Life Skills

TRAINER’S MANUAL
CURRICULUM DEVELOPMENT CENTRE

KALAMASSERY
DEPARTMENT OF TECHNICAL EDUCATION

KERALA
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LIFE
SKILLS
TRAINER’S MANUAL
CURRICULUM DEVELOPMENT CENTRE

Kalamassery
DEPARTMENT OF TECHNICAL EDUCATION

KERALA
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Life Skills: Syllabus and Study Material
Members of the Committee:
 Dr. S. Radhakrishnan, Joint Director, RDTE

Kothamangalam
 Sri. Shadagopan Gopalan, BHEL, HR Dept Retd)
 Sri. Haridas Mani, Principal, GPC, Perinthalmanna
 Sri. K P Rajeevan, Principal, WPC, Kozhikode
 Sri. Jayaprakash A., Asst. Prof. of English, WPC, Thrissur
 Smt. Lakshmi S., Assistant Professor of English,

Maharaja’s College, Ernakulam
 Sri Madhu V., Assistant Professor of English, St. Peter’s

College, Kolenchery
 Smt. A S Chandrakanta, Deputy Director, C D Centre,

Kalamassery.
Edited by:
 Smt. Lakshmi S., Assistant Professor of English, Maharaja’s

College, Ernakulam
 Sri. Jayaprakash A., Assistant Professor of English,
 Sri Madhu V., Assistant Professor of English, St. Peter’s

College, Kolenchery
 Smt. A S Chandrakanta, Deputy Director, C D Centre,
Kalamassery.
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CONTENTS
Sl.
Topic Page No.
No.
1 Preface 9
2 Acknowledgment 13
3 Introduction 15
4 UNIT I – Self Awareness & Empathy 19
5 UNIT II – Critical Thinking & Creative Thinking 53
6 UNIT III – Decision Making & Problem Solving 81
7 UNIT IV – Effective Communication 101
8 UNIT V – Interpersonal Relations 133
9 UNIT VI – Coping with Stress & Coping with Emotions 151
10 Reference & Abbreviations 161
11 Evaluation Methodology 163
12 Appendix I - Time Management 165
13 Appendix II - Learning 172
14 Appendix III - Note on Terms 186
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PREFACE
T
he swift inclusion of a course on Life Skills in the Polytechnic curriculum during the
2010 syllabus revision necessitates an explanation- what are life skills? What is the
relevance of this course at the Polytechnic level? Why these skills were unheard of
or ignored so far and why now?
The last two decades have witnessed an unprecedented growth in the number of technical
institutions. The post Y2K-era has also brought about increased variety of skilled jobs in
the technical sector. However potential employers frequently announce in vehement
tones that students, particularly from Kerala, despite possessing degrees and diplomas are
unemployable. The main impediments often cited are lack of communication skills,
inability to mix comfortably with peers in a group and a general lack of positive attitude.
While education within a polytechnic college over a 3 year period is expected to bring
about a transformation of a raw student to an all round technician with necessary
communication and interpersonal skills, the expected metamorphosis just does not
happen. An earlier attempt to this end did not bear the intended fruits-in the 2006
revision a 3 hour slot/week was provided during the second year for soft skills
development under the title “Information Search Analysis and Presentation Skills
Development”(ISAP). This course was intended to supplement the theory classes with the
objectives of providing opportunity to acquire skills in learning to learn new developments
– by gathering, preparation and effective presentation of information. However this
attempt did not meet the expected objectives.
The futility of the ISAP exercise forced a serious inquiry into the situation to identify the
possible causes. There are several socio-political factors contributing to the existing
scenario which staunchly opposes changes – changes which are mandated in an ever
changing world. Some of these are – absence of a vibrant campus ambience due to certain
undesirable external interventions, inappropriate Teaching-Learning environment,
inadequate usage of English as the instruction medium, insufficient contact classes
consequent to ill-timed semesterization…. In short academics has been slowly losing its
sheen. The gradual decline in academic standards in our technical institutions is a fact.
From the viewpoint of the students too, things have changed. In the fast paced world of
today crammed with high speed info pumped through all popular media and handheld
gadgets, an average student (the majority) is left bewildered. Proper assimilation of
knowledge does not happen since mobile phone culture deprives him of the serenity and
depth required for concept comprehension; nor does cognizance and imbibing of human
values such as empathy and sharing, since media does not glorify genuine personalities
possessing these values. The icons in the glitter and sports world exemplify wealth and not
ethics and values. Application of mind gets stereotyped thereby leaving no room for
critical and creative thinking. Resultantly, there is a clear absence of values and principles
which should have been the centre stage characteristics in an educational campus.
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Campuses are miniature versions of the social set up, which is characterized by several
social maladies. The rapid pace of life has resulted in trust deficits in the community
leading to improper decision making and short-cut implementations. Communications,
both verbal and non-verbal have gone skewed due to absence of role models as well as
lack of proper guidance and leadership. Hurried lifestyle leaves no time for building
proper interpersonal relationship, at home or at office. The current generation is adept in
establishing remote interpersonal relationships through facebook and the like, while being
unable to have warm and compassionate outlook towards family members and
classmates. The clock (symbolizing speed) has become the guiding force leaving behind
the compass (symbolizing proper direction) as an unnecessary and forgotten aid.
The polytechnic curriculum so far emphasized technical skills alone. It is felt that the
purely technical syllabus followed hitherto was weaving a restrictive cocoon that
prevented the student from gaining an access to the calls and challenges of life outside. It
is perceived that in the present age of profiteering and competition, youngsters on the
threshold of life and career must be made alert to the impact they could make on the
society. If the impact is to be positive, productive, creative and value-based, they will have
to understand themselves better and learn to approach the world differently. This
incorporation seeks to impart that much-needed human touch to the learning process
which would equip the students with real skills to lead life, in addition to technical skills,
and enable them accomplish the perceived goal of holistic development.
All these have paved the way for introduction of a new course. The course titled “Life
Skills” is not meant to provide an icing of “soft skills” to polish the student to face
interviews, but rather create core level changes which will bring about a comprehensive
holistic transformation, of which the so called soft skills would be a certain by product. By
Life Skills, we mean the generic life skills comprising of ten core skills. Based on their
objectives, these can be sub grouped into Mother Skills (self awareness, empathy),
Thinking Skills (Critical thinking, Creative thinking) negotiating skills (Decision Making,
Problem Solving) Survival Skills (Inter personal relations, Effective Communication) and
Coping Skills (Coping with Stress and Emotions). Each of these are elaborate in terms of
concepts, models, experiential activities, questionnaires and simulation games. The
intention is to instill human values and positive attitude in the campus, to enhance
academic ambience, promote healthy interpersonal relationships among students and
staff, to imbibe effective communication skills for increasing the employability levels of
our students so as to create sustained new generation of students having technical
competence, ethical & empathetic outlook and excellent communication skills. The course
would also rejuvenate the teaching faculty since the process of understanding and
imparting life skills in a semester long course cannot be carried out without themselves
perfecting these skills at much more refined levels.
I was privileged to chair the committee of members who strived to chart out a clear and
meticulous plan to arrive at a course which would meet all our objectives. It was a
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pleasure to work with Sri G. Shadagopan, Executive in HR Dept., BHEL Chennai & Faculty in
HR&OD, Bharatidasan Institute of Management, Trichy, Sri Haridas Mani, Principal, Govt.
Polytechnic College, Perinthalmanna, Sri Rajeevan, Principal, Womens Polytechnic,
Kozhikode, Sri Jayaprakash A., Assistant Professor of English, Womens Polytechnic College,
Trichur, Smt Lakshmi S., Assistant Professor of English, Maharaja’s College, Ernakulam, Sri
Madhu V., Assistant Professor of English, St. Peter’s College, Kolenchery. Special thanks to
Sri Shadagopan for providing an elegant and systematic framework, to which others could
contribute with ease. The Committee expresses its heartfelt gratitude to Sri Sivaraman,
Joint Director, Sri Francis, Project Officer and all the rest at CDC for extending full support
and providing the right ambience. Special credit goes to Smt. Chandrakantha, Deputy
Director, Curriculum Development Centre (CDC) for her individual contributions as well as
in leading the editorial team. The six “train-the-trainers” programmes organized
effectively by the CDC for the Polytechnic teachers were rated highly by the participants. I
sincerely hope that the material provided in this book - primarily for the instructors -
would inspire them in assimilating more models, exercises and demonstrations in each of
the life skills introduced to enthusiastically sow the concepts of these skills into the young
minds in our polytechnic campuses. The methodology for internal and external evaluation
of the students Is detailed at the end.
If this course serves to bring about a radical change in the academic environments
capable of producing employable technicians, responsible citizens and cheerful individuals,
we would gratefully consider our attempts bearing fruits.
This Trainers module is not exhaustive in any respects, and is intended to serve only as a
broad guideline to the vast and ever-evolving arena of Life Skills Training. The references
at the end of each chapter will throw more light into the respective topics. Resource
personnel are hence directed to delve in detail into these areas and put in active efforts to
make the subject as comprehensive and effective as possible for the emerging technology
students.
Creative criticism and feedback are welcome, and is an integral part of the philosophy
behind work culture of the CDC. We request you to go through the book and share your
valuable experiences and suggestions with us.
Dr. S. Radhakrishnan
Joint Director,
RDTE, Kothamangalam, Kerala.
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ACKNOWLEDGMENT
I
would like to express my profound gratitude and appreciation to Dr. S.Radhakrishnan,
Joint Director, Regional Directorate of Technical Education for not just heading the
syllabus committee for Life Skills but also taking keen interest both in the preparation of
Trainers module and the actual training of the faculty. His inspiring and deeply motivating
presentations which reflected his deep concern for the future of Technician education and
and the quality of passouts were the high point of the training.
A special word of appreciation to the syllabus committee for providing the frame work
around which the syllabus was built. We are deeply indebted to our special invitee, Sri G.
Shadagopan, an expert in the area in his own right, whose overwhelming response,
qualified advice and valuable inputs have decisively informed and influenced this book.
Dr. Anil Kumar, Professor, Medical College, Trivandrum, Dr. Arun B Nair, Assistant
Professor, Medical College, Alapuzha, Mr. Ashick K P, Faculty, IMG, Dr. Jayasree
Krishnankutty, Associate Professor, KAU, Dr. Mary Matilda, Principal, KKTM, Kodungallur,
have contributed immensely to this venture both by way of facilitating the training
sessions as well as and in the preparation of the Trainer’s Module.
Sincere thanks are also due to all those writers especially from whose authentic work was
drawn the actual material of this Trainers manual the purpose of which is purely academic.
V Sivaraman
Joint Director
C D Centre
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INTRODUCTION
A select committee under the able guidance of Dr. S. Radhakrishnan, Joint Director,
Technical Education, was entrusted with the task of developing a Syllabus on Life Skills for
the students undergoing the Diploma Programme of the various Polytechnic Colleges in
Kerala.
The Committee felt that the purely technical syllabus grossly inadequate in equipping with
the students to face the realities of an ever changing world. It was this inadequacy in our
students that was highlighted by the potential employees with an unemployable stamp.
For our students to undergo a transformation from a raw student to an employable and
positive individual, they will have to understand themselves better and learn to approach
the world differently. Incorporating this view in the curriculum would impart that much
needed human touch to the learning process and would equip the students with life skills,
in addition to mechanical skills, enabling them to accomplish the perceived goal of all
round transformation.
What are Life Skills? Where is the relevance of mastering them? How do we acquire them?
‘Life Skills’, indeed, has no single definition. It may simply be understood as the skills
needed to manage life. The UNICEF maintains that there is no definitive list of life skills,
but enumerates many psychosocial and interpersonal skills generally considered
important. Life Skills are human skills acquired through direct experiences or teaching that
enable an individual to handle questions and problems commonly encountered in daily
human life. As we know, life is compounded of myriad elements, career being one of
them. Life Skills may be explained as the skills one needs to successfully manage these
fragmented elements and integrate them into the larger fabric of personal and social life–
to manage the parts and the whole alike. They are the tools which help a person to gain
better control over his life and therefore make him happier and more productive.
Needless to say, every responsible and responsive student must imbibe these skills,
irrespective of the discipline he chooses to pursue in academics. Man being a social being,
it is imperative that he must strive to understand his individual self and define it in relation
to other individuals. This is what this module purports to achieve.
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Subsequent to the perusal of the Life Skills Programmes developed by various agencies,
the suggestions and recommendations of the WHO were found to be ideal, based on
which the following combinations were arrived at:
1. Self Awareness and 2. Empathy (10 hours)
3. Logical Thinking and 4. Creative Thinking (6 hours)
5. Decision Making and 6. Problem Solving (10 hours)
7. Effective Communication (10 hours)
8. Interpersonal Relations (12 hours)
9. Coping with Stress and 10. Coping with Emotions (6 hours)
Total 54 hours
As the learning and activities required here involve a transition from the world of
academics and theory to a world of application and skills, the modules have been framed
with focus on interaction. The subject matter includes the three aspects constituting the
intellectual, emotional and social growth and their corresponding interfaces.
Stated differently, the learning is aimed at personal and inter-personal effectiveness and a
frame work that transcends the ‘I’ or ‘You’ to the ‘Us and We’. In this context, the focus is
on competence or ability, seen to be a composite of knowledge and skills, theory and
practice.
The transition from self awareness to empathy involves effective communication leading
to higher levels of effectiveness at the personal and interpersonal levels. Thinking and
problem-solving skills are the means of learning. Stress and emotions are references to
variables that are currently beyond the ambit of individual capacities and are to be
brought within the framework of human competence. Taken together, these involve
growth in terms of the intellectual, emotional and the social.
The modules begin with focus on self and self awareness, more appropriately, on
understanding the self. This understanding refers as much to the intellectual as to the
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emotional. On the one hand it is the starting point for emotional growth at the level of the
individual .On the other, it is the basis for healthy and satisfactory relationships between
two or many (group) people. The technology (theory and practice) available to us to
sustain and build awareness / understanding at the personal and interpersonal levels are
(1) the Johari window and (2) Transactional Analysis, and both will be in use.
There is another self, You, or the other, beyond the self that constitutes the I.
Understanding the self refers to both I and You. The other constitutes a mirror wherein we
are able to view our self. This process is mutual. Such an understanding of another self is
what we mean by the term ‘Empathy’. If self awareness refers to understanding the self,
empathy refers to understanding the other. These constitute two of the five elements of
emotional intelligence as described by DANIEL GOLEMAN. Effective communication is the
key to building such an understanding.
Thinking is an ego function and a basic human capability. It is the faculty that enables us to
relate better to the world around us including specifically the people and life therein. This
capacity to think has been differentiated broadly into two categories variously described
as Logical and Emotional, Convergent and Divergent, Judgemental and Creative, and so on.
More colloquially it has been labelled Left Brain and Right Brain thinking. Both aspects of
thinking are relevant and need to be developed. Developing thinking involves the capacity
to solve problems. The capacity to live and to solve problems involves an additional
capacity that we refer to as learning. Learning and problem-solving are intrinsically inter-
connected. Thinking is the underlying basis for both learning and problem-solving. The
faculty of thinking is thus a major human capacity that needs to be consciously developed.
In such a context the need to cope with stress and emotions arises, often as the
consequence of an inadequacy or imbalance in the capacity to handle situational variables.
Circumventing these inadequacies or effecting a better balance between ‘what is’ and
‘what should be’ is another route to growth facilitated by the skills in understanding,
thinking, problem-solving and so on. These situational variables provide us the
opportunity to learn and grow.
Time management is an essential skill for everybody. Absence of which is known to cause
stress. Therefore Time management and related exercises are included in Appendix I
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Learning is acquiring new or modifying existing knowledge, behaviors, skills, values, or
preferences and may involve synthesizing different types of information and therefore learning
cycle and a Learning Inventory to help identify your Learning style has been included in Appendix II
A note on important terms is included in Appendix III
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UNIT I
SELF AWARENESS AND EMPATHY
LIFE SKILL CONTENT HRS REFERENCE METHODOLOGY
SELF 1.1 Introduction to Self 1 CM CC, D

AWARENESS Awareness + Emotional
AND EMPATHY Growth +Self – The
Concept
1.2 Johari Window 1 CM CC, S, Q

(10 Hours)
1.3 Giving & Receiving 1 CM CC, S, Q
Feedback
1.4 Competition and Co- 2 CM CC, SG

ordination
1.5 Emotional Intelligence 1 CM, B1, B2 Q, CC, S
1.6 The Emotional 1 CM CC, D, Q

Competence Frame
Work and its

components
1.7 Empathy 1 CM CC, D
1.8 Emotional Intelligence 1 CM CC, D, Q

– Self Evaluation
Review of Concepts and Learning Application discussions I Hour (Total 10 Hrs)
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1.1 INTRODUCTION TO SELF AWARENESS
Self Awareness is having a clear perception of your personality, including strengths,

weaknesses, thoughts, beliefs, motivation, and emotions. Self awareness is the first step
in creating what you want and mastering yourself. Having self awareness allows you to
see where your thoughts and emotions are taking you. It also allows you to see how you
manage your emotions, behavior, thoughts and feeling so that you can make the changes
you want in the direction of your life.
Self Awareness allows you to understand other people, how they perceive you, your
attitude and your responses to them in the moment. As you develop self awareness you
are able to make changes in the thoughts and interpretations you make in your mind.
Changing the interpretations in your mind allows you to change your emotions.
EMOTIONAL GROWTH
HUMAN DEVELOPMENT and GROWTH can be understood from six interrelated

perspectives. These perspectives cover (1) Physical, (2) Biological, (3) Sexual, (4)
Intellectual, (5) Emotional and (6) Spiritual. The last three are aspects of the mind or the
psyche. Although all the six are interrelated, the focus of our attention here is on the
Emotional. We go beyond just ‘knowing’ to ‘understanding’.
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Emotional Growth-A Paradigm
Understanding
Tolerance 1
(a neutral word)
Acceptance 2
(a positive term)
Respect
Love
1
J Krishnamurti - “To understand something requires much insight, a great sense, not of tolerance-
-tolerance is merely an invention of the mind to justify its activities or other people’s activities –
but of understanding, a great width and depth of mind…we have to understand everything, not
condemn, not justify.”- Talks with Students, Joy, P. 116-117
The Dalai Lama, - on true tolerance: “True tolerance is a stand or a response an individual adopts in
relation to a particular incident, or towards another person or event, when the individual has the
ability to act in a contrary manner. As a result of one’s considerations, taking into account many
factors and so on, the individual decides against taking negative action, and this is true tolerance.
This is quite different from a situation in which an individual has no capacity whatsoever to take
such a strong counter-measure.... The difference between the two is in fact quite clearly pointed
out in one of the Buddhist texts known as Compendium of Deeds by the Indian master
Shantideva.”-The Power of Compassion, p. 142.
2 “The curious paradox is that when I accept my Self just as I am, then I can change”- Carl Rogers
“The most terrifying thing is to accept oneself completely”- Carl Gustav Jung
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‘Without consciousness there would, practically speaking,
be no world, for the world exists as such only in so far
as it is consciously reflected and considered by a psyche.
Consciousness is a precondition of being.”
- Carl Gustav Jung
Self3 - The Concept
People’s attempts to understand themselves are their Self Concepts. The concept of the
‘Self’ remains one of the most fruitful formulations in the field of Personality. The Self is
seen as that portion of the individual’s experienced world with which he identifies himself
and which he perceives to be within his control.
‘Self or Self Concept’, Carl Rogers observed, is an “organised, consistent conceptual gestalt
composed of perceptions of the characteristics of the ‘I’ or ‘Me’ and the perceptions of the
relationships of the ‘I’ or ‘Me’ to others and to various aspects of life together with the
values attached to these perceptions.”4
The average individual is not particularly well acquainted with himself. But by
remaining quite faithful to his not-so-accurate image of himself, he acquires some
consistency. As the individual matures, his reactions become organised into a more
3
“Identity, in its vaguest sense suggests much of what has been called the SELF by a variety of workers – be
it in the form of a Self Concept, a Self System or that of fluctuating Self experiences.” Erik Erikson, Identity,
Youth & Crisis, P. 208/9
Also about Eric Erikson on Identity: The idea of Identity is simply an extension of the notion of ego, or Self.
Freud wrote extensively about the ego, and philosophers had used the concept of Self for centuries
beforehand. What Erikson did was to focus on a particular aspect of the Self, or ego: the internal sense of
sameness and continuity that we all have, and that we all take for granted most of the time. I feel that the
experiences shown on the screen of my mind belong to me. James R. Scrogg, Key Ideas in Personality, P. 96.
4
C.R Rogers 1959, A theory of therapy, personality & interpersonal relationships as developed in the client
centered framework, P. 200 (as indicated in Fred Luthans, page 123)
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stable pattern which we call ‘Self Concept’. A concept of Self, that is, the ‘Self
Concept’, gives an individual a sense of ‘meaningfulness’ and ‘consistency’. This Self
Concept has a direct effect on our behaviours.
My idea of My-self is my Self Concept; this consists of ‘I’ and a ‘Me’. The ‘I’ and ‘Me’ are
components or parts of the Self Concept and are not independent of it. The vital
distinction between ‘I’ and ‘Me’ is significant and is to be carefully noted.
I (refers to) The Personal Self:
Self = ‘I’ + ‘Me’
 The Self that one believes oneself to be and strives to be.
 It consists of the individual’s psychological processes (perception, learning,

motivation) which, in combination, result in a unique whole.
Me (refers to) The Social Self:
The ‘Me’ is the way the person appears to others and the way the person thinks he / she
appears to others.
When I know what other people expect, I can try to integrate myself with the (social)
situation by being a ‘normal’ person in that situation as this is defined by the others. This
part of me is the part I want to and find myself willing to set forth in my behaviour or
what, because it is my habitual way, I want to be. The role that I play is therefore a
reflection of my Inner Self. It is also a mirror image of what I believe others expect from
me.5
Self Awareness is the awareness about ones self.
5
Based on and Adapted from material in Fred Luthans, Organizational Behavior, Fourth Edition, P. 123/124
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1.2 THE JOHARI WINDOW
– A Graphic Model of Openness in Relations
What is it to be an open person or to be in an open relationship? The Johari Window6 furnishes us

with a graphic method of looking at personal and interpersonal openness that can enable us to
build on any kind of relationship. Here the Window represents the Self, the Total Personality that
we are. The Johari Window, named after the first names of its inventors, Joseph Luft and
Harrington Ingham, is one of the most useful models describing the process of human interaction.
A model for self-awareness, personal development, group development and understanding
relationship.
A four paned "window," as illustrated above, divides personal awareness into four different types,
as represented by its four quadrants: open, hidden, blind, and unknown. The lines dividing the four
panes are like window shades, which can move as an interaction progresses. The box that
represents the self contains in it all that we are.
Self
Known Unknown
Open
Known (Shared) Blind
→
Other(s)
Hidden Dark
Unknown
Fig. 3.2 – The Johari Window
6
Luft and Ingham, 1955
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THE OPEN AREA (Quadrant I): This area of free activity, sometimes also called the ‘Arena’, or, at
other times, the ‘Public Area’, is the area that is shared. The ‘open area’ extends over that part of
the Self-- our thoughts, feelings, behaviours and other aspects that we are able, and willing, to
share freely with others. At the beginning of a new relationship, this area tends to be small. What
we tend to share with a new acquaintance or in a new relationship is largely governed by social
customs7 and convention and limited to things that are public knowledge anyway. As we get to
know, understand and trust one another, we are able to share more of ourselves. As a result, the
‘open area’ tends to grow larger and increase in size.
THE HIDDEN AREA (Quadrant 2): The 'hidden' or avoided area consists of aspects of our self that
we have not yet revealed to others. Self-disclosure, which means sharing aspects pertaining to our
selves, reduces the size of the hidden area and correspondingly the open area becomes larger. We
find it less necessary to hide, ignore or deny things we know and feel. In an atmosphere of
growing mutual understanding there is less of a need or desire to hide or withhold pertinent
thoughts or feelings about ourselves.
THE BLIND AREA (Quadrant 3): This area includes behaviour and aspects of our Self that we are not
aware of, but others are. We can increase our awareness about our self in the blind area and its
contents through feedback obtained from others. It takes longer for this area to reduce in size
usually because there are sufficient psychological reasons to enable us remain blind to things that
we feel or do. These reasons generate defences, or ego defence mechanisms as they are called, to
create blocks to openness.
THE DARK AREA (Quadrant 4): Also referred to as the ‘Unknown Area’, this area consists of parts of
the Self of which we once knew but have now forgotten. There are also areas which we have not
yet uncovered. This yet-to-be-uncovered area includes most of our potentials and weaknesses and
the undeveloped functions.8 Yet we can assume their existence because some of these become
7
“The persona is a complicated system of relations between individual consciousness and society, fittingly
enough a kind of mask, designed on the one hand to make a definite impression upon others, and, on the
other, to conceal the true nature of the individual. That the later function is superfluous could be maintained
only by one who is so identified with his persona that he no longer knows himself: and that the former is
unnecessary could only occur to one who is quite unconscious of true nature of his fellows. Society expects,
and indeed must expect, every individual to play the part assigned to him as perfectly as possible.” P. 94,
Carl Jung, The Essential Jung – Selected Writings by Anthony Storr.
8
Carl Jung refers to this part of each one of us as the ‘Shadow’. “By shadow I mean the ‘negative’ side of the
personality, the sum of all those unpleasant qualities we like to hide, together with the insufficiently
developed functions and the contents of the personal unconscious. [CW 7, Par. 103n] The shadow is one
example of an ‘unconscious personality’ which possesses a certain measure of autonomy.” – Ibid., P. – 87.
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known eventually and it is then realised that these unknown factors or motives and undercurrents
had been affecting and influencing us and our relationships all along. At any rate this area is
undoubtedly far larger and more influential in relationships than we would like to admit.
1.3 GIVING AND RECEIVING FEEDBACK
1. Make all the participants sit in a circle.

