Contents

Foreword iii
About the Textbook v
Unit 1: Communication Skills 1
Session 1 Active Listening 2
Session 2 Parts of Speech 9
Session 3 Writing Sentences 16
Unit 2: Self-management Skills 23
Session 1 Motivation and Positive Attitude 23
Session 2 Result Orientation 28
Session 3 Self-awareness 32
Unit 3: Information and Communication Technology Skills 39
Session 1 Getting Started with Spreadsheet 39
Session 2 Performing Basic Operations in a Spreadsheet 44
Session 3 Working with Data and Formatting Text 50
Session 4 Advanced Features in Spreadsheet 57
Session 5 Presentation Software 63
Session 6 Opening, Closing, Saving and 66
Printing a Presentation
Session 7 Working with Slides and Text in a Presentation 69
Session 8 Advanced Features used in Presentation 74
Unit 4: Entrepreneurship Skills 78
Session 1 Entrepreneurship and Entrepreneur 79
Session 2 Barriers to Entrepreneurship 91
Session 3 Entrepreneurial Attitudes 96
Session 4 Entrepreneurial Competencies 98
Unit 5: Green Skills 111
Session 1 Green Jobs 112
Session 2 Importance of Green Jobs 119
Answer Key 123
Glossary 125
Unit 1
Communication
Skills

Introduction
Communication is a two-way process through which
information or message is exchanged between
individuals using language, symbols, signs or
behaviour. Speaking, listening, reading and writing
are the parts of communication, which help us to
understand others. To learn a language, one needs
to develop four key skills, namely listening, speaking,
reading and writing as shown in Figure 1.1.

Figure. 1.1: Key communication skills

Speaking more than one language can help a person

communicate well with people around the world.
Learning English can help one communicate with
people who understand English, besides the language
the person has been exposed to since birth. The ability
to communicate effectively is an essential skill in today’s
information age. Communication skills are needed to
communicate effectively with people and customers.
 This Unit on communication skills aims to help you
to understand the importance of various aspects of
communication and develop effective communication
skills. You should try to learn as many languages as
possible as it will help you to understand others’ culture.
It will also equip you with knowledge and skills, which
are necessary to take advantage of the opportunities the
twenty-first century offers. If you know many languages,
you will be able to converse with people and read signage
while travelling to different places.
Communication involves a sender, who encodes and
sends a message through a channel, and a receiver,
who decodes the message and gives feedback as shown
in Figure 1.2. Feedback is important in communication
as it helps in knowing whether the receiver has
understood the message or not.

Figure 1.2: Elements of communication

Session 1: Active Listening

Effective communication involves skills that can be
utilised to send messages that are clear, concise and
accurate. Let us now try to understand what we mean
by clear, concise and accurate.
A clear statement is one which conveys the exact
message that you are trying to convey to the other person.
Here, we have two sentences. Now, which one do you
think is a clear statement?
(i) He went to his manager and said, “Please allow me
to reach office at 11 AM on Tuesday, 11 June 2019,
as I have an appointment with a dentist.”
(ii) He went to his manager and said, “Please allow me to
reach late to the office on Tuesday, 11 June 2019,
as I have an appointment with a dentist.”

2 Employability Skills – Class XII

 In the first sentence, you must have noticed that the Notes
time is mentioned, which makes the statement clear.
A concise statement is appropriately brief or to the point.
Now, let us consider the two sentences given below.
(i) The manager replied, “Alright, you may come late.”
(ii) The manager replied, “Alright, you may come
late. But it is a matter of great concern that most
employees come late and you are also developing
the same habit.”
Now, you can see that in the second sentence, there
is no need to tell the employee about the concern that
the employer had at the moment. This could have been
shared at a different forum or separately.
An accurate statement is one that is factual, i.e., its
correctness can be verified.
Now, once again, let us learn through examples.
(i) She informed the office that 50 per cent of the
books given for binding have been completed.
(ii) She informed the office that most of the books
given for binding have been completed.
Now, you can see that in the first sentence, a
measurable information is mentioned, which makes the
sentence accurate.
It is, thus, important to ensure that our communication
is clear, concise and accurate. Effective communication
skills help us to communicate the message correctly,
precisely and completely. Lack of communication skills
can result in confusion, frustration, wasted effort and
missed opportunities.
Listening skill
Every effective conversation starts with listening.
Listening skill is one of the most important skills in
communication. It is important to learn to give undivided
attention to a person with whom a conversation is
taking place.
Given below are some reasons why listening
attentively is important.
• We listen to obtain information.
• We listen to understand.

