – They analyse and clarify the ideas and opinions discussed during the group
discussion.
• Community Supporter – They support the ideas of all participants but have none of
their own.
• Reliever – They present and discuss the problem with a broader perspective, and
relieve all of any tension that may crop up during the GD as some participants make
mountains out of mole-hills.
• Energy spreader – This participant can be seen encouraging other participants to explore some
new ideas during a GD.
• Bridge creator – They create harmony between different opinions by giving a
solution with different ways of compromise.
• Summary maker – They summarize and conclude a GD by including all important
points discussed during a GD.
Remember, a person can play more than one role! However, ensure you aren’t playing all
roles – what’s being tested is your ability to work as a team,
Module 4: For CV and Resume Please refer to the PPT that was shared with you, I am open to
doubt solving

MODULE 5: EMOTIONAL INTELLIGENCE

Emotional intelligence skills are abilities that allow you to understand and manage your
emotions. These skills are linked to a range of benefits including academic achievement,
decision-making abilities, and overall success in life. Some experts have suggested that
emotional intelligence, or EQ, might even be more important than IQ. Emotional intelligence
includes the ability to recognize, interpret, and regulate your own emotions as well as those of
other people.

What does it take to be emotionally intelligent? According to psychologist Daniel Goleman, who
popularized and wrote extensively about the concept, there are five components of emotional
intelligence:

1. Self-Awareness: Self-awareness, or the ability to recognize and understand your own

emotions, is a critical emotional intelligence skill. Beyond just recognizing your emotions,
however, is being aware of the effect of your actions, moods, and emotions on other people. To
become self-aware, you must be capable of monitoring your own emotions, recognizing different
emotional reactions, and then correctly identifying each particular emotion. Self-aware
individuals also recognize the relationships between the things they feel and how they behave.
These individuals also recognize their own strengths and limitations, are open to new
information and experiences, and learn from their interactions with others. Goleman suggests
that people who possess self-awareness have a good sense of humor, are confident in themselves
and their abilities, and are aware of how other people perceive them.

2. Self-Regulation: Self-regulation is all about expressing your emotions appropriately. Those

who are skilled in self-regulation tend to be flexible and adapt well to change. They are also
good at managing conflict and diffusing tense or difficult situations. People with strong
self-regulation skills also tend to be high in conscientiousness. They are thoughtful about how
they influence others, and they take responsibility for their own actions.

3. Social Skills: Having strong social skills allows people to build meaningful relationships with
other people and develop a stronger understanding of themselves and others. True emotional
understanding involves more than just understanding your own emotions and those of others.
You also need to be able to put this information to work in your daily interactions and
communications. In professional settings, managers benefit by being able to build relationships
and connections with employees. Workers benefit from being able to develop a strong rapport
with leaders and co-workers. Important social skills include active listening, verbal
communication skills, nonverbal communication skills, leadership, and persuasiveness.

4. Empathy: Empathy, or the ability to understand how others are feeling, is absolutely critical
to emotional intelligence. It includes one’s responses to people based on this information. For
instance, if one can sense the other person feeling sad, they may treat the later with extra care
and concern or make efforts to buoy their spirits.

5. Motivation: Intrinsic motivation is another important emotional intelligence skill. People who
are emotionally intelligent are motivated by things beyond external rewards like fame, money,
recognition, and acclaim. Instead, they have a passion to fulfill their own inner needs and goals.
They seek internal rewards, experience flow from being totally in tune with an activity and
pursue peak experiences. Those who are competent in this area tend to be action-oriented. They
set goals, have a high need for achievement, and are always looking for ways to do better. They
also tend to be very committed and are good at taking initiative.

How to Improve EQ?

Expanding on strategies to enhance emotional intelligence in the context of theory involves
delving into various psychological frameworks and methodologies aimed at developing
emotional intelligence. This expansion can include:
1. Self-Assessment: Utilizing established emotional intelligence assessments such as the
Emotional Quotient Inventory (EQ-i) or the Mayer-Salovey-Caruso Emotional Intelligence Test
(MSCEIT) to evaluate one's emotional strengths and areas for improvement.

2. Mindfulness Practices: Drawing from mindfulness-based interventions rooted in theories such

as mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy
(MBCT) to cultivate self-awareness, emotional regulation, and attention control.

3. Emotion Regulation Techniques: Exploring emotion regulation strategies derived from

emotion-focused theories, cognitive-behavioral approaches, and dialectical behavior therapy
(DBT) to manage and modulate emotional responses effectively.

4. Empathy Building: Incorporating empathic training exercises grounded in social cognitive

theory and affective neuroscience to enhance perspective-taking abilities, empathic concern, and
emotional attunement with others.

5. Communication Skills Training: Applying principles from communication theories such as

social penetration theory and communication accommodation theory to improve active listening,
assertiveness, conflict resolution, and nonverbal communication skills.

6. Social Skills Development: Utilizing social learning theory and behavioral modification
techniques to practice and reinforce prosocial behaviors, interpersonal skills, and
relationship-building strategies.

7. Feedback and Reflection: Engaging in self-reflection activities, journaling, and seeking

constructive feedback from mentors or peers to gain insights into emotional patterns,
interpersonal dynamics, and areas of growth.

8. Continuous Learning: Embracing a growth mindset inspired by theories of learning and

intelligence (e.g., Carol Dweck's mindset theory) to foster resilience, adaptability, and a
commitment to lifelong learning and development in emotional intelligence.