2. Ask each participant to write: a) what he/she likes b) what he/she does not like
about every other person in the group. ( consider only behaviour not looks, color,
height etc)
3. Give sufficient time to complete the list.
4. Ask each participant to take turns in sitting in the centre of the circle.
5. When one participant sits in the center let the rest of the group read out what
he/she has written about the person in the centre.
6. Repeat the process for the entire group.
7. Interpret with respect to the Emotional competence framework
8. If self awareness is not there then 2,3,4, & 5 will be less or not there.
“Enlightenment is not imagining figures of light but making the darkness conscious.”
“Knowing your own darkness is the best method for dealing with the darknesses of other people.”- Carl
Gustav Jung
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1.4 COMPETITION AND CO-OPERATION
* Win As Much As You Can-- ( A Simulation of Life!)
Goal: To explore and experience the dynamics of co-operation and competition
Point Structure in this simulation game
Combination Points for each

X Y
XXXX 4X +1 *
XXXV 3X Y -1 +3
XXYY 2X 2Y -2 +2
XYYY X 3Y -3 +1
YYYY 4Y * -1
Scoring Table
Round Choice of Combination Points scored / won
Number Your cluster Of Choices Won
Cl C2 C3 C4
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Total (1-10)
 Discuss within your cluster (only) your strategy for winning.
 Before each round time will be given to decide on your choice-- 'x' or 'y'.
 All discussions will be only within the cluster unless specifically provided otherwise.
 The point structures given apply in general. Some rounds, announced beforehand, will
be special rounds with bonus points
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How to play?
1. Divide the participants into 4 clusters (C1, C2,..........) with number of participants in each
cluster as per availability. (5 per cluster is optimal). The rest can be observers.
2. Play 10 rounds. In each round Instruction to be given is:
a) Win as much as you can
b) Make a strategy (5 min)
c) Divide the sheet of paper given to you into 10 pieces
d) As per the strategy made mark X or Y on each bit of paper
e) After the round, evaluate according to table. ( Ask only “ Did you understand? )
f) Before each round time should be given to decide on strategy.
g) All discussions should be confined to cluster unless specified otherwise.
h) After say 3 rounds permit discussion between clusters, with one representative
from each cluster. (Let the representatives go outside the room to discuss come
back and continue with the next round.)
i) One or two rounds ( of the total 10 rounds ) may be declared as bonus rounds. In
the bonus round each point won is doubled, and the other is tripled.
j) After 7 rounds the entire participants may be permitted to discuss together.
k) After the 10 rounds, Discuss:
 What do you understand by the term “Winning”
 Example: your cluster has scored ‘-10’. Did you win?
 Winning does not mean the other one has to lose.
 From ‘cluster’ take them to the concept of ‘Group’.
 For winning not just ‘power’ but also ‘understanding has to be there.
 From understanding to tolerance to emotional growth it is a continuum.
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CO-OPERATION & /OR COMPETITION
Organizations are created on a fundamental economic principal that when two people
come together they produce more together that what they produce individually. It follows
then that no useful purpose is served in creating organizations if production/productivity
of the organization is the sum total of individual productivity. The problem however
remains that organizations are structured in certain ways that also create limiting factors.
While the goals are divided (division of labour) on a pre formulated basis and necessary
action taken to ensure accomplishment of these goals (manage), the organizing aspect
leaves much to be desired.
Given common goals and power (the organizing principle). In other words
interdependence, there are tow ways of winning. Both are possible, given the twin criteria
of common goal and high-power. The strategies involved are “co-operation and
completion” It is therefore interesting to examine why there is a normal though not
necessarily natural tendency to move towards competition and conflict rather than
towards co-operation and collaboration
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Common goals + Power (high)
Interdependence
Strategy Co-operation Competition

Goal Profit/Gain maximizing Risk/loss minimizing
Requirement Power (high) & trust/ Power (high) &
Understanding (high) trust/Understanding (low or
insufficient)
Win defined as… Gaining as much as possible Scoring more than
Situations < > Non Zero Sum Zero Sum
Anticipated result
Basic assumption Goal sharable Goal not sharable
Position taken Win-Win Win-Lose> Lose-Lose
Power
Shared Goals
Trust/Understanding Risk Taking
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DYNAMICS OF COOPERATION
Collaboration as a function of perceived POWER and mutual Trust
Pereceived power
Only 1 Only other Indifference Neither Both
Trust Low Coercion/exploitatio Submission/Compli- Mutual sympathy Competition
n ance
High Nurturance Dependence Co-operation
FUNCTIONS OF COLLABORATION AND COMPETITION
Collaboration develops Competition develops

Mutuality Sense of Identity
Pro-social behavior Sense of Responsibility
Group Norms Excellence
Facilitating Climate Internal Standards
Emotional integration Individual Creativity
Synergy & Collective Action Individual Autonomy
BASES OF COLLABORATION
1. Collaborative Motivation 2. Group Norms 3. Higher pay for collaboration 4.

Super-ordinate Goals 5. Perceived Power 6. Mutual Trust 7. Communication
8. Fate-accompli 9. Risk taking
1.5 EMOTIONAL INTELLIGENCE
“Emotional Intelligence refers to the capacity for recognising our own feelings and those
of others, for motivating ourselves, and for managing emotions well in ourselves and in
our relationships”. – Goleman D, Working with Emotional Intelligence.
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Emotional Intelligence is the ability to understand the needs and feelings of others and
oneself, managing one's own feelings and responding to others appropriately. It is the
ability to monitor one's own feelings and that of others, to discriminate among them and
use this information to guide one's thinking and action. Intelligence contributes to success
only in 20% situations. Rest 80% of success in life is contributed by emotional intelligence.
EMOTIONAL COMPETENCY
Tackling emotional upsets, building self esteem, controlling egoism and inferiority
complexes
EMOTIONAL MATURITY
Self awareness, developing others, delaying gratification, adaptibility, flexibility
EMOTIONAL SENSITIVITY
Understanding threshold of emotional stimulus, improving ipr, empathy,

communicability of emotions
EMOTIONAL LITERACY
Knowing various emotions-anger, love. sadness, happiness, frustrations-the

causes of emotions-the way in which specific situations trigger emotions
PROMOTING EMOTIONAL INTELLIGENCE
1. Mindfulness
2. Recognizing and naming emotions
3. Understanding the causes of feelings
4. Differentiating between emotions and need to take action
5. Prevent depression through learnt optimism
6. Manage anger-learnt behaviour/distraction
7. Listen for lessons of feelings
8. Using gut feelings in decision making
9. Developing listening skills
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1.6 THE EMOTIONAL COMPETENCE FRAME WORK & ITS COMPONENTS
A Personal Competence
It is useful to look at Goleman’s 5 major competencies for Emotional Intelligence. These

competencies determine how we manage ourselves.
1. Self-Awareness
Knowing one’s internal states, preferences, resources, and intuitions
 Emotional Awareness: Recognising one’s emotions and their effects
 Accurate Self-assessment: Knowing one’s strengths and limits.
 Self-confidence: A strong sense of one’s self-worth and capabilities.
2. Self-Regulation
Managing one’s internal states, impulses and resources
 Self-control: Keeping disruptive emotions and impulses in check
 Trustworthiness: Maintaining standards of honesty and integrity
 Conscientiousness: Taking responsibility for personal performance
 Adaptability: Flexibility in handling change
 Innovation: Being comfortable with novel ideas, approaches and new

information
3. Motivation
Emotional tendencies that guide or facilitate reaching goals
 Achievement Drive: Striving to improve or meet a standard of excellence
 Commitment: Aligning with the goals of the group or organisation
 Initiative: Readiness to act on opportunities
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 Optimism: Persistence in pursuing goals despite obstacles and setbacks.
B Social Competence
These competencies determine how we handle relationships.
4. Empathy
Empathy is the “Awareness of others’ feelings, needs and concerns”.
It is about:
 Understanding others: Sensing others’ feelings and perspectives and taking an

active interest in their concerns
 Developing others: Sensing others’ development needs and bolstering their

abilities
 Service Orientation: Anticipating, recognising and meeting customers’ needs
 Leveraging diversity: Cultivating opportunities through different kinds of people
 Political Awareness: Reading a group’s emotional currents and power relationships
5. Social Skills
Adeptness at inducing desirable responses in others
 Influence: Wielding effective tactics for persuasion
 Communication: Listening openly and sending convincing messages
 Conflict Management: Negotiating and resolving disagreements
 Leadership: Inspiring and guiding individuals and groups
 Change Catalyst: Initiating or managing change
 Building bonds: Nurturing instrumental relationships
 Collaboration and Co-operation: Working with others towards shared goals
 Team capabilities: Creating group synergy in pursuing collective goals
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1.7 EMPATHY
It is the state of imagining oneself in the place of another person, experiencing his
emotions as such, and reacting accordingly. A deep appreciation for another's situation
and point of view. Empathy can be likened to standing in someone else’s shoes,
understanding the feelings and values of another person’s perspective at any given
moment. It begins with an internal choice to see from a different point of view, to
understand another side of a story. It is to emotionally put yourself in the place of
another. The ability to empathize is directly dependent on your ability to feel your own
feelings and identify them. If you have never felt a certain feeling, it will be hard for you to
understand how another person is feeling. This holds equally true for pleasure and pain. If,
for example, you have never put your hand in a flame, you will not know the pain of fire.
“If your emotional abilities aren't in hand, if you don't have self-awareness, if you are
not able to manage your distressing emotions, if you can't have empathy and have
effective relationships, then no matter how smart you are, you are not going to get very
far.”
- Daniel Goleman
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1.8 EMOTIONAL INTELLIGENCE – SELF EVALUATION
Rating. In the space provided next to each of the following statements, please write the number
which best describes your agreement with the item using the scale immediately below.
1=Disagree Very Much 3=Disagree Slightly 5=Agree Moderately
2=Disagree Moderately 4=Agree Slightly 6=Agree Very Much
1. I use both negative and positive emotions as a source of wisdom about how to navigate my
life.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
2. Negative feelings help me to address what I need to change in my life.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
3. I am calm under pressure.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
4. I have the ability to monitor my feelings from moment to moment.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
5. When challenged, I am good at getting calm and focused to flow with life’s demands.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
6. When challenged, I am able to summon a wide range of positive emotions such as fun,
joy, fighting spirit and humour.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
7. I am in charge of how I feel.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
8. After something has upset me, I find it easy to regain my composure.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
9. I am effective at listening to other people’s problems.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____

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10. I do not recycle and dwell on negative emotions.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
11. I am sensitive to the emotional needs of others.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
12. I have a calming influence on other people.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
13. I am able to motivate myself to try and try again in the face of setbacks.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
14. I try to be creative with life’s challenges.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
15. I respond appropriately to other people’s moods, motivations and desires.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
16. I can easily enter into a ‘zone’ state, or a state characterised by calmness, alertness
and focus.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
17. When the time is right, I face my negative feelings and work through what the
issue is.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
18. I am capable of soothing myself after an upsetting event.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
19. Knowing my true feelings is crucial to my well-being.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
20. I am good at understanding the emotions of other people, even when the
emotions are not directly expressed.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
21. I am adept at reading people’s feelings from their facial expressions.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
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22. I can easily set negative feelings aside when called upon to perform.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
23. I am aware of subtle social signals that indicate what others need.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
24. People view me as an effective coach for others’ emotions.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
25. People who are aware of their true feelings are better pilots of their lives.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
26. I am often able to improve the moods of others.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
27. I am a good person to come to for advice about handling relationships.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
28. I am strongly attuned to others’ feelings.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
29. I help others use their motivations to achieve their personal goals.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
30. I can easily shake off negative feelings.
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____
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SCORING
ITEM TOTAL
1+2+4+17+19+25
3+7+8+10+18+30
5+6+13+14+16+22
9+11+20+21+23+28
12+15+24+26+27+29
INTERPRETATION
STRONG AVERAGE WEAK
EMOTIONAL AWARENESS 31+ 26-30 25-
MANAGING ONE’S EMOTIONS 32+ 27-31 25-
SELF MOTIVATION 31+ 27-30 25-
EMPATHY 31+ 26-30 25-
COACHING 30+ 25-29 25-
OTHER’S EMOTIONS
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ACTIVITIES
I. Emotional Literacy Concept
Questionnaire
Please answer these questions as honestly as possible. The point is not to look good, but to find
out for yourself where you stand in terms of emotional awareness. If you can’t decide whether
your answer is Yes or No, then answer Not Sure.
A. I have noticed that sometimes, when I find myself with a person who is very emotional, I
am surprisingly calm and without feeling.
B. At times, when I am about to interact with people I don’t know well, I feel sensations like
heart palpitations, stomach cramps, a lump or dryness in the throat or a shortness of
breath, but I don’t know why this is happening.
C. Sometimes I feel flooded by emotions that disorganise and confuse me. From time to time
I am aware of having feelings of anger, from slight irritation to rage.
D. If another person is emotional, I am usually able to tell what emotion they feel, such as
fear, happiness, sadness, hope or anger.
E. I enjoy situations in which people are experiencing strong positive emotions of love, hope
and joy, like at weddings or church services.
A. Sometimes, after a difficult time with another person, I feel as if parts of my body are
numb.
B. I take one or more over-the-counter drugs to deal with headaches, stomach and digestive
symptoms, or body pains that my doctor can’t explain.
C. I know I have very strong feelings, but I am frequently unable to talk about them with
other people.
D. I am aware of having feelings of fear, from apprehension to terror.
E. Sometimes I can experience other people’s feelings in my body.
F. I am appreciated by other people because I know how to cool down emotional situations.
A. I can easily kill a small animal like a snake or chicken without feeling anything in particular.
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B. I am often jumpy and irritable, and I can’t help it.
C. I find myself lying about my feelings because I am embarrassed to speak about them.
D. I am aware of having strong feelings of love and joy.
E. I often do things for people because I sympathise with them and can’t say ‘no’ to people.
F. I am good at helping people sort out their emotions because I usually understand why they
feel them.
G. I can be around people who are suffering physical pain without getting upset about it.
A. I get sweaty palms around people I don’t know.
B. I know I have strong feelings, but most of the time I don’t know what those feelings are.
C. I am pretty good at knowing what I feel and why
D. Sometimes other people’s feelings are very clear to me and that can be a problem.
E. I can usually handle people who have strong feelings and unload them on me.
A. I am almost always a rational person and have no problems with my emotions.
B. I have been in love and suddenly, inexplicably lost that feeling completely.
C. I am sometimes overwhelmed by bad mood.
D. When I have to make an important decision, I usually know how I feel about it, whether it
is scared, excited, angry, or some other combination of emotions.
E. In a competitive situation in which I am winning or clearly superior, I feel bad for the other
person.
F. When I am in a room full of people, I can tell how the group is feeling-- excited, angry,
bored or sad.
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A. I very, very rarely cry.
B. Sometimes, when I watch a TV commercial, tears come to my eyes, and I don’t really
understand why.
C. Sometimes, when I feel bad, I can’t tell whether I am scared or angry.
D. I am a person who feels shame and guilt at times.
E. I have had the opportunity to shoot an animal like a bird or deer and was not able to do it
because I felt bad for the animal.
F. I often change the way I act toward another person because I figure it will make things
easier between us.
Now that you have answered all the questions, you can score the questionnaire. Count up the
number of ‘yes’ responses in all questions marked A. write that number (from 1-6) in the space
marked ‘A’ below. Repeat that process with B, C, D, E and F questions.
A _____
B _____
C _____
D _____
E _____
F _____
There should be a number from 1 to 6 next to each letter above. You can use these numbers to
create a bar chart and determine your emotional awareness profile.
Create a blank bar chart similar to the one below on a separate piece of paper and fill in the boxes
based on your scores. For example, if you answered ‘Yes’ to 6 D questions, fill in your D column all
the way up through the number 6 row. If you answered ‘Yes’ to 2 B questions, fill in the B column
through the number 2 row. Shade your remaining scores and when you have finished, you will
have a bar chart similar to the example below.
DIAGRAM
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6
A B C D E F
This profile is based on a scale that ranges from low to high emotional awareness. The scale was
developed to illustrate the level of emotional awareness that people experience.
THE EMOTIONAL AWARENESS SCALE
100% Interactivity
Empathy
AWARENESS
Causality
Differentiation
VERBAL BARRIER
0% Primal experience
Physical Sensation
Numbness
Numbness. People in this state are not aware of anything they call feelings or emotions. This is
true even if they are under the influence of strong emotions. Strangely, other people are usually
more aware of the numb person’s feelings than he/she is. While a person in this state may not
feel his/her own emotions, those around him/her can perceive them from cues such as facial
44
expression, blushing, and tone of voice; however, he/she is likely to report only coldness or
numbness when asked how he/she feels.
Physical Sensations. At this level of emotional awareness, the physical sensations that accompany
emotions are experienced but not the emotions themselves. In psychiatric terms, this is called
somatization.
A person might feel his/her quickened heartbeat but is not aware that he/she is afraid. v notice a
pressure in his/her chest but does not identify it as depression. He/she might experience a hot
flash, a chill, a knot in his stomach, or ringing in his/her ears, tingling sensations, even shooting
pains. He/she may feel all of these sensations of the emotion, but not be aware of the emotion
itself.
Primal Experience. In the primal stage, a person is conscious of emotions, but they are
experienced as a heightened level of disturbing energy that is not understood and cannot be put
into words. Consequently, a person in this emotional state is very vulnerable and responsive to
emotions but unable to comprehend or control them. A person in the primal experience stage is
more likely to have uncontrolled emotional outbursts and fits of impulsiveness or depression than
the person whose emotions are frozen out of awareness. The person in the primal stage will
usually be the one to fall apart first when stress bears down on a whole group.
The Verbal Barrier. Crossing this linguistic barrier requires an environment that is friendly to
emotional information. Once it has been crossed, however, a person is able to talk about his
emotions in such a way that he/she develop an increasing awareness of his feelings.
Lately, learning to speak about our emotions is becoming even more difficult because many people
spend their working days in intimate contact with machines like computers instead of people.
And people’s contact with machines does not end at work. At home people attach themselves to
their television, video games, stereo, or computer, all of which are isolating.
Casuality. As we begin to understand the exact nature of our feelings, we also begin to
understand the causes of those feelings, the event that triggered our emotional response, and why
we feel strong pride or hate, whence our fear.
To illustrate, Peter began feeling jealous the night he noticed his girlfriend Jennifer laughing at
their friend Michael’s jokes. At first he was unwilling to admit feeling jealous, even to himself,
because he prided himself on feeling confident and secure. But he/she caught himself being
irritable with Jennifer and had to admit that he/she was probably jealous.
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Empathy. As we learn the different emotions that we feel, the various intensities with which we
feel them, and the reasons for them, and as out awareness of our own emotions becomes
textured and subtle, we begin to perceive and intuit similar texture and subtlety in the emotions of
those around us.
Empathy is a form of intuition about emotions. The workings of empathy are quite amazing to the
novice, because they seem to depend on an ability that, at times, feels dangerously like
clairvoyance.
When being empathic we don’t figure out or think about, see, or hear other people’s emotions. It
has been suggested that empathy is actually a sixth sense with which we perceive emotional
energies in the same manner in which the eye perceives light. If that is the case, then empathy
takes place on an intuitive channel – separate from the other five senses – that goes directly to our
awareness. Emotional illiteracy occurs when we fail, in our formative years, to develop that sixth
sense. Usually we learn to suppress it because of the constant lying about and discounting of
feelings that are commonplace to childhood experiences. Some people are born “empaths” with
high sensitivity to emotions, and others are emotionally tone deaf. Most of us are somewhere in
the middle, and all of us can learn or relearn empathic awareness.
Empathy, like all intuition, is imprecise and of little value until we develop ways of objectively
confirming the accuracy of our perceptions.
Interactivity. Being “merely” an empathic person – en “empathy” if you will – has its
disadvantages. The empathy is keenly aware of a complex universe of emotional information not
largely perceived by others, some of it painful, perhaps even unbearably so.
Knowing how others feel does not necessarily mean we know that do about it. People’s emotional
behavior seems to call for a response but a response may not be wanted, welcome, or possible.
Being highly empathic in a largely emotionally illiterate world can literally drive a person mad. An
empathic person needs to know what to do with his awareness. Emotional interactivity requires
knowing how people will respond to each other’s emotions and when that interaction might
escalate for better or for worse.
Emotional interactivity is based on the most sophisticated level of awareness, the ability to realize
what you are feeling and what others are feeling and to anticipate how emotions will interact.
This further enables you to anticipate how two different people, given their usual emotional
proclivities will react in a given situation.
Emotions merge, fade, grow, and shrink in each other’s presence and over time.
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Interactive awareness has to do with understanding the way emotions, like chemicals, combine to
create new substances that one could not have guessed at from examining the component parts.
These combinations can be creative, inert, or explosive as in the chemist’s laboratory. The ability
to predict these reactions can come only from a great deal of accumulated experience or wisdom.
Interactivity is a much-used concept in the communication age. In that context, it refers to

intelligent interaction instead of passive acceptance. The same is true of emotional interactivity.
Interactive awareness enables us to register the emotions within and around us, and t begin to see
how they can be molded to creative ends, instead of going unnoticed and being allowed to run out
of control. We can use out emotional awareness to have easier, more positive and productive
interactions.
Interactivity empowers empaths to use their awareness to navigate powerful emotional situations
in a skillful way. Thus interactivity is the link between emotional awareness, which is the subject
of this chapter, and Emotional Literacy, the subject of this book.
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YOUR EMOTIONAL AWARENESS PROFILE
The bar chart generated with the questionnaire on pages 30-35 is not a measurement of
Emotional Literacy but an examination of awareness, which is an important aspect of Emotional
Literacy. The A questions test for emotional numbness (EN); B questions test for physical
symptoms (PS); C questions refer to chaotic primal experience (CE); D questions test for
differentiation (DF); E questions for empathy (EM); and F for interactivity (IA). The profile you
generated will help you see what kind of work you need to do to improve your Emotional Literacy.
The three most common profiles are:
Low awareness profile:
6
5
4
3
2
1
EN PS CE DF EM IA
(A) (B) (C) (D) (E) (F)
If your profile looks like this you are a person who hasn’t paid much attention to your feelings and
tends to be puzzled by the feelings of others. Most of the time you are unaware of feeling any
emotions at all; they’re not part of your normal life as for as you can tell. On the occasions that
you have a very strong emotional response, you feel anger or fear and you do everything you can
to overcome that unwelcome state. You need to work on your Emotional Literacy.
High awareness profile:
6
5
4
3
2
1
EN PS CE DF EM IA
(A) (B) (C) (D) (E) (F)
If your profile looks like this, your emotions are part of your everyday life awareness. You know
how you feel, why, and how strongly most of the time. You feel comfortable talking about
48
emotional subjects and understand other people’s emotions, but you may find that your
awareness is a problem. If you talk about your emotions you may feel like a stranger in a strange
land where no one sees what you see. You are in a very good position to develop a high level of
Emotional Literacy.
The average awareness profile:
6
5
4
3
2
1
EN PS CE DF EM IA
(A) (B) (C) (D) (E) (F)
If your profile looks like this, you are aware of your feelings but don’t always know what to do
about them. You understand some of your emotions but are puzzled by others. You are able to
emphasise at times but at times you are left cold by other people’s feelings. Most of the time
when in an emotional state your feelings are a bothersome, chaotic jumble which you try to get
away from by ignoring them. When you try to talk about them to other people the results are
mixed. Sometimes feelings are resolved, sometimes they are made worse. You are the person
most likely to profit from this book.
BEYOND AWARENESS
Awareness is an essential aspect of personal power, but, as we have seen, it is not sufficient by
itself to produce the changes that Emotional Literacy requires. As a person’s emotional awareness
expands he is able to learn the additional skills necessary to act in an increasingly emotionally
literate way. Learning awareness and literacy are the essential lessons of chapters 3 to 8.
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THE EMOTIOAL AWARENESS SCALE
Awareness is an essential part of Emotional Literacy. You can question yourself on an emotional
awareness scale and see where you stand.
The scale from lowest to highest awareness is as follows:
Numbness: You haven’t any awareness of your feelings
Physical sensations: Your emotions register physically (for instance, as headaches or dizziness) but
you still aren’t aware of the emotions themselves.
Primal experience: You’re conscious of emotions but you don’t know what they are. You can’t
discuss them or understand them.
Differentiation: By crossing the verbal barrier and talking about your feelings you learn to
differentiate among anger, love, shame, joy and hatred.
Causality: You can not only tell emotions apart, you can also see what causes them.
Empathy: You are aware of other people’s emotions.
Interactivity: You are sensitive to the ebb and flow of emotions around you and how they interact.
Knowing your emotions, being aware of them in yourself and others, is the first step in becoming
emotionally literate.
BEYOND AWARENESS
Awareness is an essential aspect of personal power. But, as we have seen, it is not sufficient by
itself to produce the changes that emotional literacy requires. As a person’s emotional awareness
expands, he is able to learn the additional skills necessary to act in an increasingly emotionally
literate way. Learning awareness and literacy are essential subsequent lessons.
Emotional awareness: Awareness of feelings as opposed to emotional intelligence, a far more

complicated skill
Emotional intelligence: Essentially the same as emotional literacy.
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Emotional literacy: A skill that involves understanding our own and other people’s emotions as
well as knowing how our emotions are best expressed for the maximum enhancement of ethical
personal power.
Emotional numbing: The complete suppression of the awareness of emotions due, usually, to
severe trauma.
Emotions: Biochemically based body states that affect our behaviour
Empathy: A person who is keenly aware of his or her emotions as well as the emotions of others.
An empath, when not emotionally literate can suffer greatly from his / her heightened awareness.
Empathy: An intuitive capacity to understand emotions
Feelings: Same as emotions.
Intuition: A human faculty with which we can sense reality without having to study it.
Love: The master emotion that causes people to play together, be together and work together.
The pleasurable feeling of cooperation.
Sympathy: The mental aspect of empathy. The kindly disposed understanding of other people’s
emotions without an accompanying emotion of one’s own.
Window of Opportunity: An optimal period, in early life, during which to learn a certain skill.
Pp 30-36 and Chapter 1, what is emotional literacy in achieving emotional literacy- Claude M
Steiner with Paul Perry.
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III. SUGGESTED ROLE PLAYS
1. Death of a friend's father
2. Attitude towards a mentally ill person
3. HIV
4. Thinking from opposite side
5. Attitude
6. Transcendence
7. Questinnaire to assess emotional behaviour
8. Handling frustrations
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UNIT II
CRITICAL THINKING & CREATIVE THINKING
CRITICAL 2.1 Understanding 1 CM, B6 CC, D