Communication Skills 3
 Notes • We listen to enjoy.
• We listen to learn.
• We listen to build and maintain relationships.
• We listen to resolve conflicts.
Without the ability to listen attentively, messages
can be easily misunderstood. Thus, communication
breaks down and the sender of the message can easily
become frustrated or irritated.
Active listening
Active listening is an art, which comprises both a desire
to comprehend, as well as, offer support and empathy
to the speaker. It can affect your job effectiveness, the
quality of your relationship with others, and hence,
your overall well-being. Active listening allows you to
understand the problems and collaborate to develop
solutions. The various factors that affect active listening
are as follows.
• Eye contact: It is a form of body language.
It is one of the most important aspects in the
communication process. Maintaining an eye
contact with the person you are talking to sends
a signal to the speaker that “Yes, I am talking
to you or listening to you”. Avoiding eye contact
could mean that you do not want to listen to the
person speaking to you.
• Gestures: These indicate to the speaker if you
are listening or not. Keep your hand and feet still
while talking to someone.
• Avoiding distractions: You need to identify the
things that distract you. You must physically
remove the distractions in order to listen attentively.
For example, reducing the ringtone of your
mobile phone or switching it off while attending
a meeting or listening to someone will avoid
distraction. Another example is that you should
avoid glancing at the wristwatch frequently.
• Giving feedback: Feedback can be positive or
negative. But in both the cases, one needs to be
polite so that the person to whom the feedback is
being given is not hurt or offended.
4 Employability Skills – Class XII
Stages of active listening
The best kind of listening is ‘active listening’. It happens
when you hear, understand, respond and remember
what is being said. The five stages of active listening are
as follows.
1. Receiving: It involves listening attentively.
2. Understanding: It is an informed agreement
about something or someone.
3. Remembering: It refers to the retrieval or recall
of some information from the past.
4. Evaluating: It is about judging the value, quantity,
importance and amount of something or someone.
5. Responding: It is about saying or doing
something as a response to something that has
been said or done.
How to ensure active listening?
You can remember the acronym ‘RESPECT’ to ensure
active listening (Table 1.1). Now, let us see what each
letter stands for.
Table 1.1: Active listening

R Remove distractions that may hamper listening. For

example, reducing the volume of television, radio or mobile
phone while talking to a person.

E Eye contact refers to looking at the speaker while listening.

S Show that you are listening attentively to the speaker

through gestures.

P Pay attention and focus on what the speaker is saying.

Communication Skills 5
E Empathise and feel the emotions of the speaker. Empathy
is the ability to share someone’s feelings or experiences
by imagining what it would be like to be in that person’s
situation.

C Clarify doubts. Ask questions to clarify doubts.

T Tune yourself to the timing of the speaker, i.e., wait for the
speaker to finish, and then, respond.

You have learned about various factors and stages

of active listening. Now, let us try to understand how to
overcome these barriers (Table 1.2).

Table 1.2: Overcoming barriers to active listening

Factors How a factor can How to overcome the barrier?

become a barrier?

Being pre‑occupied When pre-occupied, Do not let emotions take over your mind.
you may not be Keep away phones and digital devices.
listening to a person
carefully.

Noise and visual You may not be able to Create a conducive environment to avoid
distractions hear the other person misinterpretations and distractions.
clearly in a noisy
environment.

Past experiences You may have Avoid developing biases and be objective in
or mindset developed biases or your approach when interacting with others.
prejudices based on
past experiences and
interactions.

Personal factors Your personal feelings Allow the other person to finish speaking,
may affect your and then, respond.
listening, for example,
your preconceptions
about the other person.