THINKING AND Thinking, Processes,
CREATIVE Types of Thinking
THINKING
2.2 Critical Thinking – 2 CM, B7 CC, D
Evolution and Concepts
(6 Hours) 2.3 Creative Thinking – 2 CM E, A

Evolution and Concepts
2.4 Creativity and lateral 2 CM E, A

thinking
2.5 Critical thinking and 1 CM CC, D

Creative thinking
connection
2.6 Conclusion 1
2.7 Activities
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Thinking is the deliberate exploration of experience for a purpose.
-‘De Bono’ in Teaching Thinking
2.1 UNDERSTANDING THINKING, PROCESS, TYPES OF THINKING
Thinking is an ego function and a basic human capability. It is a complex mental activity,
generally termed as “cognition “ by psychologists. It is the faculty that enables us to relate
better to the world around us including specifically the people and life therein. This
capacity to think has been differentiated broadly into two categories variously described
as Logical and Emotional, Convergent and Divergent, Judgemental and Creative, and so on.
More colloquially it has been labelled Left Brain and Right Brain thinking. Both aspects of
thinking are relevant and need to be developed. Developing thinking involves the capacity
to solve problems. The capacity to live and to solve problems involves an additional
capacity that we refer to as learning. Learning and problem-solving are intrinsically inter-
connected. Thinking is the underlying basis for both learning and problem-solving. The
faculty of thinking is thus a major human capacity that needs to be consciously developed.
Components of Thinking
1) Media of Thought
The media for cognition is the language. It is only through language that people can share
their cognition with others and receive stimulus or inputs from others. Language consists
of words, signs, etc. In this, words are the most used form of language. They have two
types of meaning namely denotative and Connotative (Direct meaning & grading
meaning). Words or ideas are also classified as concrete and abstract. Concrete forms are
one that has a specific and clear connotation ie the same meaning and form to all the
people. Eg. Pen, pencil, cat etc. Abstract forms are love, god, integrity, etc. Piaget’s stages
of intellectual development indicate that the child first learns concrete objects and learns
concepts that are more abstract in later years.
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2) Elements of Thought
There are mainly three elements of thought. They are Concepts, Prepositions, and images.
Concepts : Concepts are the units of objects, events or ideas in the mind that are similar to
one another in one or more respects. They help us to represent a great deal of information
about diverse objects, events or ideas. Also they help us to classify environment and
objects into categories which helps us to accelerate the process of reasoning. The process
of concept formation starts from early child hood and gets refined through ages. Concepts
can be grouped into logical and Natural.
Prepositions: Prepositions link or relate different concepts. In the thinking process

connecting the concepts with one another is needed. This happens in the form of
Prepositions. Saying “Raj and Seetha are quarrelling”, we use a preposition in the mind
about quarrelling.
Images: Images are the mental pictures of the world around us. Thinking manipulates and
uses these images. Once formed, we perceive it and think about it as though it is real time.
While imaging about a scene, mental image gradually expands, filling their imaginary field
like a real object.
3) Thought Process
Thought process has mainly 3 stages. They are Reasoning, Decision making and Problem
solving. Reasoning transforms the available information in relation to stored concepts, to
reach a conclusion. In the decision making process we choose between available options,
arrived from reasoning. Problem solving involves the processing further, appropriately to
achieve the goal.
4) Perception
Perception is the final product of the process of thinking which adds to the mind, which
has a conglomeration of concepts.
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Types of Thinking
Based on the thought process thinking can be classified into two types. They are
1)Personal Thinking and 2) Directed Thinking. Personal Thinking is thinking without any
specific purpose which is stimulated for personal satisfaction or time pass. Personal artistic
works, dreams are the examples.
Directed thinking is often used for a specific and concrete purpose of problem solving.
Directed thinking is of Two types, critical Thinking and Creative Thinking:
2.2 CRITICAL THINKING-EVOLUTION & CONCEPTS.
The very basic nature of Critical thinking is, it is “evaluative “. In exploring the evolution of
Critical thinking, there are quite a variety of opinions defining it. Brookfield (1987) defines
five aspects and four components of critical thinking :
Aspects of critical thinking:
1. Critical thinking is a productive and positive activity.

2. Critical thinking is a process, not an outcome.
3. Manifestations of critical thinking varies according to the context in which it occurs.
4. Critical thinking is triggered by positive as well as negative events.
5. Critical thinking is emotive as well as rational.
Components of critical thinking:
1. Identifying and challenging assumptions is central to critical thinking.
2. Challenging the importance of context is crucial to critical thinking.
3. Critical thinkers try to imagine and explore alternatives.
4. Imagining and exploring alternatives leads to reflective skepticism.
W. Huitt, on Educational Psychology Interactive (Huitt 1994) provides a wonderful
summary of the changing definitions:
“The definition of critical thinking has changed somewhat over the past decade. Originally
the dominion of cognitive psychologists and philosophers, behaviorally-oriented
psychologists and content specialists has recently joined the discussion.
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Huitt also explores the perceptions of the various disciplines’ impact on critical thinking by
looking at the influences of cognitive and behavioral psychologists, philosophers, and
content specialists. Each processes the concept through a very specific lens.
The following are some examples of attempts to define critical thinking:
1. “The ability to analyze facts, generate and organize ideas, defend opinions, make
comparisons, draw inferences, evaluate arguments and solve problems.”
(Chance,1986, p.6)”
2. “A way of reasoning that demands adequate support for one's beliefs and an
unwillingness to be persuaded unless support is forthcoming.”(Tama, 1989, p. 64)
3. “Involving analytical thinking for the purpose of evaluating what is read.” (Hickey,
1990, p. 175)
4. “A conscious and deliberate process, which is used to interpret or evaluate the

information and experiences, with a set of reflective attitudes and abilities that
guides thoughtful beliefs and actions.” (Mertes, 1991, p.24)
5. “An active and systematic process of understanding and evaluating arguments. An

argument provides an assertion about the properties of some object or the
relationship between two or more objects and evidence to support or refute the
assertion. Critical thinkers acknowledge that there is no single correct way to
understand and evaluate arguments and that all attempts are not necessarily
successful.” (Mayer & Goodchild, 1990, p. 4)
6. “The intellectually disciplined process of actively and skillfully conceptualizing,

applying, analyzing, synthesizing, and/or evaluating information gathered from, or
generated by, observation, experience, reflection, reasoning, or communication, as
a guide to belief and action.” (Scriven & Paul, 1992)
7. “Reasonable reflective thinking focused on deciding what to believe or do.” (Ennis,

1992)
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EXPERT CONSENSUS STATEMENT REGARDING CRITICAL
THINKING AND THE IDEAL CRITICAL THINKER
“We understand critical thinking to be purposeful, self-

regulatory judgment which results in interpretation, analysis,
evaluation and inference, as well as explanation of the
evidential, conceptual, methodological, criteriological or
contextual considerations upon which that judgment is based.
CT is essential as a tool of inquiry. As such, CT is a liberating
force in education and a powerful resource in one’s personal
and civic life. While not synonymous with good thinking, CT
is a pervasive and self rectifying human phenomenon. The
ideal critical thinker is habitually inquisitive, well-informed,
trustful of reason, open minded, flexible, fair-minded in
evaluation, honest in facing personal biases, prudent in
making judgments, willing to reconsider, clear about issues,
orderly in complex matters, diligent in seeking relevant
information, reasonable in the selection of criteria, focused in
inquiry, and persistent in seeking results which are as precise
as the subject and the circumstances of inquiry permit. Thus,
educating good critical thinkers means working towards this
ideal. It combines developing CT skills with nurturing those
dispositions which consistently yield useful insights and
which are the basis of a rational and democratic society.
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Peter Faccione (1998) introduces a five-step process of critical thinking: Interpretation,
Analysis, Evaluation, Inference skills, Presenting arguments, and Reflection that may be
used in the critical analysis process.
1. Interpretation “to comprehend and express the meaning or significance of a wide

variety of experiences, situations, data, events, judgments, conventions, beliefs,
rules, procedures or criteria.”
2. Analysis “to identify the intended and actual inferential relationships among
statements, questions, concepts, descriptions or other forms of representation
intended to express belief, judgment, experiences, reasons, information or
opinions.”
3. Evaluation “to assess the credibility of statements or other representations which

are accounts or descriptions of a person’s perception, experience, situation,
judgment, belief, or opinion; and to assess the logical strength of the actual or
intended inferential relationships among statements, descriptions, questions or
other forms of representation.”
4. Inference “to identify and secure elements needed to draw reasonable

conclusions; to form conjectures and hypotheses; to consider relevant information
and to reduce the consequences flowing from data, statements, principles,
evidence, judgments, beliefs, opinions, concepts, descriptions, questions, or other
forms of representation.”
5. Explanation “to state the results of one’s reasoning; to justify that reasoning in
terms of the evidential, conceptual, methodological, criteriological, and contextual
considerations upon which one’s results were based; and to present one’s
reasoning in the form of cogent arguments.”
Critical thinking therefore requires the understanding of a broad knowledge base, the
ability to identify inferential relationships, examining the credibility of the statements, the
search for elements to draw conclusions, and the ability to explain the reasoning to get to
this point.
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This analysis process is quite different from the other literature that had more parallels to
creative thinking processes.
Brookfield advocates a process of a critical thinker’s examination of information looking at

the epistemological, experiential, communicative and political perspectives of the source
of information. This is somewhat similar to deBono’s Six Hat process mentioned later, but
with a different end product. It appears that the process literature and the definition
literature abou critical thinking focus on different angles. While the defining literature has
numerous similarities, the processes are quite different.
2.3 CREATIVE THINKING – EVOLUTION & CONCEPTS
The research on creative thinking largely deals with the individual and how the creative
process works. There are some articles about corporate creativity in particular, a
fascinating one by Keith Sawyer (Sawyer 1999) that explores group creativity involved in
improvisational theater. Many of the articles deal with application of creativity in the
workplace, and the removal of the barriers that constrain individuals from being creativity.
There are many models presented, involving convergent/divergent thinking, the four P’s:
a process, a product, a person and a press
(Rhodes and Brown, quoted by Feldhusen and Goh, 1995), deBono’s Lateral thinking, etc.
One of the common themes is letting go of the restrictions that define what is “right” and
postulating numerous hypotheses. “Everyone knows that instant judgment is the enemy
of creativity,” (de Bono, 1995). It isn’t necessarily that all judgment is wrong; it’s allowing
the ideas to emerge without screening them out. It is repeatedly mentioned that there is a
need for a quantity of ideas for a good one to emerge.
Like critical thinking, creativity is viewed as a process rather than a product, and within the
variety of theories, one defined “creativity” as needing to have an expert determine if
something is creative, and another just holding the process as the creative portion. It is
generally measured by creative output, relying on the assumption that “those with higher
creative potential have higher creative output…[or] mastery of the discipline…[relying] on
the observation that creativity tends to be domain-specific—that is, most highly creative
people are creative only within a single discipline.” (Smith, Paradice et al., 2000)
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Innovation & Creativity:
Creativity is different from innovation, since “innovation is ‘ideas to action’—taking

something that seems to be a good or even exceptional idea and transforming it into
something that is tangible for others to use.
Innovation is an active process that has a clearly defined end or goal and that produces
something that others can use and indeed want! The goal, if not drive, of creativity is to
explore beyond current reality, to realize something new. On the other hand, the goal of
innovation is to bring those novel ideas into a tangible form that in some way conforms to
what others need in the here and now. Creativity is essentially a divergent activity,
expanding beyond current experience, while innovation is essentially a convergent
activity, bringing those same ideas back into people’s experience. Creativity is an aspect of
innovation. The goal of creativity is exploration and invention. The goal of innovation is
transformation and implementation.” (Richards, 2003)
Interestingly, innovation is called a convergent activity here. That concept is usually

associated with critical thinking. Perhaps innovation is the connecting piece between the
two.
Innovators like Joyce Wyckoff of thinksmart.com consider creativity to be a component of

innovation.
Some Definitions of Creativity
2) Creativity is defined as something different from intelligence, (Michalko, 1998).
3) “Creativity is often defined as a parallel construct to intelligence, but it differs from

intelligence in that it is not restricted to cognitive or intellectual functioning or
behavior. Instead, it is concerned with a complex mix of motivational conditions,
personality factors, environmental conditions, chance factors, and even products.”
(Feldhusen and Goh, 1995)
4) Creativity is something that “deviates from past experiences and procedures,”

(Michalko2000).
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5) “Creativity usually has been defined as the production of novel ideas that are
useful and appropriate to the situation (Amabile, 1983; Mumford & Gustafson,
1988, as quoted inUnsworth, 2001).
6) Leonard and Swap believe “the creative process consists of1) preparation, 2)
innovation opportunity, 3) divergence or the generation of options, 4) incubation,
and 5) convergence or the selection of options.” (Kelly 2000) Here we combine
divergence, convergence and innovation all under the creative umbrella.
7) Some speak of creativity as the process of discovery. It is more than cognitive

functioning. Albert (1990, as quoted in Feldhusen and Goh, 1995) proposes six
guiding ideas to “grasp the essence of creativity.”
a. Creativity is expressed through decisions, not products.
b. Knowledge of self and of one’s world is the medium of creative behavior.
c. Creative behavior is highly intentional.
d. Creativeness and personal identity are emergent.
e. #3 and #4 are mutually dependent.
f. Creative behavior engages individuals at the personal level of their

identities and abilities.
8) Amabile (1990) [sees creativity as a five stage process:
a. Stage One conceptualizes the external input as an incoming stimulus but

also sees the initial impetus as coming from within the individual.
b. Stage Two acknowledges the role of information or knowledge input.

Creative processing then involves memory and environment search,
response.
c. Generation (Stage 3), and response evaluation (Stage 4).
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d. The culmination in Stage 5 is success, failure, or partial success. Influencing
the whole creative process are task motivation, domain-relevant skills, and
creativity-relevant or processing skills.”
9) “Brown (1989) sees creativity as an unconscious process, but as an aspect or

component of more complex behavior such as problem solving, emphasizing the
role of problem finding as an element of creative behavior, as well as the possible
role of change factors in creativity. Chance may favor the well prepared and the
very active mind.”
10) Feldhusen (2002) himself makes a very interesting observation that creativity has
much to do with the person’s existing knowledge base, especially within children.
Torrence’s model of fluency, flexibility, originality and elaboration requires a
significant knowledge store in order to retrieve and elaborate on new ideas. In this
early work (1947) creative people were accelerated in school, had a large
knowledge base, and were “characterized by ability to stick with a task for a long
time.” Feldhusen speaks of the large knowledge base assisting in the divergent
thinking processes of idea generation.
11) According to Smith, et al (2000) there are three categories of knowledge essential
to “prepare the mind for creative endeavors: 1) Knowledge of the domain in which
one intends to create, 2) knowledge of techniques that enhance creativity and
factors that inhibit creative efforts, and 3) knowledge of other
domains…[K]nowledge of other domains provides the material needed for
construction useful analogies and one domain may have a solution that can be
adapted and reused in another.”
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12) Mnemonics like Alex Osborne’s SCAMPER (Michalko 2000) representing
Substitute?
Combine?
Adapt?
Modify, magnify or add?
Put to other uses?
Eliminate?
Rearrange or reverse?
are common in the literature, providing a process for the individual to utilize to
become creative. Tactics like reversals break existing patterns, “destabilize
conventional thinking patterns and free new ideas.” There are suggestions to not
think about something and let the subconscious process the information, and to
use the ridiculous to spur on new ideas.
13) (Michalko 2000) Writers explore the thinking of geniuses, in hopes that the reader
might emulate some of their patterns. Howard Gardner began his explorations in to
multiple intelligences by examining the thinking of geniuses. Michalko (1998) lists the
thinking patterns of geniuses as follows:
a. Geniuses look at problems in many different ways
b. Geniuses make their thought visible
c. Geniuses produce many ideas
d. Geniuses make novel combinations
e. Geniuses force relationships
f. Geniuses think in opposites
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g. Geniuses think metaphorically
h. Geniuses prepare themselves for chance
Not surprisingly, these patterns parallel many of the creative ideas and methods in the
literature.
There are numerous books in libraries on increasing creativity.
 Books like Chic Thompson’s What a Great Idea! (Thompson 1992) include formulas
and exercises to encourage freedom from old ideas, expression of new ideas,
learning to create by changing perspectives, thinking in opposites, metaphors,
future tense, then taking action to use the ideas.
According to Smith, Paradice et al. (2000) there are four behaviors that prepare the mind
for creativity: 1) learn something new every day, 2) seek out constructive criticism, 3)
incubate, or leave a problem alone for a while to allow the brain to work on it, and 4) put
knowledge to work.
 Sometimes creativity is about letting go of existing ideas to come up with

something new. According to Dee Hock, founder of Visa "The problem is never how
to get new, innovative thoughts into your mind, but how to get old ones out."
 Roger von Oech, in A Whack on the Side of the Head, lists mental blocks that stifle
creativity: Finding the right answer, requiring something to be logical, following the
rules, always being practical, and assuming play is frivolous. These are all about
letting go of pre-existing ideas to allow for the creative ones.
Thomas (1999) is one of the many who lists barriers to creativity. His list is based on the
work of Alexander Hiam, and lists nine:
1. Failure to ask questions
2. Failure to record ideas
3. Failure to revisit ideas
4. Failure to express ideas
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5. Failure to think in new ways
6. Failure to wish for more
7. Failure to try being creative
8. Failure to keep trying
9. Failure to tolerate creative behavior
Most authors in this vein believe removing the obstacles to creativity fosters it.
Sometimes creativity is about exploring things from new perspectives.
2.4 CREATIVITY & LATERAL THINKING
Edward deBono teaches what he calls Lateral Thinking Skills (de Bono 1995). Lateral
thinking is closely related to creativity. But, whereas creativity is too often only the
description of a result, lateral thinking is the description of a process. One can only admire
a result but one can learn to use a process. Creativity is coming to be valued as the
essential ingredient in change and in progress. It is being valued above knowledge and
above technique since both these are becoming so accessible. In order to be able to use
creativity one must rid it of this aura of mystique and regard it as a way of using the mind--
a way of handling information.
One of his methods, the Six Thinking Hats, involves putting on a different “hat” to look at
ideas. He color codes his hats:
White—facts figures, information, asking questions, defining information needs
and gaps
Red—intuition, feeling and emotions
Yellow—logical positive, why it will work and offer benefits
Black—logical negative, includes judgment and caution Critical Thinking & Creativity
Green—creativity, alternatives, proposals, what is interesting, provocations, and
changes
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Blue—overview or process control
Using deBono’s system, ideas are explored from a variety of angles. DeBono’s other
concepts of lateral thinking are designed to circumvent the brain’s natural patterns and
tendencies. He also created the concept of PO, or provocation operation, which is

designed to break out of existing patterns.
The new functional word PO
Just as the word NO is the functional basis of logical thinking so the word PO is the
functional basis of lateral thinking. PO crystallises the whole concept of lateral thinking
into a tool for language and thought. If one understands PO one understands lateral
thinking. Even if PO is not used in actual speech, it remains a symbol of the lateral thinking
attitude towards the use of information and the creation of ideas. Once there is a practical
tool such as PO, it becomes possible to use it and to develop a skill that can be transferred
from one situation to another. It also becomes possible to introduce training in lateral
thinking at an early stage in education
There is a deliberate sense of looking at opposites, or reversals, or exaggerations to

explore concepts from a different angle. One other method deBono uses is to introduce a
random word into the discussion. Mixing in an unrelated concept causes the brain to think
in a different direction and come up with new links, combining previously unrelated ideas
to form new ones.
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Creativity is therefore:
1. A Skill - not chance, temperament or gift
We tend to regard creativity as something brought about by chance, or as the by-product

of an ego-seeking temperament, or as a mysterious magic gift which some people have
and others do not. Creativity is all these things, but not exclusively so. These skills can be
developed by anyone who takes the trouble to learn the principles and practise the
process.
2. Patterning nature of mind
The need for lateral thinking arises from the nature of mind as a self-organising
information system. The characteristic of this broad class of systems is that they create
patterns and use them. Restructuring of patterns is not strongly developed in the mind
and that is why humour and insight are so elusive. Lateral thinking is a way of using
information in order to bring about restructuring of patterns.
Escaping from old ideas and generating new ones
The twin aspects of lateral thinking are escape from old ideas and generation of new ones.
There does come a time when sheer pressure of events forces the restructuring of an old
idea. But long before this, enough information is available to allow the idea to be changed.
By insight restructuring, one can change an idea before being forced to.
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The above figure shows the development of an idea as the reflection of ‘reality’. (‘Reality’
is defined as that perception of events which gives maximum effectiveness. The idea
diverges more and more from reality until pressure of events causes changes and the
process starts again. If one can change ideas ahead of absolute necessity, then the process
is as shown in the lowest part of the figure. Thus, one remains close to reality all along.
Restructuring is brought about by escape from old ideas and generation of new ones.
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3. Lateral thinking is distinct from vertical thinking.
The principles of lateral thinking are quite distinct from those of traditional, sequential,
vertical thinking. Somtimes the principles are even flatly contradictory. It is impossible to
use lateral thinking unless one is quite clear about this distinction. For instance, in lateral
thinking there may not be a reason for saying something until after it has been said. This
provocative use of information is a basic principle of lateral thinking. Also, in lateral
thinking one may make use of an ‘intermediate impossible’, that is, a step which is quite
unjustified on a logical, sequential basis but very useful as a stepping-stone to a new idea.
The use of evaluation, judgement and the NO function is quite different in lateral thinking.
Lateral thinking seeks to find alternative ways of putting things together (lateral move)
instead of looking for the best one and building on it (vertical move).
4. Lateral and vertical thinking are complementary.
Lateral and vertical thinking are both required. Lateral thinking is concerned with the first
stage of thinking, the stage of patterning, perceptual choice, and approach to the
problem. Vertical thinking is concerned with the second – stage processing and working
out. Lateral thinking is concerned with choosing concepts, vertical thinking with using
them. Lateral thinking requires vertical thinking to select and develop the ideas that are
generated. Vertical thinking requires lateral thinking to establish an effective starting
point. Skill in lateral thinking magnifies the effectiveness of skill in vertical thinking, and
vice versa. Although the two types of thinking are distinct, they are not substitutes; they
are complementary.
5. Lateral thinking is practical.
Lateral thinking is a practical way of using information and it can be learned, practised and
used. The first stage is an understanding of the basis of, and necessity for, lateral thinking.
The second stage is developing an attitude of mind through familiarity with the principles.
The third stage is the use of specific techniques, both to bring about creative results and to
develop the lateral thinking habit. In the fourth stage, lateral thinking has become a
natural skill that can be used as and when required without recourse to the special
techniques.
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6. Different aspects of creativity
Creativity is not concerned only with invention and new products. These are but a minor
aspect of creativity. Creativity is concerned with the way information is looked at and the
way it is used. Creativity comes into problem solving and into decision making. Creativity is
as much the business of executive management as of R&D Departments. Creativity is not
just a matter of risking money on new products but also of saving money by avoiding the
costly continuity of outdated ideas.
7. Creativity is not a luxury
There was a time when creativity was thought to be a luxury used mainly by artists. This
has changed. Nowadays, creativity is seen to be an essential part of thinking. Creativity,
being the change of ideas, is inseparable from the use of ideas. Since everyone uses ideas,
creativity is everyone’s business. Creativity is the process of change. This does not have to
be a matter of huge, ‘bulk’ change-over, for it can be a matter of small changes at sensitive
points with a gradual liberation from the restrictions of an old idea. Creativity does not
only initiate change but it allows one to keep up with it. In a period of rapid change
brought about by technology, education, communication and developing attitudes, one
needs creativity more than ever. In a time of changing questions, shifting goals, and
increasing complexity, one needs, more than ever, the ability to develop new ideas. As
computers come to provide wonderful tools for information processing, the emphasis is
shifting back to the importance of ideas-- the ideas that set the computer working, the
ideas that make sense of the computer output.
2.5 CRITICAL AND CREATIVE THINKING
In most of the education-oriented material, the definitions are highly watered down.
Bloom’s Taxonomy is often referenced, using the higher level thinking skills to connect to
critical and creative thinking.
 “Critical thinking involves logical thinking and Reasoning where as creative thinking
involves creating something new or original. While critical thinking can be thought
of as more left-brain and creative thinking more right brain, they both involve
“thinking.” When we talk about HOTS “higher-order thinking skills” we are
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concentrating on the top three levels of Bloom’s Taxonomy: analysis, synthesis and
evaluation.” (Lamb 2003)
 Huitt equates evaluation with critical thinking and synthesis with creative thinking:
“Synthesis and evaluation are two types of thinking that have much in common
(the first four levels of Bloom's taxonomy), but are quite different in purpose.
Evaluation (which might be considered equivalent to critical thinking as used in this
document) focuses on making an assessment or judgment based on an analysis of
a statement or proposition. Synthesis (which might be considered more equivalent
to creative thinking) requires an individual to look at parts and relationships
(analysis) and then to put these together in a new and original way. There is some
evidence to suggest that this equivalent-but-different relationship between
critical/evaluative and creative/synthesis thinking is appropriate.
 Huitt (1992) classified techniques used in problem-solving and decision-making

into two groups roughly corresponding to the critical/creative dichotomy. One set
of techniques tended to be more linear and serial, more structured, more rational
and analytical, and more goal-oriented; these techniques are often taught as part
of critical thinking exercises. The second set of techniques tended to be more
holistic and parallel, more emotional and intuitive, more creative, more visual, and
more tactual/kinesthetic; these techniques are more often taught as part of
creative thinking exercises. This distinction also corresponds to what is sometimes
referred to as left brain thinking (analytic, serial, logical, objective) as compared to
right brain thinking (global, parallel, emotional, subjective) (Springer & Deutsch,
1993).” (Huitt 1994)
To develop critical and creative thinking in students:
There are several models that exist that work to develop critical and creative thinking in
students. Calvin Taylor, in the Talents Unlimited program (Bellis) describes the talent areas
as productive thinking, communication, planning, decision making and forecasting.
 Productive Thinking is the process of thinking of many, varied, unusual ideas, then
adding to them.
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 Communication works with “many varied single words” describing things and
feelings, then making a network of ideas and thoughts, and sharing these with
others.
 Planning has the students think through the materials they would need, the steps
to take, and the anticipation of problems.
 The next phase, Decision Making teaches the student to think about a variety of
things that could be done (the creative aspect of generating many solutions), then
thinking carefully about alternatives and choosing one, then defending the choice.
 Forecasting has the students making varied predictions about situations and
exploring the cause and effect relationships. These steps are used when a child
invents something.
Helgeson (1993) suggests that there are three ingredients to teaching critical and creative
thinking to children through the content areas:
 using relevant, real world issues
 providing structure to solve problems and organize information,
 and a nurturing classroom environment.
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2.6 CONCLUSION
There are certainly some overlaps in the research regarding the process of creative
thinking and critical thinking. In both, we must challenge assumptions and prior
knowledge. In critical thinking we do this to determine accuracy and validity of the
statements, and in creativity to go beyond them, as in Donoghue’s concept of thinking
further. (Donoghue 2003) His concepts of thinking further suggest we must take new
perceptions of things, and not take them at face value. In creative thinking, the first
solution is not always the best solution, though it may be right. In critical thinking, the
presented solution may be accepted or rejected. Thinking further also requires us to
create new frames of reference, as athletes need to do when the world record of running
a distance could be broken again and again. Old thinking prohibits creativity and is
accepting of what is presented without a critical examination of it. Both consider the
thinking as processes rather than products or outcomes. Both involve the re-examination
of existing information. It appears that creativity takes the next step after challenging
assumptions and begins creating new ideas. Critical thinking challenges, but draws
conclusions, rather than taking the concepts to new dimensions. Creative thinking is
designed to create, and critical thinking is designed to analyze. It seems that creative
thinking has aspects of critical thinking, and critical thinking has aspects of creativity. Like
deBono’s thinking hats the process of looking at the alternative perspectives brings out
the end result in both. Each has value, and when used in conjunction, creates a powerful
process of higher order thinking.
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Suggested Exercises/ Activities:
Critical Thinking:
1. Reasoning exercises-Verbal, Logical, Pictorial, Venn Diagrams etc.

2. Debating on Social/Technological issues of Relevance. – What is beauty?
Technology after 20 years.
Creative Thinking:
1. Exercises on Brain storming

2. Creativity Exercises
3. Future technologies/devices/improvements-Description on paper. (Relevant to the
branch of the group).
4. Role plays of situation.- Human Model of a JCB
(More games & exercises available in Texts on Creativity, Debono’s site..).
2.7 ACTIVITIES
1. NAME OF THE ACTIVITY Nine dot game
OBJECTIVE To understand Critical thinking
MATERIALS REQUIRED Paper, pen, board
TIME REQUIRED 30 minutes
STEPS
Draw the nine dots on the board as shown in the picture below. Tell the
participants to join the nine dots using four straight lines without taking the pen
away from the paper nor can the lines overlap over one another. They cannot
change the position of the dots. After practicing on the paper, they can try it on the
chalkboard.
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KEY: We can draw the dots by extending the lines beyond the dots.
Note to the Trainer: Explain and interpret
. . .
. . .
. . .
2. Can you make this line smaller without altering it in any form.
3. Plant the given four flower plants equidistant from each other.
O O O O
4. In how many ways can you divide the following square into four equal parts?
5. How many squares can you count in the following diagram?
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6. WORD DISSOCIATION
SUMMARY Energizer based on thinking of words not associated with

other words.
OBJECTIVES Attention switching
Energizer.
Oral Communication
MATERIALS None
TIMING Three minutes
PROCEDURE
1. Form the group into a circle.
2. Explain (or ask someone to explain) the principle of word association – the
way in which one word tends to lead someone to think of another word.
3. Explain that the principle of this game is for each person in turn round the
circle to think of a word which has no connection at all with the previous
word. Challenges may be made on the basis of the meanings of words only (
for example,’Wellington’ followed by ‘woollen’ can be challenged because
they are both about clothes but not because they both start with the same
letter.)
4. Place yourself in the circle and start the activity yourself.
COMMENTARY Although this sounds quite an easy activity, in fact if the
speed is kept brisk it is quite easy to make a slip.
VARIATION The rule can be made grammatical or based on letters of the
alphabet, combined if necessary with word meanings.
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7. NAME OF THE ACTIVITY Nothing is impossible
OBJECTIVE To enable the participants to understand the
importance of creativity to do apparently difficult
things.
MATERIALS REQUIRED Drawing in the flipchart
TIME 20 minutes
STEPS:
1. Show the participants the visual drawing of a circle with a dot in the middle
(see the picture below). Direct them to draw the dot and circle without lifting
the pen from paper.
2. Key: Take a square paper. Fold one corner of the paper inward towards the
middle so that the edge of the folded part will be in the center of the paper.
Put the dot at the center of the paper touching the edge. Then start drawing
the round, through the folded paper. When the pen comes out of the folded
paper, unfold the folded part and complete the circle without lifting the pen.
DISCUSSION POINTS:
What prevented you from seeing the solution initially?
What rule of creativity is involved in the solution?
How could you use this creative principle at work?
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8. PICKPOCKETS
SUMMARY Creativity exercise using the contents of people’s pockets.
OBJECTIVES Creativity
Team – building
Problem solving
Trainer training
MATERIALS Pens
Paper
TIMING 45 minutes
PROCEDURE
1. Define an area in which creativity is going to be assessed (for instance, solving a

management problem). Ask one group member or the whole group to empty their
pockets.
Put all the items in a heap. Ask the group to divide into pairs and give them one
object. Invite them to devise a solution using that object to inspire them in any
way they wish.
Bring the pairs together and discuss what solutions they devised, making the
groups progressively larger.
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COMMENTARY Sometimes a pair will have a real block, in which case you
may allow them to exchange their object. A better way might be to suggest that
they think of similies: for example, by listing the qualities of the object and then
asking themselves in what way is the problem like or unlike the object. It is
important to allow plenty of time for the discussion stage.
VARIATIONS
1. Have a box of subjects to hand ( toys, etc...)
2. Use picture postcards or pictures from magazines.
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UNIT III
DECISION MAKING & PROBLEM SOLVING
DECISION 3.1 Organisation, Problem 2 CM CC, D

MAKING AND Solving and Decision
PROBLEM Making, Steps &
SOLVING Sequences
3.2 Consensus building 2 CM E, A

through activity –
(10 Hours)
NASA, Thar Desert
Definition, Basic
guidelines, Goals and
Difficulties in
Consensus Building
3.3 SIX THINKING HATS
3.4 Problem Solving and 3 CM E, A, Q, CC, D

Learning Activities
3.5 Trainer’s Guide 2 CM CC, D

Creativity Problem
Solving use of PO, SIX
THINKING HATS
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3.1 ORGANISATION
An Organisation is a large group of people. It can be thought to be of comprising of several

subgroups, each constituted to satisfy or meet a particular function. Figure below is
representative of an organization comprises of four subgroups with the four functional ties
shown.
Subsystems in an organization:
Structural- Human or
administrative Social
Information- Decision
Making
Technological
Problem solving and decision making
We face many problems in our daily life. This may range from minor issues to major risky
problems. A problem arises when there is a controversy between two needs. When a
problem arises normally, we use our memory related with such issues and our perception
related with the problem situation and prosess the solution based on the rule in force or
the social norms. Problem-solving is a larger process that starts with the identification of a
problem and ends with an evaluation of the effectiveness of the chosen solution. Problem
solving is a set of activities designed to analyze a situation systematically and generate,
implement, and evaluate solutions.
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A problem is the difference between the actual condition and the desired condition.
Problem-solving is a continuous, conscious process which seeks to reduce or correct the
difference between the actual and desired conditions. It is about bridging the gap
between where you are and what you want to be.
Decision making is about how you want to bridge that gap. It is one of the steps in the
larger process of problem-solving. Decision-making is a subset of the problem-solving
process and refers only to the process of identifying alternative solutions and choosing
from among them. Decision making is a mechanism for making choices at each step of the
problem-solving process. Decision making is part of problem solving, and decision making
occurs at every step of the problem-solving process.
Managerial problem solving and decision making can be divided into 4 major steps:
1. PROBLEM ANALYSIS (Valuing)
2. DEVELOPING ALTERNATIVES (Thinking)
3. ANALYSING ALTERNATIVES (Deciding)
4. DECISION IMPLEMENTATION (Acting)
Step 1 A systematic approach to the problem analysis step has 5 distinct activities
associated with it: (1) Making an initial statement of what is wrong-- the situation that
needs improvement-- the area where the results might be better; once this initial
statement has been presented, (2) the decision maker must gather the facts, (3)
investigate the possible causes and identify the real problem, (4) set forth the requirement
of a satisfactory solution and (5) specify any restrictions or limits on a solution.
Step 2 In developing alternatives the manager has two primary directions in which he
can turn. He can rely on his own experience or utilise the experiences of others. A third
alternative is to work out an entirely different way to solve the problem. Although past
experience is valuable and also the most logical direction to turn to for alternative
solutions to problems, it should be noted that in today’s complex world it is usually not
adequate by itself. Ideally the decision maker will use a combination of approaches to
develop alternatives.
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Step 3 Analysing alternatives involves setting forth both the advantages and
disadvantages of each alternative as it relates to accomplishing of the objectives of the
decision. Setting forth the potential disadvantages is particularly important since they may
point out the problems that could occur in the implementation step. Many times provision
can be made for overcoming these problems if and when they do appear.
Step 4 This final step involves developing a plan of action, communicating the decision
and participation. The decision must be communicated to everyone who is directly or
indirectly affected by it. The communication, along with giving people the opportunity to
participate, is what determines the degree to which the people who must implement the
decision will be committed to having it carried out successfully. Implementation of the
decision needs to be carefully monitored.
The problem solving sequence simplified – steps and sub-steps
STEP1 PROBLEM ANALYSIS (VALUING)
Initial statement of problem
Gather facts
Investigate possible causes
Redefine problem
Define requirements of satisfactory solution
STEP2 DEVELOP ALTERNATIVES (THINKING)
Rely on past experiences
Utilise experience of others
Create new ideas
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STEP3 ANALYSE ALTERNATIVES (DECIDE)
Analyse each alternative in terms of
- Advantages and disadvantages
- Ability to meet specified requirements
- Difficulty in implementation
STEP4 IMPLEMENT DECISION
Develop a plan of action
Communicate the plan
Monitor implementation
Decision by consensus
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3.2 CONSENSUS BUILDING
A DEFINITION: “If there is a clear alternative which most members subscribe to, and if
those opposed feel they have had a chance to influence the decision, then a consensus
exists. Operationally it would be defined by the fact that those members who would not
take the majority alternative, nevertheless understand it clearly and are prepared to
support it.” (Schein 1969)
Assertiveness
Competition Collaboration
Consensus
Avoid
Accommodative Co-operation
ADD (process) Schein then adds the following criterion-- in order to achieve such a
condition (consensual support) time must be allowed by the group for all members to
state their opposition and to state it fully enough to get the feeling that others do really
understand them.
To this may be added the concern that the group demands more of itself than ‘allowing
time’. It must also allow dissident views as an antidote to group-thinking. The objective is
86
vigilant decision making, to meet which the criterion becomes ‘members must conduct a
proactive search for all the information and opinions available in the group’.
Basic guidelines for consensus decisions
1. Avoid arguing blindly for your opinions. Present your position as clearly and
logically as possible, but listen to other members’ reactions and consider them
carefully before you press your point.
2. Avoid changing your mind only to reach agreement and avoid conflict. Support only
solutions with which you are at least somewhat able to agree. Yield only to
positions that have objectives and logically sound foundations.
3. Avoid conflict reducing procedures such as majority voting, tossing a coin,

averaging and bargaining.
4. Seek out differences of opinion-- They are natural and expected. Try to involve
everyone in the decision process. Disagreements can improve the group’s decision
because they represent a wide range of information and opinions thereby creating
a better chance for the group to hit more adequate solutions.
5. Do not assume that someone must win and someone must lose when discussions
reach a stalemate. Instead, look for the next most acceptable alternative for all
members.
6. Discuss underlying assumptions, listen carefully to one-another and encourage the

participation of all members.
Consensus is the best method for producing an innovative, creative and high quality
decision that (1) all members will be committed to implementing and (2) utilises all
available resources.
There are at least 4 reasons for seeking consensus--
1. It ensures commitment of all members to the ultimate decision.
2. A win-win attitude replaces the win–lose mentality of the voting method.
3. It raises the quality of decision-making, reducing error and contributing to synergy.

87
4. It increases the group’s awareness of self interventions, helping it to take
responsibility for originating change.
THE GOALS OF CONSENSUS BUILDING
Commitment Consensus is vital for any decision that must be supported by all members
of the group, even dissenting members.
Win-Win The goal is to eliminate the win-lose effect of majority rule. Voting is quick
but opposing members are labelled ‘losers’ or pushed into an adversarial position inviting
sabotage of the decision. No group concerned with co-operative problem solving can
afford this damage.
Synergy At a minimum, working through consensus reduces the margin of errors to

which majority rule is susceptible. At least, it offers the potential for group-synergy--
greater capacity in problem-solving than the sum of that of the members. Synergy is the
capacity of a group to surpass the problem solving ability of the most expert member.
Compromise-- arriving at a solution by working to a middle position-- can never produce
synergistic solutions.
Self-intervention Consensus is essential to a group’s self-directed learning or self-

intervention. Self directed learning is based on mutual, interdependent planning. In
seeking to identify group goals, a self directed group must find a decision making
mechanism that ensures that those defined goals meet the needs of all members. This can
be assured only through proactive, intense consensus seeking.
88
DIFFICULTIES IN CONSENSUS SEEKING GROUPS
Three difficulties plague consensus seeking groups:
 First, the term ‘consensus’ has become a jargon and one of the worst effects of
jargon is the mistaken assumption that everyone understands it. Many groups fail
to define consensus and try to achieve a standard of agreement on which they
have no agreement.
 The second problem is that many groups think that they must seek consensus and
then proceed to force a consensus that is fictitious by any definition. A common
excuse is the pressure of time but false consensus is an invitation to think group.
 The third difficulty in reaching consensus is ‘silent members’. Consensus cannot be

claimed in the presence of silent members-- silence is not assent. Silent members
indicate that the group has not tapped all its members.
Consensus is the most effective method of group decision-making but it also takes the
most time. Perfect consensus means that everyone agrees what the decision should be
Unanimity, however, is often impossible to achieve. There are degrees of consensus, all of
which bring about a higher quality decision than majority vote or other forms of decision
making.
Consensus produces an innovative, creative and high quality decision that (1) all members
will be committed to implement, (2) uses the resources of all the group members and (3)
increases the future decision-making effectiveness of the group.
Consensus is not easy to achieve but is worth the time and trouble as it is characterised by
more conflict among members, more shifts of opinion, a longer time to reach a conclusion
and more confidence in the members in the correctness of the decision. Consensus
requires a fairly sophisticated understanding of the dynamics of controversy, distributed
participation and leadership, communication and all other group and interpersonal skills.
All group members must participate actively and power must be distributed evenly among
them.
89
A group reaches a decision as members achieve consensus on a proposal. As members
discuss alternative proposals, they attempt to influence one- another directly or indirectly
to accept or reject a given proposal. The process of reciprocal influence during group
interactions is therefore in focus. Obviously, a consensus decision is one in which
members typically agree. However, agreement is often necessary but not a sufficient
condition for consensus. That is, members may agree with a decision, even unanimously,
but not achieve consensus. Consensus therefore implies not just agreement but
commitment to the decision reached. In fact members may be committed to a decision to
the extent they work to put it into effect without ever fully agreeing with it.
The nature of consensus as commitment is clarified by –( Zaleznick and moment 1964)

(Our meaning of ) a consensus lies in the degree of personal commitment the members
feel towards the ‘group decision’ after it is reached . This means that even though some
members may disagree with the decision on principle, they will accept it and personally
carry out their part. Their emotional commitment to the group is measured by willingness
to put the plan decided on into effect in their own personal behaviour.
“We cannot solve life's problems except by solving them.”- M. Scott Peck
90
NASA Exercise – Individual / Group Work Sheet
General Task: You are a member of a space crew originally scheduled to rendezvous with the
mother-ship on the lighted surface of the moon. Owing to mechanical difficulties, however, your
ship was forced to land at a spot some 200 miles from the rendezvous point. During landing, most
of the equipment aboard was damaged and since survival depends on reaching the mother-ship,
only the most critical items must be chosen for the 200-mile trip.
Fifteen items were left intact and undamaged after landing. Your task is to rank order them in
terms of their importance to your crew in helping them reach the rendezvous point. Each one of
you, first individually and then in your group, using consensus, should rank the 15 items in order of
their importance. Rank 1 as the most important followed by 2, 3 and o till 15. Avoid the same
rankings to 2 or more items.
Item Item Description Ranking Deviation

No.
Indiv. Group NASA Indiv. Group
1 Two .45 calibre pistols
2 Solar powered FM receiver transmitter
3 One case of dehydrated pet milk
4 Parachute Silk
5 Five gallons of water
6 Life Raft
7 Food concentrate
8 Portable heating unit
9 Stellar maps of moon's constellation
10 Magnetic Compass
11 50 feet of nylon rope
12 Box of matches
13 First aid kit with injection needless etc.
14 Signal flares
I5 Two 100–pound tanks of oxygen
Total of all deviations
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1. Team Error Score _____ Team Working Indices
2. Highest individual error ______ 5. Team functioning (2-1) ______
3. Average individual error ______ 6. Team effectiveness (3-1) _______
4. Lowest individual error _______ 7. Team synergy (4-1) _______
(Transfer your scores, individual and group-- items 1to7-- to the board for comparison and
discussion.)
How to play
1. Prioritize individually (separate and alone no discussion)

2. Collect the prioritized sheets.
3. Put them into Groups of 5 or 6. Ask the groups to prioritize again.
4. Fill up the given table using individual priority list and group priority
list.
5. Fill in the NASA priority list.
6. Find out Deviation as follows: Individual deviation = Individual priority –
NASA priority
Group deviation = Group priority - NASA priority(Ignore sign + or -, take

only deviation)
7. DISCUSS (individual total deviation will be higher than group deviation –
My decision is good for me; your decision is good for you; our decision
is good for us.)
NASA PRIORITY
11, 5, 12, 8, 2, 9, 4, 13, 3, 14, 6, 15, 7, 10, 1
EXERCISE-: SURVIVING THE THAR DESERT
You are a part of an expert delegation returning from New Delhi to Hyderabad. At
approximately 10 O’ clock, the pilot of the special chartered plane requests you to fasten
your seat belts. The pilot announces that the plane has to be re-routed via Jaipur and
Ahmedabad due to pockets of bad weather over Madhya Pradesh. The flight gets very
rough and suddenly, it begins to fall. The plane crashes.
You find yourself along with a small group of people stranded in the Thar Desert of
Rajasthan. The pilot, the co-pilot and the steward were killed in the crash and the
aeroplane has been completely burned out.
92
The pilot has not been able to notify anyone of your position before the crash. However,
he had indicated that before impact you were approximately 110 kms off the course of the
flight plan.
The surrounding desert is quite flat and faceless. The last weather report indicated that
the temperature at the ground level will be about 48-50C.
All of you are unhurt and are dressed in light clothes – cotton shirts, trousers, dresses (for
women), socks, and soft shoes. Every one has a handkerchief. All put together you have
Rs.6534/- in notes and Rs.26.45 in change, two packs of cigarettes and two ballpoint pens.
Before the plane caught fire, your group was able to save 15 items. You have to decide on
the importance of the items to your survival in the desert till the rescuers arrive. Start the
priority list with ‘1’, for the most important to ‘15’ for the least important. The list is
provided below.
Please assume that: 1) You are the actual people who have survived the crash. 2) The
number of survivors is the same as the number on your team. 3) The team has agreed to
stay together. 4) All the items are in good condition.
Step I :
 Each member of the team is to individually rank each item.

 Do not discuss the situation or the problem until each member has finished the
individual ranking.
 You have 10 minutes for the task.
Step II :
 After everyone has finished the individual ranking, the team has to rank them.
 Once the discussion begins, do not change your individual ranking.
 Your team will have 20 minutes to complete this step.
93
SURVIVING THE THAR DESERT
RANKING SHEET
YOUR NAME: ………………………………………
My error Team error

My
My score score
team’s Key
SL. ranking Difference Difference
Item ranking (C)
No. (A) between between
(B)
A&C B&C
1 Torch with 4 battery-cells
2 Folding knife
3 Air map of the area
4 Plastic raincoat (large size)
5 Magnetic compass
6 First-aid kit
7 calibre pistol (loaded)
8 Parachute (red & white)
9 Bottle of 1000 salt tablets
10 litre of water per person
11 A book entitled ‘Desert

Animals That Can Be Eaten’
12 Sunglasses (for everyone)
13 litres of 180 proof liquor
14 Overcoat (for everyone)
15 A cosmetic mirror
TOTAL ERROR SCORE
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SURVIVING THE THAR DESERT
KEY
ITEM RANK RATIONALE
Torch with 4 battery-cells 4 Essential for night time use
Folding knife 6 For cutting rope, food, etc.
Air map of the area 12 To have idea on present

location
Plastic raincoat (large size) 7 To collect dew overnight
Magnetic compass 11 Since awaiting rescue, of not

much other use
First-aid kit 10 Everybody safe at present
45 calibre pistol (loaded) 8 For defence
Parachute (red & white) 5 Use as tent
Bottle of 1000 salt tablets 15 Of no use in desert
1 litre of water per person 3 For drinking
A book entitled ‘Desert 13 Food is of less importance

Animals That Can Be
Eaten’
Sunglasses (for everyone) 9 Protection against glare
2 litres of 180 proof liquor 14 As antiseptic only
Overcoat (for everyone) 2 Essential protection in desert
A cosmetic mirror 1 Means of visual signaling
95
3.3 SIX THINKING HATS
The concept of ‘Six Thinking Hats’ is, putting on any one of these hats defines a certain way of
thinking. The essence of parallel thinking is that at any moment everyone is looking in the same
direction – but the direction can be changed. What are the different directions in which thinkers
can be limited to look? This is the way the hats come. There are six coloured hats corresponding
to the six directions of thinking. With the six-hats method, the intelligence, experience and
knowledge of all members of the group are fully used since everyone is looking and working in the
same direction.
Confusion is the biggest enemy of group thinking. We try to do many things at the same time.
Juggling with six balls at the same time is rather difficult. Tossing up one ball is much easier. With
the six-hats method we do only thing at a time. The colour of each hat is also related to its
function.
Each of the six thinking hats has a colour: White, Red, Black, Yellow, Green, and Blue. The colour
provides the name for the hat. Thinkers will visualise the hats as actual hats.
The colour of each hat is also related to each function.
White Hat: White is neutral and objective. The white hat is concerned with objective facts and
figures.
Red Hat: Red suggests anger (seeing red), rage and emotions. The red hat gives the emotional
view.
Black Hat: Black is sombre and serious. The black hat is cautious and careful. It points out the
weakness in an idea.
Yellow Hat: Yellow is sunny and positive. The yellow hat is optimistic and covers hope and positive
thinking.
Green Hat: Green is grass, vegetation and abundant, fertile growth. The green hat indicates
creativity and new ideas.
Blue Hat: Blue is cool. It is also the colour of the sky. The blue hat is concerned with control, the
organisation of the thinking process and the use of the other hats.
The colour association of each hat enables us remember its function. These hats may be
considered in three pairs: White and Red, Black and Yellow, Green and Blue. The most striking
benefits of the six-hats method are seen in group discussions. The method provides a framework
that is far more effective-- that of free discussions and thinking of one’s own. The sequential frame
work reduces confusion and ensures that all aspects are covered.
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3.4 ACTIVITIES
I Experiential– Individual vs. Decision Making
The Story*
-------------------------------------------------------------------------------------------------------
THE FACTS: A businessman had just turned off the lights in the store when a man appeared and
demanded money. The owner opened a cash register. The contents of the cash register were
scooped up and the man sped away. A member of the police force was intimated promptly.
-------------------------------------------------------------------------------------------------------
Statements:
1. A man appeared after the owner had turned off his store lights.
2. The robber was a man.
3. A man did not demand money.
4. The man who opened the cash register was the owner.
5. The store owner scooped up the contents of the cash register and ran away.
6. Someone opened a cash register.
7. After the man who demanded the money scooped up the contents of the cash register he
ran away.
8. While the cash register contained money, the story does not state how much.
9. The robber demanded money of the owner.
10. The story concerns a series of events in which only three persons are referred to-- the
owner of the store, a man who demanded money and a member of the police force.
11. The following events in the story are true: someone demanded money, a cash register was
opened, its contents were scooped up, and a man dashed out of the store.
* th
Fred Luthons, Organisational Behaviour, 4 Edn. P.518/519
97
Tally Sheet
Group Group Average Individual Best Individual

No. Score Score Score
1
2
3
4
How to play:
1. Give “ The Story” to each participant.
2. Ask each participant to note down “TRUE” or “FALSE” or “DON’T KNOW” for each
statement on a paper.
3. Collect the statements from each participant.
4. Put the participants into groups of 4 or 5 each and ask the group to note down “TRUE” or
“FALSE” or “DON’T KNOW” for each statement on a paper.
5. Ask each group to fill up the Tally sheet
6. DISCUSS THE RESULTS TO UNDERSTAND PROBLEM SOLVING AND DECISION MAKING.
ANS: 3F, 6T, All others “don’t know”
II - CASE STUDY
Problem solving and Decision-making
At 8.30 when Raju travelled in a bus on the way to Govt. Polytechnic College, he noticed two of his
students murmur and speaking urgently to each other. When he keenly listened all he heard was
“something will happen today”. He could not understand. When he reached college, he met
Ashok, one of his colleagues and walked through the corridors to the staff room. In the corridor
they heard some students discuss about something in a tensed manner. Raju told Ashok that he
smelt something wrong. Ashok laughed at him. At 9 o’ clock when teachers started the classes as
usual, all of them were surprised by the alarming shouting and screaming. When Raju came out he
could see students running out from Ashok’s class. He saw some gundas also in the class. He
rushed to the principal’s chamber with the other teachers and spoke about the previous scenes he
had noticed. Principal immediately called the police. The Police arrived and lathicharged the
students. The next day college witnessed strike from students coating “ police atrocities”.
Discuss the case individually and trace your response.
Discuss in group argue your judgments and make a solution.
Try the solution with the process of decision-making.
98
3.5 TRAINERS GUIDE TO HANDLE THE TRAINING ON LIFE SKILLS- DECISION
MAKING AND PROBLEM SOLVING
Step-1
Briefly explain what decision making is.
Briefly explain why decision making is important?
Step-2
Ask participants to state their role in their routine life ( as group work)
Identify their roles- as student, as human being, as social being, as guardian of family etc.
Problems faced in each role.
How to solve?
Step-3
A brief explanation on decision making.
Ask the participants on how to take decision?
Step-4
To identify the various steps in decision making a role play has to be arranged among the
participants.
One group will be the players
One group will be the observers of players
One group will be the observers to identify the points missed in the observers observation on role
play
One group will describe about what happened in the three groups
Finally the trainer explain each step in decision making
Step-4
What is group decision, how it is important?
Give a case to participant to take their individual assessment on the case.
Then in group and say the view of group
Present the same in the training by each group.
Consolidate what is the difference between individual and group decision.
99
Note:
Read paper on decision making
Read the case, trainer can prepare similar cases
Arrange a role play like advocate and client, teacher and counselor, doctor and patient only tell the
participant to prepare role play and act no other details given before role play once they complete
the role play and observations , in the consolidation time trainer tells these are the steps in
decision making – steps in decision making has been given in paper.
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UNIT IV
EFFECTIVE COMMUNICATION
(Total hours 10)
4.1 A COMMUNICATION CONTINUUM 1 CM CC, D, EA
EFFECTIVE 4.2 COMMUNICATION IN AN ORGANISATION 1 CM EA, D, CC
COMMUNICATION 1
4.3 COMMUNICATION
(10 Hours) 1 CM EA, D, CC

4.4 COMPONENTS OF COMMUNICATION
4.5 METHODS OF COMMUNICATION 1 CM CC, EA?
4.6 TYPES OF COMMUNICATION 1 CM CC, Q, D
4.7 IMPORTANCE OF LISTENING IN 1 CM CC,D
COMMUNICATION
4.8 BARRIERS TO COMMUNICATION 1 CM CC,D
4.9 ACTIVITIES
4.10 BODY LANGUAGE 1 CM CC,D
4.11 WRITING SKILLS CM, R1, R2, R3 CC, D
REVIEW of concept and learning with application discussions 1 hour(total 10hrs)
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4.1 A COMMUNICATION CONTINUUM
1) Cybernetics 2) Organisational 3) Interpersonal 4) Body language
Information theory communication communication Nonverbal
Management information Communication
Systems (MIS)
Satellite communication
Railway signalling systems
* 1 - way communication, * Typically 1- way - Interactional * Through actions and
Highly mathematical Downw Typically 2- way behaviour, not words

ard
Also sideways and
Upward
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“To effectively communicate, we must realize that we are all different in the way we
perceive the world and use this understanding as a guide to our communication with
others.” Anthony Robbins
Communication is an extremely vast topic and ranges9 across a wide spectrum beginning, at one
end, with information theory, management information systems, satellite communication and
railway signalling systems, all of which tend to be typically one-way and highly mathematical (this
field is also known as ‘cybernetics’) and, next in complexity, as we move towards the other end,
‘organisational communication’, which flows primarily downward but also can, as occasion
demands, move upward and sideways.
Further away and beyond organisational communication we may classify and place ‘interpersonal
communication’, the area of our direct concern. This interpersonal communication is however
being considered in its larger context, that of an organisation or a group. This means that
organisational communication is being viewed as ‘continuous and complementary sets-series of
interpersonal communication or interactions’-- interacts, for short. Finally we come across an area
that we ordinarily know as body language and which is more formally described as non-verbal
communication, or the field known as ‘kinetics’. Although this is not our area of focus, it is too
important an element of the inter-action process, to be excluded from consideration.
4.2 COMMUNICATION IN AN ORGANISATION
Multi-functions of communication-- In an organisation (we are not limiting ourselves to the formal
and those involving predetermined structures), communication tends to do many things. To
illustrate, let us take a group consisting of roughly twenty people. We can observe that
communication does many things in, and with, such groups. Communicative exchanges among
people provide the sole method by which influence or effects can be achieved. Communication
facilitates and, beyond facilitation, makes it possible for us to manage. If there were no
communication, managing would not be possible. This is obviously and equally true of leadership.
If it were not possible to communicate with others, it would not be possible to influence them or
to perform needed leadership functions. This is still truer in the case of group work. If
9 th
Fred Luthans, Organizational Behavior, 4 Edition, 1985, P. 422/423, and adds that “most definitions of
communication used in Organizational Behavior literature stress the use of symbols to transfer meaning of
information.”
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communication among group members and between members and leaders is lacking, group work
would be impossible. Communication should, in many ways, be considered the organising element
of the group(s) and of organisation.
“Communication flows more freely among people who are not afraid of making mistake.
Communication is then process by which information and understanding transfer from
One person to another. Communication comes effective only when we give some
message and the other party received and understands it. Communication is a dynamic
and ongoing process, which interacts and leads to changes in behavior and attitudes of
individuals. That is why it remains as the most important part of Life skill Education”.
4.3 COMMUNICATION FOR MANAGING OR LEADING
To familiarise ourselves with what communication does, get together a group of twenty. (Any
number from 12 to 24 would be okay enough.)
Instructions:
This exercise is completed in two parts. The first part of the exercise is completed with the eyes
closed. The second part, with a slight modification in the activity, is completed with eyes open. It
will then be possible for us to compare the dynamics in the two situations, when the eyes are open
and closed. The exercise is begun with, say, twenty participants. They begin as a circle with their
hands preferably interlinked. Of course, there is no compulsion that the hands are interlinked but
it would facilitate matters when their eyes are closed. The only condition to meet is that their eyes
remain closed all through the exercise until the required task is completed. Participants are
advised not to ask the instructor during, or at the end of, the exercise whether the task is
completed. In any case their query will not elicit a response. When the task is over, or when they
believe it is completed, they are to open their eyes.
The exercise is now begun with people assembled in a circle. They are now required to close their
eyes. After the eyes are closed the task to be completed is allotted. From the current formation as
a circle they move into and form an isosceles triangle. It is clarified that an isosceles triangle has
two of its sides equal.
The exercise is repeated, this time eyes open. Starting from a circle, participants are required to
form a rhombus this time. While clarifying what a rhombus is, which may not be immediate, it is
stated that a square is not what is intended.
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4.4 COMPONENTS OF COMMUNICATION
The major components of communication constitute the source, message, channel and
the receiver. The source is the location from where the message emerges for transferring
the same to another person. Hence, the sender of the message functions as the source of
the message. The sender should always cautious and considerate about the expected
outcome. For this, the receptiveness of the receiver and the channel through which the
message is being sent stands important.
The message normally forms with an idea, which transmits to the receiver through the
most comfortable symbol to the sender and receiver. The purpose is that the receiver
should understand the symbol and he/she should be able to transmit with the same
symbol to make the communication fully effective useful. The clarity and effectiveness in
stating to the message will help to avoid misunderstanding of the message conveyed. So,
select the symbol after fully understanding the target person. This understanding is
termed as the profile of the target audience. When we think about channels in the case of
mass communication, newspaper, radio, TV etc. serves as channel. In the case of
interpersonal communication, our look, sound, touch, expression, mood etc, serves as the
channel.As the sender expects reciprocal action from the receiver, the role of the receiver
is most important. Based on the receptive level of the receiver, there are two types of
receivers. One is the active group are good listeners who have good habits of
concentration, evaluation and mental participation. On the other hand, passive listeners
absorb only part of the message directed at them. So extra care is needed while sending
message to passive receivers.
Comprehensiveness of the message
There is no way to ensure that the receiver of the message has understood it fully in
content and spirit. Human perceptual process” complicate the depth of useful. The
following suggestions related to the message will be useful to make the communication
more comprehensive.
1. Objective of the message should be clear

2. Structure and language must suit the objectives of communication
3. The language should suit the recipient and his situation. Simple, direct language is
preferable for better result.
4. Repeating important points will increase comprehension of the messaged
5. Feed back will help to assess the level of understanding of the message
6. Assume differences in understanding until similarity in expression is proved.
7. Emphasize description rather that interpretation or evaluation
8. Practice empathy to get the maximum benefit from communication
9. Treat your interpretation as a working hypothesis (don’t think that your
interpretation is the final one).
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Other factors that affect the effectiveness of communication
1. Over loading: Distribution of too much information may lead to communication

inefficiency
2. Upward communication: Insufficient upward communication
3. Downward communication: Insufficient downward communication

4. Filtering: Sender manipulates the information and makes more favorable to the
receiver( Correct information is not transferred)
5. Selective perception: The receivers selectively see and hear based on their needs,
motivations, experience, background, etc
6. Defensiveness: Receivers will be in a preconceived defensive mood. It will reduce
their ability to achieve mutual understanding
7. Words (language) words mean difference things to different people.
4.5 METHODS OF COMMUNICATION

There are many different ways of communication. They are non-verbal communication,
written communication, verbal communication and audio visual.
NON-VERBAL COMMUNICATION
Non-verbal communications are the actions that are used to communicate, supplement or
substantiate the communication. This includes mainly our gestures, tone of voice and
facial expressions.
Body language serves as an important form of non-verbal communication. This is by the

coordination of facial expression and body movements. The was of smiling, eye brow
flash. Various facial expressions to express fear, happiness, surprise, sadness, interest,
anger, contempt etc. The expression on the eyes and the style of contact also conveys
non-verbal communication.
WRITTEN COMMUNICATION
Anybody who knows the language can write to anybody. The question is how many of the
receivers will get the full content in its original intended meaning and sprit. If the receiver
fails to get the full benefit of the written communication, it is the failure of the sender,
stressing on the points, writing in the style that is well understandable to the receiver,
differentiating fact and opinion, specific paragraphs, readable and neat format etc, are of
the cruces that will improve the written communication.
VERBAL COMMUNICATION
Verbal communication is taking by using words. The most important point to remember in
verbal communication is that the meaning of the words may differ in different social
situations and cultures. Some times in association with some non-verbal forms, it creates
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a different meaning. Therefore, clarity of the words is mot important . Tone of voice,
speed of delivery, pauses and emphasis on certain words all add to effective delivery of
the message.
AUDIO-VISUAL AIDS
Audio-visual communication means the synchronization of sound and visuals to make the
communication effective. LCD projectors, video films, documentary films, TV are some
examples.
4.6 TYPES OF COMMUNICATION

Based on the number of persons involved in communication, it is classified into four. They
are
INTRA-PERSONAL COMMUNICATION: This is the communication within one self. This

implies individual reflection, contemplation and meditation. For example in a conflict
situation. We will be interacting within ourselves about the issue during the process of
taking a decision. The debate in our mind for and against the issue in question is actually
the intra personal communication.
INTER-PERSONAL COMMUNICATION: Inter personal communication normally takes place

between two or three persons. This is direct, face-to-face communication that occurs
between two persons. It is essentially a dialogue or a conversation between two or more
people. It is personal, direct, as well as intimate and permits maximum interaction through
words and gestures. Interpersonal communications maybe:
a) Focused Interactions: This primarily results from an actual encounter between two
persons. This implies that the two persons involved are completely aware of the
communication happening between them.
b) Unfocused interactions: This occurs when one simply observes or listens to persons
with whom one is not conversing. This usually occurs at stations and bus stops, as
well as on the street, at restaurants, etc.
GROUP COMMUNICATION: This will be in the pattern of group discussion. A group of

people will be discussing the issue for getting the groups views or convincing the group
members.
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MASS COMMUNICATION: Mass communication is by using mass media such as radio, TV,
newspaper etc to transfer the information to large number of people. This is generally
identified with tools of modern mass media which includes: books, the press, cinema,
television, radio, etc. It is a means of conveying messages to an entire populace.
Non verbal communication skills : This includes aspects such as body language, gestures,
facial expressions, eye contact, etc., which also become a part of the communicating
process; as well as the written and typed modes of communications.
“Argument is the worst sort of communication”.
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4.7 IMPORTANCE OF LISTENING IN COMMUNICATION
Listening is the primary function of communication that leads to understanding, learning,
remembering and acting. It is the receiver’s positive effort to receive and understand a
message transmitted. Proper listening helps the received to understand the feelings and
needs of the communicator and thereby to get a very clear the understanding of the
message both in content and spirit. This will help the listener to take a better decision on
issues.Good listening also convinces the communicator that the receiver is interested in
the subject and it will automatically motive him to deliver the result in good form and
shape. This will also improve the attitude of the communicator towards the receiver and
the receiver will be more receptive to what you have to say. Bennett and wood say that
there are three listening styles such as” results” “ reasons” and “ processes”. Results style”
listeners want to hear the bottom line only “ process style” Listeners like to k now the
subject with some background on how it all came about, before getting to the bottom line.
“ Reasons style “ Listeners need to be convinced about the content, its reasonableness,
logic and suitability to the situation.
GOOD LISTENING HABITS
. create an atmosphere for listening with out any disturbance nearby.
. Listen without evaluating the communicator at the time of listening. This may distract
attention and the quality of the listening. Do the evaluation, it necessary, after the
listening is over.
. Do not intercept in between the discussion. Do not anticipate that the style should be, as
you like.
. Do not try get everything from the discussion. It may not be possible at many times.
. Do not have e a fake attention to the communication. This is easily know by experienced
communicators.
. Reveal your stand and situation that supports or suppose the idea, it that is necessary ass
the part of the communication.
Research shows that poor communication is probably the most frequently cited sources of
interpersonal conflict. Because individuals spend nearly 70% of their working hours in
communicating (writing, reading, speaking, listening etc.] it seems reasonable that one of
the most inhibiting forces to successful performance is lack of effective communication.
When a thought or an idea communicates, the mental picture perceived by the received
should be the same as was envisaged by the sender.
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4.8 BARRIERS TO COMMUNICATION
 physical barriers
 attitudnal barriers
 physiological barriers
 system design
 psychological barriers
 cultural barriers
 linguistic barriers
COMMUNICATING WITH DIFFERENT PEOPLE
According to Stewart (1992) this could be guided by asking the following questions.
. What is your role in the particular conversational situation (Who are you?)
. What is the roll of the other person in such a conversational situation. (to who you Talk)
. The purpose of your conversation (Why you are talking)
. The place selected for initiating the conversation (where)
. The time selected for the conversation ( When)
. The topic or the content of the conversation (what)
. The style or method of conversation (How)
Key elements of communication(Steward, 11992,pp 288-289)
. Listening is communication: listening to someone, will help you to recognize that

person.you will also get an opportunity to get new ideas or extend your ideas. The other
person will also get confidence in talking to you that results in a better exposure of the
content.
. Questioning is communicating: Questioning is to seek clairification questions should be

for opening up opportunities. These could include reflection, analysis and the sending of
positive message.
. Silence is communicating. You need time and space to think. This will give the
opportunity to reflect creatively and positively.
Talking establishers rapport: Managers interact with personnel to get to k now them not
only as employees but also as persons. The aim of this is to see what they value and how
they think and feel about the aspects of everyday life. This is part of creating cultural
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communication. Its is also allows for effective upward communication in organizations
where staff feels that their views are considered
. Body language and tone of voice also communicate:This is usually a gateway when you
want to hide the way you really feel or think.
It is hard to disguise yourself, and body language reveals your true feeling and intent.
. Language and words. : Sometimes the words we use do not convey the message that we
want to send. Language can trap us because of jargon and abbreviation and some times
we use too many words. The problems is worse when communicating across language
barriers.
. Feedback is part of communication: it involves giving the other person the opportunity to
response and showing you have understood what he/she has said. The role of feedback is
especially important when you communicate across language and cultural barriers.
. Feedback is part of communication: It involves giving the other person the opportunity to
respond, and showing you have understood what he/she has said. The role of feedback is
especially important when you communicate across language and cultural barriers.
. Cultural difference affect communication: Cultural assumptions, verbal, and non-verbal

signals differ across cultures. For example, maintaining eye contact is necessary for good
communication, but in the culture of Australian Aboriginal people, it is assign of
disrespect. If we are not aware of the different cultural signals, a situation of
misinterpretation and miscommunication may arise.
4.9 ACTIVITIES
I Name of the activity Passing the message
Objective To understand the meaning of

effective communication and
the barriers
Materials required Pre-prepared one page

intresting message on paper
Time required one hour
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STEPS:
 Keep ready a pre prepared one page interesting but slightly confusing
story/incident/situation. Call seven participants from the group and two
supervisors. Put them away from the class so that they will not overhear what the
others discuss.
 One supervisor should stand with the seven – member group to supervise them
and the other should stand slightly away. Call one participant from the group to
the place where the supervisor 2 is standing, and relate the story
story/incident/situation to him. One way communication only. Do not permit the
participant to ask questions. Call the next volunteer away from the volunteer
group and ask the 1st volunteer to repeat the story/incident/situation that was told
to him to 2nd volunteer. Again one way communication only, no questions. Ask this
participant to repeat this story in front of the class.
 Call the next volunteer away from the volunteer group and ask the 2nd volunteer
to repeat the story/incident/situation -------. Repeat the process until the seven
volunteers have completed.
 Bring all the volunteers to the class and repeat the original
story/incident/situation. Explain about the modifications that have crept into the
message. Discuss the causes for the modifications and explain concept of effective
communication and barriers of communication.
II Perception exercise (two faces)
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III Listening exercise - Touching the chin
1. The facilitator announces the class that an activity “ Touching the chin “ is to start.
He also writes on the board “ touch your chin”.
2. The facilitator stands distinctly where each participant can see him and his actions
clearly’
3. The facilitator asks the participant to start the activity as he himself does.
4. The facilitator stretches his hand out in front of him with his fore finger pointing
out.
5. He slowly and gradually brings his fore finger towards his face.
6. As the fore finger nears the face the facilitator moves his finger closer to his upper
cheek. The same can be seen to be copied by the participants
7. Discuss the lack of/reduced listening skills among us
8. Discuss our dependency on gestures rather than listening to words.
IV PLEASE HEAR WHAT I’M NOT SAYING
( FOR READING)
Don’t be fooled by me, don’t be fooled by the face I wear. For I wear a thousand masks, masks that
I’m afraid to take off, and none of them is me. Pretending is an art that’s second nature with me,
but don’t be fooled: for God’s sake, don’t be fooled.
I give the impression that I’m secure, that all is sunny and unruffled with me, within as well as
without, that confidence is my name and coolness my game; that the water’s calm and I’m in
command, that I need no one. But don’t believe me, please!
My surface may seem smooth, but my surface is my mask. Beneath dwells the real me in
confusion, in fear and aloneness. But I hide this. I don’t want anybody to know it. I panic at the
thought of my weakness and fear of being exposed.
That’s why I frantically create a mask to hide behind, a nonchalant, sophisticated façade to help
me pretend, to shield from the glance that knows. But such a glance is precisely my salvation. My
only salvation. And I know it. That is, if it’s followed by acceptance, if it’s followed by love. It is the
only thing that will assure me of what I can’t assure myself of – that I am worth something.
But I don’t tell you this. I don’t dare. I am afraid your glance will not be followed by acceptance and
love. I’m afraid you will think less of me, that you’ll laugh at me, and your laugh would kill me. I’m
afraid that deep down I’m nothing, that I’m no good, and that you’ll see this and reject me.
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So I play my game, my desperate game, with a façade of assurance without and a trembling child
within. And so begins the parade of masks. And my life becomes a front.
I idly chatter to you in a suave of surface talk. I tell you everything that is really nothing, and
nothing of what’s everything, of what’s crying within me: so when I’m going through my routine,
do not be fooled by what I’ m saying. Please listen carefully and try to hear what I’m not saying,
what I’d like to be able to say, what, for survival, I need to say but what I can’t say.
I dislike hiding. Honestly! I dislike the superficial game I’m playing, the phoney game. I’d really like
to be genuine and spontaneous, and me, but you’ve got to help me. You’ve got to hold out your
hand, even when that’s the last thing I seem to want. Only you can wipe away from my eyes the
blank stare of breathing death. Only you can call me into aliveness.
Each time you are kind and gentle and encouraging, each time you try to understand because you
really care, my heart begins to grow wings-- very small wings, very feeble wings, but wings. With
your sensitivity and concern, and your power of understanding, you can breathe life into me. I
want you to know that.
I want you to know how important you are to me, how you can be the creating of the person that
is me if you choose to. You alone can release me from my shadow-world, of panic and uncertainty,
from my lonely person. Do not pass me by. Please do not pass me by.
It will not be easy for you. A long conviction of worthlessness builds strong walls. The nearer you
approach me, the more blindly I strike back. I fight against the very thing I cry out for. But I am told
that love is stronger than walls and in this lies my hope. Please try to beat down those walls with
firm hands, but gentle hands; for a child is very sensitive.
Who am I, you may wonder?
I’m someone you know very well.
For I am YOU!
Anonymous10
V Arrange the participants in two circles, one inner circle and an outer circle in such a
way that a pair is formed and can communicate face to face. That is each
participant is now having a partner. Ask questions like the person, teacher
influenced them the most, an incident that made them happy and sad in their life
etc., and direct them to communicate with his/her partner. After each question
move the participants to the right/left from the inner circle and outer circle
alternately. After this exercise arranges the participants in one circle and let them
share their experiences while communicating with different partners.
10
The material included here is reproduced intact as obtained from an anonymous source. According to data
available on www.jwjonline.net/poems/mask/ , the original, a poem is attributed to Charles Finn as the
source.
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VI Arrange the participants in five groups. Now each group is directed to prepare a
skit showing the different types of communication like intrapersonal, focussed,
unfocussed, non verbal and mass communication.
VII Each participant is directed to share an experience that made them angry or
frustrated or disappointed when he/she had interacted with his/her friend or
relative. Now each participant is given a chance to try the XYZ feedback technique
to solve such situations without creating any anger or frustration but enhancing
the interpersonal relations.
VIII Active listening is a technique that helps to understand, evaluate and interpret
what a person hears. Barriers to active listening usually make content loss which is
called Downward drift when one reproduce a matter that he/she had listened.
Here prepare a story and share the story to each and every participant. Now the
last participant is directed to present the story that he/she had heard, then the
first participant is directed to present the story and finally the teacher presents the
original story that he/she had delivered. Here we can analyze the content loss,
manipulations etc
IX Purpose – An Exercise to demonstrate the importance of communication and

feedback in the success of a team.
Objective-Participants to guide their team mate in throwing some balls into a waste basket.
What You Need
 10 Tennis/Golf balls
 A waste or any other similar basket
Method
 Ask for a volunteer to stand in the front of the room.
 Place the basket about half a meter behind the volunteer.
 Ask the rest of the delegates to sit down facing the volunteer.
 Explain that the volunteer has to drop as many balls as he can into the basket using the
directions and feedback given by the rest of the participants.
Timing
Explaining the Test: 2 minutes.
Activity: 5 minutes
Group Feedback: 5 minutes.
Discussion
Ask the volunteer which types of messages were most helpful? What would the volunteer suggest on
improving the type of feedback given?
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4.10 BODY LANGUAGE
What is Body Language?
Body language is the unspoken or non-verbal mode of communication that we use in every
single aspect of our interaction with another person. It is like a mirror that tells us what the
other person thinks and feels in response to our words or actions. Body language involves
gestures, mannerisms, and other bodily signs.
In real life situations, 55% of the messages that we convey to other people are transmitted
through body language and the actual verbal communication accounts for the other 45% -
38% in tone of voice and only 7% in the words we use.
Our ability to use body language in a positive way and to read other people's minds through
their body language separates the men from the boys (or women from girls), and can be a
powerful tool to our overall personality development.
Body language is described by psychologists as a language of signals. They say we express our
feelings and thoughts in a variety of nonverbal cues like gestures, movements and micro
momentary expressions, unaware that we are doing so.
This language is what we say without speaking, which is a great deal. Only part of what we tell
those around us is conveyed by the spoken word. Movements, usually controlled by the
subconscious, say more. Every day we unconsciously send many signals through the body. Kinesics,
the study of body movement, will tell us that 50 percent of information on the character, impact
and credibility of a person is conveyed by body language.
You may use words to disguise your thoughts. You may leave things unsaid, even lie – but it is
impossible to do this with body language. Sometimes it is easier to change your mind or your
convictions than to control your posture, expressions and gestures. You may use a lot of words and
fail to get your point across, but to anyone who can read the signs, the body speaks simply and
clearly.
Types of non verbal cues
Non verbal cues can be better understood by dividing them into the following types.
Kinesics: It is about body movements, including the movement of our limbs, head and all other
body parts.
Proxemics and territoriality: This area deals with the variations in the use of space by different
individuals. We all operate under certain zones in our day-to –day interactions with people. At
times we are in the ‘intimate’ zone, at times in the ‘personal’ or ‘public’ zone.
Haptics: This tells you about how touch is used to communicate different emotions in
interpersonal interactions. A cultural set-up generally regulates certain types of touch. Touch
defines relationships, communicates social status, and satisfies special needs.
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Occulesics: This area is about the use of eyes including eye movements and eye contact in
different communication situations.
Paralanguage: They are the expressions that accompany speech- other than formed words like ah,
oh, hummings etc., voice pitch, and voice segregates, such as pauses, fillers and other hesitation
sounds.
Chronemics: It deals with the value we attach to and the way in which we use time. It can provide
useful information about people. Or instance, we can observe how different people behave
depending on the psychological orientations towards the present and the future. We can see how
people are controlled by their biological clocks, or how people in different cultures handle time.
Artifactual codes: Our personal accessories - like clothing, jewellery, and home or office
furnishings – represent who we are.
Objectives of learning body language:
1. To gain an insight and awareness of the various non-verbal signals used in our
communication with others, so that we can modify our behavior in order that it has a
positive impact.
2. To master the skills of non verbal communication so s to easily read the body language
of others and respond to it appropriately and adequately.
3. To apply the skills of non verbal communication so as to make the total

communication process mere functional , since we speak two languages concurrently:
the verbal an the non verbal. Our speech is generally accompanied by gestures, facial
expressions, body movements, which change from moment to moment.
4. To comprehend the impact of non verbal message, which far exceeds that of any given
vocal transaction, dialogue or conversation between persons, so as to make
communication more effective.
5. To become aware of and monitor our own von verbal behaviour so that we send out
the right signals and decode the signals we receive from others more accurately. Non
verbal communication tools can be used to transmit our own ideas, feelings, an desires
in such a manner that people will understand us and respond in the way we want
them to. Besides, we can prevent misunderstandings by accurate decoding, by being
more objectively perceptive, and by being able to distinguish a signal from a
mannerism.
6. To establish rapport with others by perceiving their body language to know what
pleases or offends them. We can anticipate the reactions of others to specific
situations, break through their defenses, and influence their decisions in a positive
manner. By being aware of our own body language we can check the impact of our
intervention – as to whether we are inadvertently precipitating the reactions of
others.
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7. To bring out into the open, to the conscious level, our subconscious motivations and to
understand them more concretely. This will also help us become more deeply
empathetic towards others.
Some glimpses into practical aspects of body language
Zones: You know from everyday life that you do not let everybody come close to you
immediately. All of us need space, as an animal needs territory in which to operate, any
incursion on this space is regarded as threatening and disturbing. Keeping our distance plays
an important role in our everyday relations and dealings with others.
The American scientist E.T. Hall has identified four different distance zones;
The intimate zone - 0 to 15in,.
The personal zone - 15in to 5ft.
The social zone - 5 to 12 ft.
The public zone - 12 to 24 ft.
Gaze behaviour:
Glancing: When two people meet and make eye contact they will usually find themselves in a
state of conflict. They want to look at each other at the same time they want to look away.
This will result in very brief, fleeting looks at each other intermitted by looking away. The
progress, duration and focus of these glances can serve as indicators of what kind of
relationship exists or not exists between them.
Losing face: In and emotional encounter wherein one participant starts to dominate or
intimidate the other the latter starts to glance away more and more often. Literally, his face is
lost to the sight of the dominating person and this serves as an indicator for him to stare at
him more intently accentuating the threatening.
Super gazes: Super gazes are over long glances. A person them when he actively likes another
or is trying to be domineering. The facial expression will be that of a smile but still the targeted
person will soon sense the hostility behind the super gaze and start looking away as if to
search for an escape.
Pease(1993) proposes that while discussing business, we direct our gaze at the area
consisting of the triangle between the other person’s eyes and forehead. When we look at this
area we have a look of seriousness and the other person realizes that we mean business. This
is the business gaze.
Social gaze: To create a social atmosphere, the gaze must drop below the other person’s eye
level; the triangle is located between the eyes and the mouth.
Intimate gaze: The gaze area ascribed to intimacy extends across the eyes and below the
chin at other parts of the person’s body.
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Gestures:
Positive gestures: Wide and open gestures. Open palms, feet pointing straight, open gaze
etc. are examples for this.
Negative gestures: Hiding your arms behind your back, holding on to your lapel, looking at the
floor or ceiling while giving a speech etc.
Non – verbal leakage:
Deception is likely to be occurring if someone
•Gesticulates less than usual.
•Touches their face more than usual.
•In particular, holds, rubs, squeezes or touches the nose.
•Shows more small body – shifts than usual.
•Or shows abnormal stillness or over –composure.
•Allows fleeting, micro-expressions to flicker across an otherwise expressionless face.

•Gazes sideways in the opposite direction from the one used when telling the truth.
•Is shifty – eyed when talking.
•Or overuses direct eye contact.
•Sweats copiously when it is not hot.
•Hesitates more when replying to a question.
•Uses a generally higher pitch when speaking
•Let the voice rise up more at the ends of sentences.
Contradictory signals:
When we are having two conflicting emotions we tend to produce contradictory signals. You
may be wearing an extremely vicious expression at a rude sentry but at the same time you
may be retreating simultaneously. The sentry, on the other hand, as he dictates rules to you in
a seemingly fearless way, will be watching your face closely out of his anxiety about you. At
such times the person who correctly assesses the dominating emotion of the opponent will
have an edge on him.
Shortfall signals:
A shortfall signal is one that fails to reach its usual level of intensity. The on-off smile is an
obvious example. This is the smile that flashes quickly on to an otherwise immobile face and
then, just as quickly vanishes again. Such smiles usually last for less than a second and can
easily be read as deliberate insults by ending them quickly while still in the other person’s line
of vision.
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The reason why shortfall signals occur is that the performer’s true mood is interfering with his
social ‘display’. He attempts to simulate the outward signs of inner feelings he is not
experiencing and he fails to perfect his ‘act’.
Cautions while interpreting body language.
- There are no precise interpretations for particular gestures.
- Body movements are highly fleeting, micro momentary- in order to make right
judgments one must be alert and make careful observations.
- Gestures come in clusters – one must recognize their relationships and draw meaning
from a cluster.
- One must pay attention to incongruities and inconsistencies.
- One must check the gesture cluster or any discrepancies which show that a person is
faking.
- At times what appears to be a gesture may be mere mannerism, or a habit.
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4.11 WRITING SKILLS
RESUME
Your resume is the first impression you give to a potential employer.
Resumes can be formatted in different ways, but it must accurately reflect your
qualifications and job experiences.
1. Make a resume to fit the position you applied for not "one size fits all" model.
2. Your resume should highlight why you are qualified for the position.
3. Remove unnecessary information. Do not detail every job experience
unless related to this specific job .
4. Try a keep it to one page doesn’t over elaborate.
Resume Style
1. Reverse chronological order
2. Skills
3. Functional
4. Combination
5. Video
1.Reverse chronological orde:-
is listed first in the order. Education and Technical Skills sections follow the details of
this professional's job experience.
That makes it easy for a hiring manager to see career progression
2.Skills Resume
This format works best when a traditional resume just doesn't work to make you look like
a good candidate even though you have relevant skills
3.Functional Resume
A functional resume categorizes skills by function, emphasizing your abilities. This is useful
if you are changing careers and want to show how you can transfer your skills.
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4.Combination Resume
In a combination resume format, you have the option of emphasizing your skills and
abilities, who you worked for, or your educational background.
This is a good style to use if you like to have the flexibility to put your information in a
format that suits your background, your tastes and your style.
If you are a recent college graduate, you can downplay your lack of previous employment
by targeting other features, such as honors, awards, and volunteer work, as well as listing
the related experience you DOES have first
A combination resume combines elements of the Chronological and Functional Resumes.
The major categories are:
Summary
Accomplishments
Experience
Education
Skills
Other categories can be:
Professional Objectives
Professional Memberships
Honors
Certifications
5.Video Resume
Remember that your video resume, like other things you post online, will be public.
Choose carefully what personal, professional, and contact information you wish to give.
6.Scannable resume
This enabled employers to receive hard-copy resumes, get that resume information into a
database (to handle the volume of resumes received!), and retrieve the resume later
123
CHOOSE A STYLE FOR YOUR RESUME THAT IS MOST SUITED FOR YOUR QUALIFICATION
AND THE JOB APPLICATION
SAMPLE:-chronological order
NAME
Cells:+-------------------- email------------------------
PROFILE
A determined and focused professional with a wide variety of practical experience in--------
----------------------------------------------------------------
Experience -----------------------------------
Languages Fluent -------------------------------------------
Computer Proficient computer skills and use of relevant software and other applications
e.g. Microsoft office ( word / excel / access / power point );email and internet research.
KEY SKILLS
Excellent practical knowledge of --------------------------------,
Excellent practical knowledge of -------------------------------------,
Excellent Reports writing skills, able to write clearly and concisely, with
considerable experience in editing primary material into accessible documents
Excellent communications (interpersonal) skills including ability to operate effectively

across organizational boundaries and to establish working relations in a multi-cultural,
multi ethnic environment.
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ACADEMIC BACKGROUND
Education
19---
20—
20—
20---
PROFESSIONAL QUALIFICATIONS
Courses & Skill Trainings:-
--------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------
HUMANITARIAN BASED WORK EXPERIENCE
------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------
RECENT CONSULTANCIES
------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
--------
PROFESSIONAL TRACK RECORD
( since 19---- to 20------to date )
------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
------------------------------------
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CORE COMPETENCIES
------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
-------
GENERAL INFORMATION
…………………………………………………………………………………………………………
PERSONNEL DATA
Date of Birth :
Nationality :
Civil status :
Gender :
CONTACTS
Present Permanent Address
REFERENCES
No1.
No2.
126
COVER LETTER
It should answer the question - Why should I hire you?
It should grab the employers attention and point out why you, above all other
applicants, should be contacted for a personal interview.
Business Letter Format Tips
• Use A4 paper
• Use 1" margins on all four sides
• Use Times Roman (12 point) or Georgia (11 point).
• Should be single-spaced
• Typed on a computer
• Print the letter on only one side of the paper.
• Fold the letter horizontally into thirds
 Mail the letter in a envelope that fits an A4 paper folded 1/3rd
• USE:- Block format and its specifications
Points to Remember
• IDENTIFY YOUR AIMS

• DECIDE ON LAYOUT
• SAMPLE DRAFT
• EDIT
• PROOFREAD
Introduction
Body—not more than 3 paragraphs
Appropriate salutations
Proposal Preparation
Issue
To provide management evaluation of issue for decision making
1.What is the need to be done and why
2.When it needs to be done and how
3.Who is going to work on it
4.How much it will cost
5.Alternatives and risks
127
Purpose
Proposals are never easy to write
Question worrying:-
How to approach the assignment
What to include
How to organize it
Objective
How to get started
How the process works
Jump-start the first time writer’s proposal,
Avoid some common pitfalls along the way
Four tips when developing your proposals
1. Have an Attention Getting Project
2. Partner with the Advocates
3. Project Track Record
4. Life after Project Funding
Proposal Contents
1. Title Page/Cover Sheet
2. Executive Summary
3. Statement of Problem or Need
4. Goals, Objectives, and Scope
5. Procedures/Methodology
6. Personnel Resources
7. Facilities, Software and Hardware Resources
8.Plan for Continuation of the Project
9. Project Evaluation
10. Budget and Budget Justification

128
Tips for Submitting Your Proposal
Review It Again for Content
Recheck The Numbers
Get a Peer Review
Submit On Time
Report Writing
Types of Report
Sales Reports
Inspection Reports
Audit Reports
Annual Reports
Feasibility Reports
Progress Reports
White Papers
Classification of Reports
Formal Reports and Informal Reports
Information Reports
Analytical Reports
Recommendation Reports
A report is a formal piece of written work based on facts, process or test. It is usually
written in a concise style, giving precise details. It is useful to draw the attention of your
learners to three important points:
Audience - Who is the report for?
Aims - What end result do they want - to inform, persuade, recommend?
Topic and focus - What is the main subject area and which particular aspect/issues will
the report cover?
129
How to Write Reports
1.Steps to Report Writing1
Define the problem
Gather the necessary information
Analyze the information
Organize the information
Write the report
2.Organizing Reports
Comparison/contrast
Problem-solution
Elimination of alternatives
General to particular
Geographic or spatial
Functional
Chronological
3.Anatomy of a Report
Cover Page
Title Page
Letter of Transmittal
Table of Contents
List of Illustrations
Executive Summary
Report Body
What happens is that for most people when report writing, they tend to write way too
much and then get stuck when it comes to the editing and rewrites.
They seem to lose sight of their natural style and the writing strengths they already have.
130
So that's your first step: get clear about your own natural style (a good place to begin is
your speaking style - see if you can avoid straight-jacketing it as soon as you take pen to
paper or fingers to computer keyboard to do some report writing).
There are two more steps that lay the foundation of good report writing even before you
begin to write:
1) Get clear about the purpose of your report: what's it for, what's it supposed to achieve,
what do you need it to say?
If you're not clear your readers won't be either.
2) Have a point of view: it will help you writing your report (and your readers) if it's clear
'where you're coming from'.
Everything you have to say can then get filtered through that view
131
132
UNIT V
INTERPERSONAL RELATIONS
(Total hours 12)
5.1 INTRODUCTION 2 CM CC, Q, D
5.2 BASIC CONCEPTS OF TA 2 CM CC, D
5.3 TYPES OF TRANSACTION 2 CM CC, EA, D

INTER PERSONAL 1 CM CC, EA, D
5.4 TIME STRUCTURING
RELATIONS (10
5.5 AUTONOMY 1 CM CC, EA, D
Hours)
5.6 ACTIVITY 1 CM CC
REVIEW OF CONCEPT AND LEARNING WITH APPLICATION DISCUSSION 1 HOUR
133
5.1 INTRODUCTION
One of the most distinctive aspects of human beings is that we are social. We are each
affected by the presence of other people, we form relationships with other people, we
join groups with other people, and we behave in certain ways towards members of our
own and other groups. Interpersonal relations include how we are affected by simply
being in the presence of other people, ways in which people interact with one another and
form close relationships with each other. Interpersonal skills include not only how we
communicate with others, but also our confidence, and our ability to listen and
understand. Problem solving, decision making and personal stress management are also
considered interpersonal skills.
Transactional Analysis (TA) is both a theory of human personality and a system for the
improvement of human relations. Its application to organisations provides a systematic
approach to understanding the links between human needs and behaviours. TA provides a
comprehensive model to understand behavioural patterns, communication, interpersonal
relationship, motivation, time management, attitudes, conflict management, and life span
development for better living.
Teaching is unique in that students, the ‘raw materials’ who come to you for getting
transformed into ‘finished products’ are human beings, capable of thinking, feeling and
modifying behaviour accordingly. In order to become a good teacher, it is essential that
the teacher acquires good communication and interpersonal skills.
Transactional Analysis [TA] is one theory on personality and psychotherapy, which can be
applied for personal growth and change. It can be used for counseling and as an excellent
communication strategy for individuals, organizations and nations.
Transactions
Communication exchanges between individuals are called Transactions. Communication

may be through words, gestures, body language, signs or even by silence. A transactional
stimulus from one person elicits a transactional response in the other. They may be
considered as units in psychological science.
134
‘Communication gaps’ among individuals, communities and nations, cause mistrust, anger
and enemity among them. Understanding and interpretation of Transactions can help in
preventing such ‘communication gaps’. TA regards all human beings as fundamentally
good [OK], capable of thinking and responsible for their actions. The ultimate aim of TA is
to facilitate understanding, sharing and intimacy among all.
Origins
Dr.Eric Berne [1910-1970], a Psychiatrist, formulated TA in 1957. It has subsequently

found widespread applications and relevance in almost all fields of human activity. It is
disarmingly ‘simple’, but behind the deceptive simplicity are hidden powerful tools for
effective personal and social change.
5.2 BASIC CONCEPTS OF TA
Ego States
The feelings, thoughts, emotions and actions of an individual are modulated, according to
Eric Berne, by a coherent system of thinking, feeling and beliefs, called Ego States. Ego
states are a consistent pattern of feeling and experience directly related to a
corresponding consistent pattern of behavior. Three Ego States have been distinctly made
out. These are the Child, Parent and Adult. All individuals are thus ‘three-in-one’, but only
one ego state takes the executive position at a given moment. Their anatomical existence
in the brain has been supported by the famous Wilder Penfield Neurosurgical
Experiments, which proved that all past events are recorded in the brain, along with the
associated feelings, like a video recording.
Recognizing, analyzing and appropriately modifying Ego States in oneself and others can
enhance the quality and effectiveness of Transactions. This forms the foundation of TA
theory and practice.
Child Ego State

Childhood events, when recapitulated at a similar situation during later life, form the basis
for the Child Ego State. The ‘Child’ responses are mostly emotional [‘feelings’], never
deleted, and may not have a cause-reason association. For example, when a child abruptly
crosses the road and father hits him as a punishment, the child feels only the pain and not
135
the reason for the spanking. He cries and interprets the whole incident only as ‘father hit
me!’
The ‘Child’ is, by nature, happy, emotional, creative, inquisitive and fantasizing. It likes to
‘receive’ and is ‘selfish’- it doesn’t like to part with anything. There are three sub divisions
of ‘Child’ can Free, adapted and little professor.
Free Child: Unrestricted expression, pleasantness, creativity, throwing away things and
exploration are the characteristics of a free Child.
Adapted Child: Behaves according to the desires of Parents, even though he does not
endorse them. Example is a child saying ‘Good Morning’ or ‘Thank You’ to one and all.
Little Professor: As the Child grows up, he reaches a compromise between his innate
needs and parental requirements. Eg, the Child who develops abdominal pain and
headache on Monday mornings.
Parent Ego State

We learn many things from our Parents in the initial five years of our lives, like language,
eating habits, cleanliness, social behavior etc. The Child imbibes the pleasures, likes,
dislikes, prejudices, anger, mannerisms, fears, hatred and beliefs of the parent. This forms
the basis for the Parent Ego State. Parent is ‘imposed’ on the Child.
Parent can be Critical [accusing, complaining] or Nurturing [encouraging, recognizing, and

appreciating]. TV, Films, friends, neighbors and even cartoon characters can take up the
role of Parents in shaping up the Parent Ego State. Ideal Parents should be nurturing,
complementing each other and consistent. The greatest help that the Parents can provide
to the Child is to love each other. The positive aspects of Parent are ability to reach a
decision, principles and values, security, language and culture. The negative aspects of
Parent are superstitions, prejudices, inhibitions and often, discouraging of initiative and
risk-taking.
Adult Ego State

From 10th month of life the Child can gather his own information by moving, hearing,
touching and seeing. He compares fact with experience, ie, he thinks, makes his own
judgment, and arrives at a decision. The Adult Ego State aims at life’s success. It is an ego
136
state oriented towards objective, autonomous data processing and probability
estimation.Adult Ego State should be allowed to bloom in an uninhibited manner.
Representation of Ego States
Ego State Pathologies
Contamination
In many individuals, the relative proportion of these ego states will vary, resulting
in preponderance of one ego state over the other. This is called Contamination.
Contamination is the main hindrance to solving conflicts
Exclusion
A particular ego state may be absent or minimal in an individual. Absence of Child
Ego State will result in the individual incapable of enjoying life. He is unduly strict about
time and protocol. Absence of Parent Ego State turns the person into an antisocial, with
no sense of values. When there is absence of Adult Ego State, the person becomes
‘insane’.
COUNSELLING: It is the decontamination of ego states. Counseling helps to undo the

knots of the ego states and realign their interactions in the correct perspective.
137
5.3 TYPES OF TRANSACTIONS
Transactions may be complementary, crossed or ulterior.
(Transaction stimulus given from left to right, with arrow pointing right ward 
Transactional response from right to left, (see arrow pointing left ward )
Complementary Transactions
The ego states of the transacting individuals will be complementary. [Eg. Parent to child,
adult to adult.] Free flow of conversation occurs. For a friendship to bloom, the
transactions have to be complementary. This way, even people with opposing values can
continue to remain friends. Nine possible Complementary Transactions are PP, PA, PC, AP,
AA, AC, CP, CA, CC.
Complementary Transaction type 1 Complementary Transactiontype2
138
Crossed Transactions
When the Transactional Vectors intersect, conversation cannot go on for long. Here the
response is unexpected and apparently inappropriate. In terms of possibilities, (and) also
in terms of sheer numbers, the crossed transactions overwhelm the complementary
transactions -- 9 complementary to 72 crossed; a total of 81. The ratio of 1:8 could have
implications in terms of practice-- translated as probability. Fortunately, as Berne
advocates, only 4 of these are important enough to warrant attention, except in clinical
practice.
Crossed transaction type 1 AA-CP Transference (reaction)
Crossed transaction type 2 AA-PC Counter transference (reaction)
Crossed transaction type 3 CP-AA Exasperating response , where someone who wants
sympathy gets facts instead
Crossed transaction type 4 PC-AA ‘Impudence’ where someone who expects

compliance gets what he considers a ‘smart aleck ‘ response instead, in the form of a
factual statement
Crossed Transaction Type 1(AA-CP) Crossed Transaction Type 1(AA-PC)
139
Ulterior Transactions
Even though a transaction is occurring at a level that is obvious, another is taking place at
an invisible, subtle level.
Crossed Transaction Type 3 Crossed Transaction Type 4
(CP-AA) (PC-AA)
To Improve Conversational Skills, Engage in Complementary Transactions. When

entangled in Crossed Transactions, stop and restart from another Ego State. Avoid
Ulterior Transactions, understand Ulterior Transactions and decide upon your responses
accordingly.
Games
Games are a series of repetitive, non-productive transactions with well-defined beginnings
and ends, having specific ulterior aims. People engage in games to get Strokes. Very often,
Games are frustrated attempts at intimacy. Games help to avoid or keep in abeyance
unacceptable feelings and situations. These are fundamentally dishonest.
Eric Berne has named several kinds of Games people play: ‘Wooden Leg’, ‘Yes…But’, ‘All
for Your Good’, ‘I am Helpless’ etc are a few examples.
Scripts
Script consists of the self-limiting decisions formulated in childhood in the interest of
survival and culminates as the unconscious blueprint of life. Scripts maybe individual [eg. ‘I
am by nature lazy!’ or ‘Whatever I do is bound to fail’], social [eg.‘Indians are poor
140
administrators than the British’] or organizational [‘It is not our company policy to design
things’]. By the judicious application of TA, we can rewrite the scripts.
Drivers
These are compulsive script messages that ‘drive’ the person. Eg. ‘Be perfect’,’ ‘Be strong’,
‘Try hard’, ‘Please me / others’. Permissions are counter-drivers, used during counseling.
Eg, ‘Be yourself’, ‘Take your own time’, ‘you can make mistakes’ are counter-script
messages.
Injunctions
They are powerful inhibitions from the ‘Parent’. TA based counseling help in getting over
these injunctions. The therapist ‘permits’ the affected Child Ego State to be free from
injunctions. Solid reasoning is given to the ‘Adult’ to support the same.
Strokes
‘Strokes’, in TA refers to the recognition that everyone needs to survive and thrive. It may
be called hunger for a stimulus. Strokes may be physical, verbal or nonverbal. One can
give, receive, demand or reject strokes.
Positive Stroke: It is a ‘complement’. It encourages, enlivens and invigorates the person.

[Eg.“ You have done an excellent job. Keep it up!”]. Positive Strokes to Children to make
them confident, creative and naturally happy.
Negative Stroke: It is a transaction that depresses, creates a feeling of worthlessness and

dampens the enthusiasm in the other person. [Eg. “You will never improve.”]. Neglect is an
extremely powerful negative stroke.
Plastic Stroke: It is an empty stroke without meaning. Eg, many terms used in English
language- ‘Dear’, ‘darling’, ‘wonderful’, ‘fantastic’, etc are often plastic strokes.
Understanding how people give and receive positive and negative strokes, and changing
unhealthy patterns of stroking constitutes important aspects of applied TA.
141
Life Positions
These are strategies formulated from early Childhood to cope with life. A person tries to
reinforce [justify] decisions taken during Childhood using his basic Life Positions. These are
four types.
i. I am ok, you are ok
This is the most positive and creative life position, best suited to face life and get along
with people. Jesus Christ, Buddha, Gandhiji and a newborn child possess this life position.
T.A enables one to attain this state.
ii. I am ok, you are not Ok
Many teachers, priests, parents [and Hitler!] allegedly have this life position. This is
common in people who were unjustly punished in their childhood. They ignore other’s
feelings and watch and wait for others to make mistakes.
iii. I am not ok, you are ok
This life position is seen in people who got frequent rebukes and discouraging remarks
during childhood. They have low self-esteem. Normally seen in one year old children, but
they out-grow it.
iv. I am not ok, you are not ok
Such people probably received little or no love during Childhood. They may have suicidal
tendencies. It is the terrorist’s life position.
Relevance of Transactional Analysis to the teacher
TA helps to effect an attitudinal change, conducive to teaching-learning process. Judiciously
applied, T.A can effectively improve teacher-student relationship, achieve personal overall
institutional development.
142
.
5.4 TIME STRUCTURING

Withdrawal 1. Temporary or permanent physical withdrawal from a group
2. A state in which a member is physically present but is, in effect,
mentally absent from a gathering
Ritual A predictable series of simple transactions not directly related to
the group activity except in ceremonials and ceremonies
Pastime A series of simple complementary transactions dealing with the
environment and basically irrelevant to the group activity.
Activity The purposeful work done by a group on its material. A constructive
activity increases order . A destructive activity increases disorder.
Game A series of ulterior transactions leading progressively to a well
-defined climax; a set of operations with a gimmick.
Intimacy The direct expression of meaningful emotions among
individuals without ulterior motives or reservations. A game-
free relationship, usually between 2 people.
Pseudo-intimacy Direct expression of emotions among individuals but with
ulterior motives and reservations as part of a ritual, pastime
or game.
Engagement 1. In general, any form of social action
2. A member is engaged when he takes the initiative in his own or
someone else’s game.
143
5.5 AUTONOMY
Attainment of autonomy is manifested by the release or recovery of three capacities:
awareness, spontaneity and intimacy.
Awareness requires living in the here and now. Physiologically awareness is eidetic
perception, allied to eidetic imagery.
The aware person is alive because he knows how he feels, where he is and when it is.
Spontaneity means option, the freedom to choose and express one’s feelings from the
assortment available (Parent feelings, Adult feelings and Child feelings). It means
liberation, liberation from the compulsion to play games and have only the feelings one
was taught to have.
Intimacy means the spontaneous, game-free candidness of an aware person, the

liberation of the eidetically perceptive, uncorrupted Child in all its naiveté living in the
here and now. Intimacy is essentially a function of the natural Child.
Types of Relationships
S. Defining characteristics
Relationship Additional distinguishing characteristics
No. (ego states)
A mask or shield called ‘Persona”.

Really a child ego state influenced by
1 Acquaintances Adapted Child
Parental training and modified by Adult
prudence
2 Co-workers Adult-to-Adult -
Committee Parent-to-Parent or
3 -
workers Child-to-Child
Trust is what gives rise to respect (pp.105)

4 Respect Adult-to-Adult
Trust comes from the Child, respect from
the Adult, with the Child’s permission
144
(pp.106)
In its true sense means ‘wonder’.
Admiration comes about in the opposite

way to respect. In respect it is the Child who
5 Admiration Child-to-Parent
looks the person over and tells the Adult to
go ahead. In admiration it is the Adult who
looks the person over and tells the Child to
go ahead. (pp.108)
In affection the Child of one person

excites the Parent of the other.
A person who feels affection expresses it as

a mother or father does towards a winsome
child and the object of the affection
6 Affection Parent-to-Child responds in a simple child like way
In admiration the Adult of one person

excites the Child of the other (But the child
responds as though it were a Parent, so the
actual transactions are Child-
Parent.)(pp.110)
“No Parental prejudice … no rationality or

7 Turn on Child-Parent Adult prudence. It as the child alone that
light up.” (p.113)
Is less spontaneous than a true turn-on and

more complicated. In fact, it is forced.
Parent Programmed
8 Lechery It is the voice of a corrupt parent saying that
Child
this is supposed to be exciting and ordering
the child to get excited. (pp.121)
Companions usually have a certain amount

All the ego states of both of respect and affection to each other. On
9 Companions parties are likely to get the other hand, they may despise each
involved. other and go out together because they play
the same psychological games. (pp.123)
The essence of friendship is that there is not

active parental ego state under ordinary
10 Friends Adult and Child conditions (pp.123). Friends accept each
other (pp.124). Basically a more solid form
of companion. (pp.125)
145
Candid relationship with no games and no
mutual exploitation. The capacity for
intimacy depends on the ability of the Adult
and the Child to keep the parent at bay if
11 Intimacy Child-to-Child
necessary, but is even better if the parent
benevolently gives permission or, best of all,
encouragement for the relationship to
proceed.(pp 126)
The most complete and the noblest

Child-to-Child: relationship and include the best of all the
12 Love others…respect, admiration, turn-on,
friendship and intimacy (pp 129)
An even more primitive
Child than the intimate
one. (pp.130) And being love, it will partake of that which
sets true love apart from all other relations
– and that is putting the welfare and
happiness of the other person before one’s
own. (pp.129)
146
5.6 ACTIVITY
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II SHARINGAND REFLEC TION (GROUP ACTIVITY)
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150
UNIT VI
COPING WITH STRESS AND COPING WITH EMOTIONS
(Total hours 10)
COPING WITH 6.1 NATURE OF STRESS – WHAT IS STRESS AND 2 CM CC,D
STRESS (10 Hours) TYPES OF STRESS
6.2 GENERAL ADAPTATION SYNDROME 2 CM CC, D
6.3 SYMPTOMS & STRESS RELATED ILLNESS 1 CM CC,D
6.4 CAUSES OF STRESS, WITH TYPE A, 1 CM CC, Q, D
TYPE B PERSONALITIES
6.5 PERSONALITY TRAITS 1 CM EA
6.6 COUNTERING AND CONTROLLING 2 CM CC, D, EA
COPING WITH STRESS
EMOTION 6.7 ACTIVITIES
6.8 COPING WITH EMOTIONS
6.9 ROLE PLAY & DISCUSSIONS
REVIEW OF CONCEPT AND LEARNING WITH APPLICATION DISCUSSION 1 HOUR
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STRESS
6.1 NATURE OF STRESS
What is Stress?
Stress is the ‘wear and tear’ our minds and bodies experience, as we attempt to cope with the
continually changing environment. People often think of stress as pressure at work, a sick child or
an examination. These events are not actually stress but may lead to stress. Stress is actually the
body’s internal reaction to such incidents. It is the automatic ‘flight or fight’ response in the body,
activated by adrenaline and other stress hormones, which simulate a series of physiological
changes such as increased heart rate and blood pressure, faster breathing, muscle tension, dilated
pupils, dry mouth and increased blood sugar.
Whenever we feel anxious, tense, tired, frightened, elated or depressed, we are undergoing stress.
As these feelings are common, stress has become an acceptable and unavoidable part of our day
to day life. It is not a modern phenomenon, but has always been intrinsic to human life.
TYPES OF STRESS
The causes of stress (‘stressors’) are many and varied but can be divided in two categories--
External and Internal:
External Stressors
 Physical environment-- noise, bright lights, heat, confined spaces.

 Social Interaction-- rudeness, bossiness or aggressiveness by others.
 Organisational-- rules, regulations, rigidity, ’red tape’, deadlines
 Major life events-- death of relative, lost job, promotion, new baby
 Daily hassles-- commuting, misplacing keys, mechanical breakdowns
Internal Stressors
 Life style choices-- caffeine ,not enough sleep, overloaded schedule

 Negative self-talk, pessimistic thinking, self criticism, over-analysing
 Mind traps-- unrealistic expectations, taking things personally, all-or-nothing thinking, and
exaggerating, rigid thinking.
 Stressful personality traits-- type A, perfectionist, workaholic.
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These factors lead to various symptoms of emotional and mental stress, such as
Anger Anxiety Worry Fear Depression
NEGATIVE STRESS (DISTRESS) Excessive, prolonged and unrelieved stress can have a harmful
effect on mental, physical and spiritual health. Feelings of anger, frustration, fear and depression
generated by stress can trigger a variety of illness. It is estimated that stress is the most common
cause of ill health in modern society. Stress is a contributory factor in minor illness like headache,
indigestion, insomnia and ulcers, but may also lead to serious life threatening conditions like
cancer, cardiovascular diseases, respiratory illnesses, accidental injuries, cirrhosis and suicide.
POSITIVE STRESS (EUSTRESS) Stress can also have a positive effect. It is essential in spurring
motivation and awareness, providing the stimulation needed to cope with challenging situations.
Tension and arousal are necessary for the enjoyment of many aspects of life, and without them
existence will be pretty dull. Stress also provides the sense of urgency and alertness to face and
survive in threatening situations such as crossing a busy road or driving in poor weather. An overly
relaxed approach in similar situations could be dangerous.
STRESS AND INDIVIDUAL The way an individual responds to stressors and the level of stress
is different for different people. Every one is different, with unique perceptions of, and reactions
to, events: what is stressing to one may be a joy to another. It is important to note that most of
the stresses we experience are Self Generated (‘we create our own upsets’). Recognising this fact is
an important first step towards coping with them.
THE STRESS RESPONSE According to experts, the first reaction to severe stress is what is
known as the ‘fight- or-flight’ response, which activates the body’s protective mechanism either to
fight (confront the stressor) or flee (the act to avoid the stressor threat of it). Initially this response
alerts us to dander and is beneficial in providing the strength, speed and stamina for survival.
The stress response is controlled by the endocrine system in our body, which regulates various
bodily functions. Any act of stress stimulates the endocrine glands to secrete hormones
(adrenaline).The acts of these hormones produce various physical responses. Over a long term this
can result in the gradual onset of various health problems.
6.2 GENERAL ADAPTATION SYNDROME

Our body adapts to prolonged stress in a manner described as General Adaptation Syndrome.
Stress response is divided into three phases: Alarm Response, Adaptation and Exhaustion. The
alarm response is the fight-or-flight response that prepares the body for immediate action. If the
stressor persists, then the body prepares for long term protection through the hormone secretion
that raises blood glucose to sustain energy and raise blood pressure. This adaptation phase,
resulting from exposure to prolonged periods of stress, is common, and not necessarily harmful,
but without periods of relaxation and rest to counter balance the stress response, sufferers
become prone to fatigue, concentration lapses, irritability and lethargy as the effort to sustain
arousal slides into negative stress. Under persistent chronic stress, sufferers enter the Exhaustion
phase: mental, physical and emotional resources suffer heavily, and the body experiences ‘adrenal
exhaustion’, where blood sugar level decreases as the adrenals become depleted, leading to
decreased stress tolerance, progressive mental and physical exhaustion, illness and collapse.
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6.3 SYMPTOMS OF STRESS
Exposure to excessive stress results in hormonal imbalances, which can produce a variety of
symptoms:
 Physical symptoms (e.g.: fatigue, sleep disorder, headache )

 Mental symptoms (e.g.: lack of concentration, memory lapses, confusion)
 Behavioural symptoms (e.g.: appetite changes, eating disorders, smoking)
 Emotional symptoms (e.g.: bouts of depression, impatience and irritability)
STRESS RELATED ILLNESS
 Cardio vascular disease  Digestive disorders

 Disease to immune system  Skin complaints
 Asthma  Depression
 Diabetes  Premenstrual syndrome
 Ulcers
6.4 CAUSES OF STRESS

1. Environmental Factors
URBAN DECAY AND DEPRIVATION – are a major source of distress for large sections of the
population. Inadequate housing, noise, pollution, crowding, violence and poverty are some of the
causes. These factors affect how we live, work and play.
LIGHT - Natural light is an essential factor in the quality of our lives. It is vital for healthy being. It
regulates levels of the hormone melatonin which regulates sleep. A lack of daylight can affect the
hormone level creating lethargy and depression. Seasonal Adaptive Depression—SAD-- affects a
large number of people.
COLOUR - Colour also plays a major role in our lives as it affects our moods and perceptions. It has
physical and psychological effects.
LIFE EVENTS AND THE PACE OF CHANGE - According to studies, life events and their speed of
change have direct effect on stress--shifting house, getting married, redundancy etc. A scoring
pattern was evolved as: major life crisis, moderate crisis and mild crisis for all these life events.
2. Personal relationships
The quality of personal relationships is traditionally regarded as one of the main sources of stress.
The relationship between partners is the key factor followed by parent-child.
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HOME AND FAMILY - Many sources of stress such as bereavement, financial worries and
relationship breakdowns originate within family. Increases in stress in recent times can be
explained by changing social factors.
PARENTHOOD - Parenthood imposes heavy physical, emotional and financial burdens, which can
affect the less resilient. Arguments, disagreements, misunderstandings, resentments and
depression are likely to happen.
3. Stress at work
Work is the source of income and meets a variety of needs, but is also a major source of stress
arising from the nature of relations between various levels of employees. The work place issues
generally are:
 The drive for success  Uncertainty

 Changing work patterns  Conflict
 Working conditions  Responsibility
 Overwork  Relationships
 Under work  Change at wor
A person's reaction to stress depends on four factors
1.Magnitude of stress producing event:Bigger the stress producing event ,bigger the stress.
2.Duration of stress inducing event
3.Novelty of stress inducing event
4.Personality of the person enduring stress
6.5 PERSONALITY TRAITS

Type A and Type B Personalities
Two American cardiologists, Friedman and Roseman observed that many of their patients with
heart problems shared similar personality characteristics. Further, they concluded that a significant
relationship exists between certain habitual behavioural patterns and stress related illness. They
reported that males with Type A behaviour were six times as risky to heart disease as men with
Type B.
Type A patterns
 Intense sense of time urgency

 Inappropriate hostility and aggression
 Multiple behaviour
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 Lack of proper planning
Common Characteristics of Type A
 Work longer hours  Spend less in resting and relaxing

 Spend more time in classes  Work more around home
 Travel more for business  Communicate less with partners
 Get less sleep  Less marital sex
 More involved in voluntary work,  Derive little pleasure from socialising
clubs
TYPE B CHARACTERISTICS
 Able to take the long view  Sense of personal identity

 Speed is not that important  Sense proportion
Classifying individuals into either type helps explain why some are more prone to stress related
disease than others. But please note that the distinction is not absolute; most people will fall
between the two extreme types described.
6.6 COUNTERING AND CONTROLLING STRESS

Relaxation techniques are necessary to control stress.
1. Deep breathing exercises
2. Jacobson's progressive muscle relaxation
3. Aided imagery
4. Alkaline bath
5. Transcendental meditation
6. Yoga
Simple methods to counter stress in a day to day setting;
1. Effective time management:Keep a diary of daily activities-prioritize things to be done-tick the

things already completed-communicate any difficulties to whomsoever concerned- be precise
and pragmatic.
2. Take time to reflect.Spend some time in the evening to evaluate the activities carried out
during the day.Note down any changes in lifestyle to be made
3. Spend quality time with family.Don't ignore your family and go around with friends always
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4. Be polite to everyone you meet.
5. Assertiveness:It's the ability to implement your ideas without hurting the feelings of others
6. Conflict resolution: Methods like accommodating, avoiding, compromising, collaborating
and competing to be used in appropriate situations.
7. Think from the other person's side also.
8. Dont submit yourself emotionally to anybody. Always see the advantages and disadvantages of
every advice you receive.
6.7 ACTIVITIES
I Personality Type Questionnaire
1. Never late 54321012345 Casual about appointment
2. Not competitive 54321012345 Very competitive
3. Anticipate what others 54321012345 Good listener

are going to say (nods,
interrupts, finishes for them)
4. Always rushed 54321012345 Never feel rushed
5. Can wait patiently 54321012345 Impatient while waiting
6. Goes all-out 54321012345 Casual
7. Take things one at a time 54321012345 Tries to do too much
8. Emphatic in speech 54321012345 Slow deliberate talker
9. Wants good job recognised 54321012345 Seek self-satisfaction

by others regardless of others
10. Fast (eating, walking) 54321012345 Slow in doing things
11. Easygoing 54321012345 Hard driving
12. Hide feelings 54321012345 Express feelings
13. Many outside interests 54321012345 Few outside interests

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14. Satisfied with job 54321012345 Ambitious
Instructions
In the list of attributes circle the number that almost closely represents your own
behaviour.
At one end of the scale is Type A behaviour and at the other Type B. High Type A scores
are obtained on the right side of the scale for questions 2,5,7,11,14; High Type A scores are
obtained on the left side of the scale for questions 1,3,4,6,8,9,10,12. Give yourself 10 points if you
score at the end of the scale towards Type A, working down to 0 points at the other points at the
other end of the scale which represents Type B.
II Roleplays
1. You are travelling in a train; an alcoholic person starts abusing you. How will you handle the
situation?
2. A friend of yours says that it's fashionable to smoke and persuades you to smoke
3. You hear from a classmate that another classmate is spreading bad rumors about you-
illustration of downward drift.
4. You are angry with your father for not allowing you to go for a 3-day picnic
6.8 COPING WITH EMOTIONS

Coping emotions and emotional expression is a very important life skill which an adolescent should
imbibe to be successful in life. The various emotions experienced by adolescents include;
1.Anger
2.Sadness and frustration
3.Happiness
4.Love and its dimensions
5.Respect,admiration and adoration
The most problematic thing is to understand one’s own emotional state-what one is going
through-and use appropriate emotions, in the right time in right amount.
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FRIENDSHIP-A state in which you like a person, he/she likes you too, you give and take help, but
there are others too with whom you share a similar relationship, and your life is not significantly
affected even if you don’t see your friend for a day.
CRUSH/INFATUATION -A transient attraction you feel towards a person by virtue of his external
attributes like looks.
LUST-Purely sexual attraction towards a person. It could even be towards teachers or blood
relatives
Romance-Out of the various friendships, one becomes a special friendship. You tend to spend
more time with that person, and want to make him/her a part of your life. You become disturbed if
you don’t see him/her for a day. You can’t tolerate him/her spending time with someone else.
There is an element of jealousy, possessiveness and anxiety that you may lose this relationship
LOVE-Accepting a person with all his deficiencies. Perfect mutual understanding with no envy or
insecurities.
EMOTIONAL SUBMISSION-A state where your entire life starts revolving around one person. You
are not bothered about anyone else. You are willing to do anything that person asks you to do.
This is a dangerous state any may lead to suicides, eloping from home, and even ending up with
sex rackets.
6.9 ROLE-PLAY & DISCUSSION

1. A boy and girl are seen always enjoying each other’s company. What is this relationship? - A
discussion after dividing the students into small groups may be initiated.
2. A debate on love marriage versus arranged marriage-importance of seeking parents' opinion-

how to analyse the behaviour of your partner-how much you know about your lover and his
family-are there anyone with mental illness, alcoholism or criminal background in your lover's
family.
3. Relationship with older people is also a matter of concern. The frequency of adolescent girls
developing romantic relationships with much older males is becoming common. A discussion can
be held.
4. Role-play: On a hartal day you are waiting in the road for a vehicle. A male classmate in a bike
offers you a lift. At the same time a well dressed middle aged man who is your neighbour comes in
a car and offers you a lift. Which one will you choose?
Voice modulation is an important technique in emotional expression. The prosody of

voice-the emotional intonation of voice-should be cultivated carefully. The tone of voice should be
different in different situations.
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Role-play: Expressing emotions through voice-navarasas through voice modulation
Anger is an emotion which should be very carefully used. Subtle expression of anger just by facial
expression and firm eye to eye contact can be practiced. There are three steps to control anger
1. Cognitive preparation-Prepare yourself mentally for anger provoking situations. An analysis of

anger diary will help you to understand and predict common triggers which provoke anger in
your life.
2. Skill acquisition-Realize the initial bodily signs of impending anger outbursts; like palpitation,
sweating, trembling of body, muscle tension, aching sensation in head etc.-then try to relax-sit
down immediately take a deep inhalation, very slowly exhale-then close your eyes and count
slowly from 20 to 1.
3. Application-Apply these techniques in daily life situations.
5. An anger diary can be maintained and everyday events which have provoked anger can be
documented. Go through the anger diary and analyse each situation- see how many of these
outbursts where 'purposeful', and how many where 'purposeless'. Think about alternate problem
solving methods in situations where purposeless anger manifested.
6. Role-play: A group of people bullying a boy/girl. How will you react?
Adolescents usually get frustrated for small reasons, especially after comparing
themselves with more successful peers. Feeling that 'I’m incompetent" occurs easily. But
knowledge that each one is unique should help them to overcome frustrations. Thinking about less
fortunate people also will help them to overcome frustrations.
Competition-You contest with somebody, and if you achieve more than what he has achieved,
than you win,
Superstition -You are not contesting with anybody; even if you are the biggest achiever in your
class you can still aim for bigger improvements.
7.Role-play: Your friend wins kalaprathibha title in a youth festival-everyone is congratulating him-
what will you feel?
**************************
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REFERENCES & ABBREIAVATIONS:
CM- COURSE MATERIAL
SG- SIMULATION GAME
EA- EXPERIENTIAL ACTIVITY / EXERCISE
SE- SIMULATION
AD- APPLICATION DISCUSSIONS
CC- CONCEPT CLARIFICATION
S- SHARING
EE- EXPERIENTIAL EXERCISE
D- DISCUSSION
Q- QUESTIONNAIRE
B1 - Emotional Intelligence at work– Daniel Goleman
B2 - Emotional Literacy – Claude Steiner
B3 - Teaching Thinking – Edward De Bono
B4 - Lateral Thinking for Management – Edward De Bono, A Hand Book
B5 - Six Thinking Hats – Edward De Bono
B6 - Games People Play – Eric Berne
B7 - What Do You Say After You Say Hello? – Eric Berne
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B8 - Staying OK – Thomas & Amy Harris
B9 - I am OK, You are OK: Thomas.A.Harris

B10 - Enthanee Njaan?: Fr.George Kandathil [Malayalam]
B9 – Life skills Training – Dr. Rajasenan Nair, Rajiv Gandhi University
B10 – Lateral Thinking Edward De Bono
B11 – Body Language: A guide to Professionals – Lewis, Hedwig 1998
B12 - Body Language – Pease, Allan 1993
B13 – People Watching – Morris, Desmond 2001
RI – The ACE of Soft Skills – Gopalaswamy Ramesh & Mahadevan Ramesh
R2 – Polyskills – Lina Mukhopadhyay & others
R3 – English & Soft Skills – S P Dhanavel
www.itaa.org [official website of International Transactional Analysis Association]
162
EVALUATION METHODOLOGY
I) INTERNAL EVALUATION
MARK-BREAK UP
1. ATTENDANCE 10
2. STUDENTS’ PARTICIPATION/INVOLVEMENT IN EACH ACTIVITY 20
3. RECORD 10
4. I)Originality of Ideas
II)Collection & organization of information 10
III)Presentation
TOTAL 50
II) END OF SEMESTER EVALUATION
1. Record 5
2. Debate/Brainstorming in English(Group activity) 15
3. Two minute presentation on a current issue 5
4. Viva 10
5. Write up on a skill/perception/experience 15
- on a suitable situation/current issue/skill
TOTAL 50
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III LEARNING AND ACTIVITY RECORD (LaAR) SHEET
Date:
No. of hours:
Name of the faculty:
Subject and/or Activity:
1. Summarise your learning including the activity involved:
2. Proposed application of your learning (method and manner)
3. Result or ongoing action on your previous learning:
Signature of the student and date:
4. Remarks of the faculty (if any):
Signature of the faculty and date:
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APPENDIX I
TIME MANAGEMENT
Four generations of time management
The essence of the best thinking in the area of time management can be captured in a single
phrase: Organize and execute around priorities. That phrase represents the evolution of three
generations of time management theory.
The first wave or generation could be characterized by notes and check lists, an effort to give
some semblance of recognition and inclusiveness to the many demands placed on our time and
our energy.
The next generation could be characterized by calendars and appointment books. This wave
reflects an attempt to look ahead and to schedule events and activities in the future.
The third generation reflects the current time management field. It adds to those preceding
generations. The important idea of prioritization, of clarifying values and of comparing the relative
worth of activities is based on their relationship to those values. In addition, it focuses on setting
goals – specific long- , intermediate- and short-term targets toward which time and energy would
be directed in harmony with values. It also includes the concept of daily planning, of making a
specific plan to accomplish those goals and activities determined to be of greatest worth.
While the third generation has made a significant contribution, people have begun to realise that
efficient scheduling and control of time are often counter productive. The efficiency focus creates
exception that clash with the opportunities to develop rich relationship, to meet human needs,
and to enjoy spontaneous movements on a daily basis.
As a result, many people have become turned off by time management programmes and planners
that make them feel too scheduled, too restricted, and they ‘throw the baby out with the bath
water’, reverting to first or second generation techniques to preserve relationship, spontaneity
and quality of life.
But there is an emerging fourth generation that is different in kind. It recognises that ‘time
management’ is really a misnomer – the challenge is not to manage time, but manage ourselves.
Satisfaction is a function of expectation as well as realisation.
Rather than focusing on things and time, fourth generation expectations focus on preserving and
enhancing relationship and accomplishing results. The essential focus of the fourth generation can
be captured in the time management matrix. Basically, we spend our time in of four ways.
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The two factors that define an activity are urgent and important. Urgent means it requires
immediate attention. It is ‘now’. Urgent things act on us. Importance on the other hand, has to do
with research. If something is important, it contributes to your mission, your values and your high
priority goals.
We react to urgent matters. Important matters that are not urgent require more initiative, more
proactivity. We must act to seize opportunity, to make things happen.
If we don’t have a clear idea of what is important and of the results we desire, we are easily
diverted into responding to the urgent.
166
TIME MANAGEMENT MATRIX
Urgent Not Urgent
I II
Important
ACTIVITIES ACTIVITIES
Crises Prevention, PC activities
Pressing problems Relationship building
Deadline driven projects Recognising new

opportunities
Planning, recreation
II IV
Not important
ACTIVITIES ACTIVITIES
Interruptions, some calls, Trivia, busy work
some mails, some reports, Some mails,
some meetings some phone calls,
Proximate, pressing matters Time wasters
Popular activities Pleasant activities
Ref.: Habit 3 – Put the first thing first –, The seven habits of highly effective people – Steven Covey.
167
EXERCISE
Where Does Time Go?
It may seem like there aren’t enough hours in the week to get everything done. That may be true
or it may be that you are not using your time as efficiently as possible. To assess where your time
goes, complete the inventory below. Be as honest with yourself as you can. Some of the items are
done every day so those will need to be multiplied by 7 to arrive at a weekly total. One item may
be done any number of times a week so you’ll need to multiply that one by the number of times
each week you do it. After you have responded to all the questions, you’ll have an opportunity to
see how many hours remain during the week for studying, and you’ll be better able to evaluate
how you might revise the way you spend your time.
Activity No. hours Multiply No. days Total hours per
On the average… day week week
How many hours X

do you sleep in
each 24 hour
period, including
naps
How many hours X

do you spend on
grooming activities
How many hours a X

day do you spend
on meals, including
preparation and
clean up
How much time do X
168
you spend
commuting to and
from campus?
How many hours a X

day do you spend
doing errands
Other activity------
How many hours

do you spend each
week doing co-
curricular activities
(organizations,
religious activities,
working out, etc)
How many hours a

week do you work
on a job?
How many hours

per week do you
spend with friends,
going out,
watching
TV, etc
How many hours

do you spend in
class each week?
169
Other activity------
Total hours per

week *
Hours available
per week
Subtract your total

hours per week
spent on activities
*
Hours available to
study
Time Management Techniques for Students

(from Becoming a Master Student by Dave Ellis)
 Study difficult or boring subjects first.
 Be aware of your best time of day—study when you’ll be alert.
 Use waiting time (study note cards while on the bus or standing in line)
 Ask: Am I being too hard on myself? Recognize your accomplishments!
 Use a regular study area or a library.
 Pay attention to your attention—are you focusing?
 Get off the phone.
 Learn to say no.
170
 Get ready the night before.
 Avoid noise distractions.
 Notice how you misuse your time and change your habits.
 Ask: Would I pay myself for what I’m doing right now? If yes, keep going!
9.5 THE 7 STEPS TO A TRACK DOWN
STEP 1:- I HURT – This is a necessary first acknowledgement.
STEP 2:- Which part of me hurts? This is a rhetorical question. By definition it is the
child who hurts.
STEP 3:- What word best describes my hurt?
Commonly discovered feelings are stupid, ugly, my fault, scared, mad, bad,
harried, ashamed, lonely, worried, unwanted, embarrassed, accused and
guilty. It may take a while to come up with the most specific word.
STEP 4:- What happened, in the recent past, to trigger the feeling?
The here-and-now triggers of old feelings are frequently transactions with
another person.
STEP 5:- What is your Parent saying to you and how is your Child responding?
(At this point in the track down visualise your Adult standing to one side,
fine tuning an old rerun P-C exchange.)
STEP 6:- What can I do differently now?
STEP 7:- What can I do differently next time?
These are the seven steps of track down. We recommend that every hurt be tracked
down. In the beginning, this is not possible in the middle of a transaction. Your track down
may have to wait until the end of the day, when there is time to concentrate. With
practice, track down can be done in a matter of seconds.
171
APPENDIX II
LEARNING
Development Progressive change in an organism, continuously directed towards a

certain end condition (e.g. the progressive change from the embryo to the adult in any
species);
Arrest of Development is the checking of the normal course of development; the

adjective
Developmental may be applied to the mechanism of development, a scale for

assessing its progress, the units in such a scale, the zero or starting point etc.
Growth Curve A graphic representation of the natural development changes taking

place in the growth towards maturity of physical or mental structures, characters or
functions, plotted against time.
Maturation In general biology, the attainment of maturity or the completion of

growth; in psychology, rather the process of growth and development itself as contrasted
with the learning process.
Learning Modification of a response, following upon or resulting from experience of

results; must be distinguished from remembering which involves the recall of previous
experiences, and is therefore narrower, and learning may take place without
remembering, as normally occurs in the acquiring of a motor skill. Laws of learning have
been formulated by many psychologists, the best known being Thorndike, Hull, Tolman
and Guthrie; recognised laws are recency, frequency, vividness, effect, exercise, readiness,
assimilation.
Motive An affective–conative factor which operates in determining the direction of

an individual’s behaviour towards an end or goal, consciously apprehended or unconscious
(A dictionary of Psychology – James Drever, Penguin Reference Books – 1973)
172
The Learning Cycle
Experiential learning theory (ELT) is one of the most famous approaches especially in the
higher education. Experiential learning theory and learning styles find their application in
wide range of disciplines. It is used in education to improve students’ learning abilities,
and in management to improve teams’ performances. Theory of learning styles is also
useful in computer and information science particularly to study end-user software use
and end-user training. They can be applied in medicine and nursing to improve
patient/physician or patient/nurse relationship.
Learning styles are discussed here to make teachers realize that students – and teachers -
have different approaches to learning and that adapting the way of presenting and dealing
with content may facilitate the acquisition of knowledge on the cognitive and practical
level.
Kolb (1984) provides one of the most useful (but contestable) descriptive models available
of the adult learning process, inspired by the work of Kurt Lewin and based on Experiential
Learning theory. It is a learner centered approach and is participatory by design.
Participatory methods keep learners active in the learning process. They are involving and
interactive, and they encourage communication and group work. They are action oriented
and experience based.
173
Concrete
Experience
Active Reflective
Experimentation Observation
Abstract
Conceptualisation
The cycle comprises four different stages of learning from experience and can be entered
at any point but all stages must be followed in sequence for successful learning to take
place. The Learning Cycle suggests that it is not sufficient to have an experience in order to
learn. It is necessary to reflect on the experience to make generalisations and formulate
concepts which can then be applied to new situations. This learning must then be tested
out in new situations. The learner must make the link between the theory and action by
planning, acting out, reflecting and relating it back to the theory. The four quadrants of the
cycle are associated with four different forms of knowledge, in Kolb's view namely
Accomadator, Divergent, Assimilator and Convergent. Each of these forms is paired with
its diagonal opposite.
174
THE LEARNING STYLE INVENTORY
This inventory is designed to assess your method of learning . Its aim is to describe how
you learn, not evaluate your learning ability. Understanding one's preferred learning style
has two benefits. It helps us understand our areas of weakness, giving us the opportunity
to work on becoming more proficient in the other modes or it helps us realize our
strengths, which might be useful in certain social situations, such as deciding on a career.
There are twelve sentences listed below each with four endings. Rank order the endings
for each sentence assigning, a “4” to the ending which best characterizes your learning
style, a “3” to engine which next best characterises your learning style a “2” to the next
most characteristic one and a “1” to the ending which is least characteristic of you as a
learner. Be sure to assign a different number 4, 3, 2 or 1 each of the four endings in each
sentence. Do not make ties.
----------I like to deal with ------I like to watch --------I like to think
1 When I Learn --------I like to be
my feelings and listen about idea
doing things
2 I learn best when ------I work hard
………..I listen and ----------I rely on
----------I trust my hunches to got things
watch carefully logical thinking
and feelings done
3 When I am learning ---I am
---------I have strong --I am quiet and --------I tend to reason
responsible
feelings and reactions reserved thins out
about things
4 I learn by ----------feeling -------Watching --------Thinking -------doing
5 When I learn
------I am open to new -----I look at all sides ---I like to analyze -- --I like to try
experiences of issues things, break them things out
down into their parts
6 When I am learning --------I am an intuitive -----I am an -----I am a logical ----I am an
person observing person person active person
7 I learn best from ---a chance to
----Personal relationships ----observation -----rational theories
try out and
175
practice
8 When I learn ---I like to see
---I feel personally involved --------I take my time ---I like ideas and
results from my
in things before acting theories
work
9 I learn best when ---- I can try
---I rely on my things out for
---I rely on my feelings ---I rely on my ideas
observations myself
10 When I am learning I am a
----I am a reserved I am a rational
---I am an accepting person responsible
person person
person
11 When I learn ---- I like to
--- I get involved --- I like to observe --- I evaluate things
active
12 I learn best when --- I am receptive and open --- I am
---- I an careful ---- I analyze ideas
minded practical
Total the scores from each column

Column 1 Column 2 Column 3 Column 4
Learning-Style Type Grid
176
Take your scores for the tour leaming modes. AC.EC.AE,amd sibstract as follows to get you
two combination
scores
An positive scores on the AC-EC scale indicates that your score is m ore abstract. A
negative score on AC-EC seal indicates that your score is more concrete. Likewise, a
positive or negative score on the AE-RO scale indicates that you scores are either more
active or more reflective.
By making your two combination scores, AC-CE and AE-RO on the two lines of the
following grid and ploting their point of interception, opr data point you can find which of
the four learning styles you fall into. These four quadrants labeled accommodator,
diverger, coverger, and assimilator, represents the four dominant tearing styles.
The quadrant of the learning style type grid into which your data point falls shows your
preferred learning style, For example: If your AC-EC score was-B and your AE-RO score of +
10 would fall into the converger quadrant.. The closer the date point is to the centre of the
177
grid, the more balanced is your learning style. If the data point falls near any of the bar
comment of the grid, you tend to roly heavily on one particular learning style
The Learning Style Inventory is a simple self-description test, based on the Experiential
Learning Theory, which is designed to give a comparative measure of your strengths and
weaknesses as a learner in the four stages of the learning style process.
Effective learners rely on all four of the learning modes: Concrete Experience (CE),
Reflective Observation (RO), Abstract Conceptualisation (AC), and Active Experimentation
(AE).
The LSI measures your relative emphasis on the four learning modes by asking you to rank
order a series of four words that describe these different abilities. No individual mode is
better or worse than any other. The key to effective learning is being competent in each
mode when it is appropriate.
CONCRETE EXPERIENCE An orientation toward concrete experience focuses on being

involved in experiences and dealing with immediate human situations in a personal way. It
emphasises feeling as opposed to thinking, a concern with the uniqueness and complexity
of present reality as opposed to theories and generalisations, an intuitive, ‘artistic’
approach as opposed to the systematic scientific approach to problems. People with a
concrete experience orientation enjoy, and are good at, relating to others. They are often
good intuitive decision-makers and function well in unstructured situations. People with
this orientation, being involved in real situations, value relating to people and an open-
minded approach to life.
REFLECTIVE OBSERVATION An orientation towards reflective observation focuses on

understanding the meaning of ideas and situations by carefully observing and impartially
describing them. It emphasises understanding as opposed to practical application, a
concern with what is true or how things happen as opposed to what is practical, and an
emphasis on reflection as opposed to action. People with a reflective orientation enjoy
178
thinking about the meaning of situations and ideas and are good at seeing heir
implications. They are good at looking at things from different perspectives and at
appreciating different points of view. They like to rely on their thoughts and feelings to
form opinions. People with this orientation value patience, impartiality and considered
thoughtful judgment.
ABSTRACT CONCEPTUALISATION An orientation towards abstract conceptualisation

focuses on using logic, ideas and concepts. It emphasises thinking as opposed to feeling, a
concern with building general theories as opposed to intuitively understanding unique,
specific areas, a scientific, as opposed to an artistic, approach to problems. A person with
an abstract conceptualisation orientation enjoys, and is good at, systematic planning,
manipulation of abstract symbols, and quantitative analysis. People with this orientation
value precision, rigour and discipline of analysing ideas and the aesthetic quality of a neat
conceptual system.
ACTIVE EXPERIMENTATION An orientation toward active experimentation focuses on

actively influencing people and situations. It emphasises practical applications as opposed
to reflective understanding, a pragmatic concern with what works, as opposed to what is
absolute truth, an emphasis on doing, as opposed to observing. People with an active
experimentation orientation enjoy, and are good at, getting things accomplished. They are
willing to take some risk to achieve their objectives. They also value having an impact and
influence on the environment around them and like to see results.
Identifying Your Learning Style Type:
There are 4 types of Learning Styles and consequently 4 types of Learners:
1. The Convergent learning style relies primarily on the dominant learning abilities of
abstract conceptualisation and active experimentation. The greatest strength of
this approach lies in problem solving, decision making and the practical application
of ideas. We have called this learning style the ‘converger’ because a person with
this style seems to do best in such situations as conventional intelligence tests
179
where there is a single correct answer or solution to a question or problem. In this
learning style, knowledge is organised in such a way that through hypothetical—
deductive-- reasoning, it can be focused on specific problems. Liam Hudson’s
research on individuals with this style of learning shows that convergent persons
are controlled in their expressions of emotion, they prefer dealing with technical
tasks and problems rather than with social and interpersonal issues. Convergers
are often specialised in the physical sciences. This learning style is characteristic of
many engineers and technical specialists.
2. The Divergent learning style has the opposite strengths of the convergent style,
emphasising concrete experience and reflective observation. The greatest strength
of this orientation lies in imaginative ability and awareness of meaning and values.
The primary adaptive ability in this style is to view concrete situations from many
perspectives and to organise many relationships into a meaningful ‘gestalt’. The
emphasis in this orientation is on adaptation by observation rather than by action.
This style is called ‘diverger’ because a person of this type performs better in
situations that call for generation of alternative ideas and implications such as ‘a
brainstorming’ idea session. Persons oriented towards divergence are interested in
people and tend to be imaginative and feeling oriented. Divergers have broad
cultural interests and tend to specialise in the arts. This style is characteristic of
individuals from the humanities and liberal arts background. Counsellors,
organisation development specialists and personal managers tend to be
characterised by this learning style.
3. In Assimilation, the dominant learning abilities are abstract conceptualisation and

reflective observation. The greatest strength of this orientation lies in inductive
reasoning, in the ability to create theoretical models, and in assimilating disparate
observations into an integrated explanation. As in convergence, this orientation is
less focused on people and more concerned with ideas and abstract concepts.
180
Ideas, however, are judged less in this orientation by their practical value. Here it is
more important that the theory be logically sound and precise. This learning style is
more characteristic of individuals in the basic sciences and mathematics rather
than the applied sciences. In organisations, persons with this learning style are
found most often in the research and planning departments.
4. The Accommodating learning style has the opposite strengths of assimilation,

emphasising concrete experience and active experimentation. The greatest
strength of this orientation lies in doing things, in carrying out plans and tasks, an
in getting involved in new experiences. The adaptive emphasis of this orientation is
on opportunity seeking, risk taking and action. This style is called ‘accomodation’
because it is best suited for those situations in which one must adapt oneself to
changing immediate circumstances. In situations where the theory or plans do not
fit the facts, those with an accommodation style will most likely discard the plan or
theory. (With the opposite learning style, assimilation, one would be more likely to
disregard or re-examine the facts.) People with an accommodative orientation
tend to solve problems in an intuitive trial and error manner, relying on other
people for information rather than on their own analytic ability. Individuals with
accommodative learning styles are at ease with people but are sometimes seen as
impatient and ‘pushy’. This person’s educational background is often in technical
or practical fields such as business. In organisations, people with his learning style
are found in ‘action-oriented’ jobs, often in marketing or sales.
181
Accommodator Diverger
Strengths: Getting things done Strengths: Imaginative ability
Leadership Understanding people
Risk taking Recognising problems

Brainstorming.
Excess: Paralysed by alternatives

Excess: Trivial improvements
Can’t make decisions
Meaningless activity
Deficiency: Idea poor

Deficiency: Work not completed on time
Can’t recognise problems and
Impractical plans opportunities
Not directed to goals
To develop diverger learning skills, practise:

To develop accommodator learning skills,
practise:
 Being sensitive to people’s
 Committing yourself to feelings
objectives  Being sensitive to values
 Seeking new opportunities  Listening with an open mind
 Influencing and leading  Gathering information
others  Imaging the implications of
 Being personally involved uncertain situations
 Dealing with people
Converger Assimilator
Strengths: Problem solving Strengths: Planning
182
Decision making Creating models
Deductive reasoning Defining problems
Defining problems Developing theories
Excess: Solving the wrong problems Excess: Castles in the air
Hasty decision making No practical application
Deficiency: Lack of focus Deficiency: Unable to learn from mistakes
No testing of ideas or theories No sound basis for work

No systematic approach
Scattered thoughts
To develop assimilator learning skills, practise:

To develop Converger learning skills, practise:
 Organising information
 Creating new ways of  Building conceptual models
thinking  Testing theories and ideas
and doing
 Designing experiments
 Experimenting with new
 Analysing quantitative data
ideas
 Choosing the best solution
 Setting goals
 Making decisions
183
THE PROBLEM SOLVING PROCESS
A model of the problem solving process (by Kolb) defines the stages and tasks in such a way that
managers can better manage their own and the organisation’s problem solving activities. This
model of problem solving is based on three premises-
1. Problem solving is essentially a process of learning from experiences
2. Problem solving involves the manipulation and control of the external world through one’s
mental processes
3. Problem solving, is by nature, a social process
A process of learning from experience
An understanding of problem solving and so called ‘academic learning’ can be enhanced

by viewing both processes as specialised modifications of a single more holistic adaptive
process of learning from experience. The experiential learning process identifies four
phases:
1. Concrete Experience
2. Reflective Observation
3. Abstract Conceptualisation and
4. Active Experimentation.
Common sense notions of problem solving tends to focus on the phases of ‘concrete
experience’ and ‘ active experimentation’ on the specific difficulties experienced in
immediate situations and the actions taken to overcome them. Traditional educational
ideas about learning tend to focus on the phases of ‘reflective observation’ and ‘abstract
conceptualisation’, emphasising the gathering of information and development of general
concepts.
Just as the process of traditional education is improved when the concrete and active
emphasis of problem solving is added, correspondingly, the effectiveness of problem
solving is enhanced by the academic learning perspectives of reflection and
conceptualisation.
The model consists of the four analytic stages of the problem solving process that
corresponds to the four stages of the experiential learning process.
Stages in the problem solving process correspond to learning style

184
Situation Analysis valuing and priority Concrete
setting
1 Experience
2 Problem Analysis information gathering Reflective
Observation
and problem definition
3 Solution Analysis gathering ideas Abstract

Conceptualisation
4 Implementation Analysis and decision making Active

Experimentation
participation and planning
The figure overlaps a model of the problem finding and problem solving process on the
experiential learning cycle and identifies problem solving activities that characterise
different stages of the cycle. In this figure we see that the stages in the problem sequence
correspond with the learning style strengths of the four major learning styles.
The accommodator’s problem solving strength lies in executing solution and in initiating
problem finding based on some goal or model. The diverger’s strength lies in identifying
the multitude of possible problems and the opportunities that exist in reality-- comparing
the model with the reality that is necessary to choose a primary problem and create
alternative solutions. The converger’s strength lies in the evaluation of solution
consequences and solution selection.
185
APPENDIX III
NOTE ON TERMS
‘Management education’ is most frequently used in two principal ways. In the first and
narrower sense, it usually relates to a special area or field of professional (technical)
education given in certain universities and schools. It emphasises the understanding of
facts, laws and principles governing economics and business and the learning of general
management methods and techniques applicable in a variety of concrete situations.
‘Management education’ is education in the basic principles and practices of management
carried out in a school or university as a part of formal education. It is designed to provide
the student with a general knowledge of management as a basis with which to start or, in
some cases, continue his carrier in industry or commerce.
The second use of the term ‘management education’ is much broader. It covers not only
education, which generally precedes practical work and is given in universities and
schools, but also the further education, training and development of managers and their
staff during their entire practical career. It is in this sense that the term ‘management
education’ is more and more frequently used today 1. It actually means continuous, life-
long education for management. When it is appropriate to show that this process has two
major phases, management education used in this broad sense is broken down into
‘initial’ and ‘further’ management education.
‘Management training’ is sometimes seen in a very narrow sense only involving the
development of practical skills in the use of management techniques and methods.
However, it is now more recognised as the systematic and continuous development of
that knowledge and those skills and attitudes which will prove beneficial both to the
organisation and to the individual in achieving the objectives of the organisation. In such a
186
concept, training is concerned with knowledge and attitudes in addition to skills in the use
of techniques and methods. Both on-and-off-the-job training are included.
The term ‘management development’ is used essentially as an indication of a complex

process of “raising managerial ability in order to improve the effectiveness of
management actions”. “Management development is the planned experience, guided
growth and training opportunities provided for those who perform the management
functions. This includes all members of management from the president through all
supervisory levels and staff personnel.”
187

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TRAINER’S MANUAL

CURRICULUM DEVELOPMENT CENTRE

DEPARTMENT OF TECHNICAL EDUCATION

CURRICULUM DEVELOPMENT CENTRE

DEPARTMENT OF TECHNICAL EDUCATION

Members of the Committee:

 Dr. S. Radhakrishnan, Joint Director, RDTE

 Sri. Shadagopan Gopalan, BHEL, HR Dept Retd)

 Sri. Haridas Mani, Principal, GPC, Perinthalmanna

 Sri. K P Rajeevan, Principal, WPC, Kozhikode

 Sri. Jayaprakash A., Asst. Prof. of English, WPC, Thrissur

 Smt. Lakshmi S., Assistant Professor of English,

 Sri Madhu V., Assistant Professor of English, St. Peter’s

 Smt. A S Chandrakanta, Deputy Director, C D Centre,

 Smt. Lakshmi S., Assistant Professor of English, Maharaja’s

 Sri. Jayaprakash A., Assistant Professor of English,

 Sri Madhu V., Assistant Professor of English, St. Peter’s

1. Self Awareness and 2. Empathy (10 hours)

3. Logical Thinking and 4. Creative Thinking (6 hours)

5. Decision Making and 6. Problem Solving (10 hours)

7. Effective Communication (10 hours)

8. Interpersonal Relations (12 hours)

9. Coping with Stress and 10. Coping with Emotions (6 hours)

A note on important terms is included in Appendix III

LIFE SKILL CONTENT HRS REFERENCE METHODOLOGY

SELF 1.1 Introduction to Self 1 CM CC, D

1.2 Johari Window 1 CM CC, S, Q

1.4 Competition and Co- 2 CM CC, SG

1.5 Emotional Intelligence 1 CM, B1, B2 Q, CC, S

1.6 The Emotional 1 CM CC, D, Q

Work and its

1.7 Empathy 1 CM CC, D

1.8 Emotional Intelligence 1 CM CC, D, Q

Review of Concepts and Learning Application discussions I Hour (Total 10 Hrs)

Self Awareness is having a clear perception of your personality, including strengths,

HUMAN DEVELOPMENT and GROWTH can be understood from six interrelated

be no world, for the world exists as such only in so far

as it is consciously reflected and considered by a psyche.

Consciousness is a precondition of being.”

- Carl Gustav Jung

Self3 - The Concept

I (refers to) The Personal Self:

Self = ‘I’ + ‘Me’

 The Self that one believes oneself to be and strives to be.

 It consists of the individual’s psychological processes (perception, learning,

Me (refers to) The Social Self:

Self Awareness is the awareness about ones self.

– A Graphic Model of Openness in Relations

What is it to be an open person or to be in an open relationship? The Johari Window6 furnishes us

Known (Shared) Blind

Fig. 3.2 – The Johari Window

1.3 GIVING AND RECEIVING FEEDBACK

1. Make all the participants sit in a circle.

Goal: To explore and experience the dynamics of co-operation and competition

Point Structure in this simulation game

Combination Points for each

Round Choice of Combination Points scored / won

Number Your cluster Of Choices Won

 Discuss within your cluster (only) your strategy for winning.

2. Play 10 rounds. In each round Instruction to be given is:

a) Win as much as you can

b) Make a strategy (5 min)

c) Divide the sheet of paper given to you into 10 pieces

d) As per the strategy made mark X or Y on each bit of paper

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6