6 Employability Skills – Class XII

 Notes
Practical Exercise
The teacher will facilitate these activities by showing you the
e-learning lesson at http://www.psscive.ac.in/Employability_
Skills.html. This will include videos and e-content for the above
topics, as well as, detailed instructions for some activities
given below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic, write the answer of the question — why is it important to
listen actively?
Activity 1
Group discussion
Factors affecting active listening
Material required
Notebook, pen, etc.
Procedure
• Form groups of three students each.
• Each group selects any one of the factors (as given in
Table 1.2), which acts as a barrier to active listening.
• Discuss how it can affect or become a barrier to active
listening in the following situations.
(i) Family gathering for a wedding ceremony
(ii) At a busy retail store
(iii) Team discussion during sports day at school
(iv) Birthday celebration of a friend
• Each group shares its experiences and ways to overcome
these barriers.
Activity 2
Poster making
Active listening
Material required
Chart paper, pencil, sketch pens, etc.
Procedure
• Make a poster on either of the below mentioned scenarios
using the acronym RESPECT, which you have studied in
this Session for practising active listening.
(i) Depicting a conversation between two friends
(ii) Parent–child conversation

Activity 3
Role-play
Negative effects of not listening actively
Material required
Notebook, pen, etc.
Procedure
Scenario: Kapil works in an organisation. His manager Sunita
is having a discussion with him regarding a marketing plan. As

Communication Skills 7
 Notes soon as Kapil enters the meeting room, he sits in a slouched
position. He has not kept his phone on silent mode and keeps
looking at it frequently. Even though he is listening to Sunita,
his thoughts seem to be elsewhere. At the end of the session,
Sunita feels Kapil is disinterested and hands over the marketing
plan to some other employee.

Check Your Progress

A. Multiple choice questions
Read carefully the questions given below and choose the
correct option.
1. You work at the front desk of a telecom company.
A customer approaches you while you are working.
The customer has a query regarding a bill. What would
you do?
(a) Not pay attention to the customer
(b) Keep the work aside and help the customer
(c) Continue doing your work while talking
inattentively to the customer
(d) Ask the customer to talk to someone else
2. Which of the following can be a barrier to
active listening?
(a) Noisy environment
(b) Not maintaining an eye contact with the speaker
(c) Not being attentive
(d) All of the above
3. Which of the following is not a stage of active listening?
(a) Receiving
(b) Understanding
(c) Non-responding
(d) Evaluating
4. What are the characteristics of an ideal message?
(a) Clear
(b) Concise
(c) Accurate
(d) All of the above

B. Short answer question (80–100 words)

1. Write down a situation you faced at school, wherein,
you overcame a barrier and practised active listening.

What have you learnt?

After completing this Session, you will be able to:
• identify the barriers to active listening.
• identify the stages of active listening.
• follow the steps towards removing barriers for
active listening.

8 Employability Skills – Class XII

Session 2: Parts of Speech
Introduction
In any language, parts of speech are the categories of
words based on their function within a sentence. These
are the ‘building blocks’ of a language.
When we speak or write, we use sentences to
express ourselves. Therefore, sentences are important.
A ‘sentence’ is a group of words that communicates
a complete meaning, thought or action. For example,
Raju goes to school.
A group of words, which does not make complete
sense, is known as a ‘phrase’, for example, Raju goes.
A sentence always begins with a capital letter, and
ends with a full stop, question mark or exclamation
mark. Read aloud the examples given below.
• Did you work on your project?
• I completed it yesterday.
• That is good!

Using capitals
We know that all sentences begin with a capital letter. It
is easy to know what to capitalise if you remember the
acronym ‘MINTS’. MINTS is a set of simple rules that
help you to capitalise words correctly. Each letter in the
word MINTS refers to one capitalisation rule as shown
in Table 1.3.
Table 1.3: Capitalisation rules

Alphabet M I N T S
Months I Names Titles Starting letter of
sentences
Rule Capitalise CapitaliseCapitalise the Capitalise the Capitalise the
the first the letterfirst letter in the first letter in first letter in
letter in ‘I’ when names of people, the titles used every sentence.
the names used as a places, rivers, before people’s
of all word. seas and oceans, names.
months. mountains,
islands and days.
Example I will go to Every This Tuesday, Dr Shah and The cat ran out
college in day, I play Vidya is in Mr Patel work of the house.
June. tennis Rajasthan. together.
with him.

Communication Skills 9
 Punctuation
There are 15 basic punctuation marks or signs used
in English. These include full stop or period, comma,
question mark, exclamation mark, apostrophe, colon,
semi‑colon, dash, hyphen, parenthesis, quotation mark,
bracket, brace, ellipsis and bullet point (Table 1.4).
Table 1.4: Punctuation marks

Punctuation Sign Use Example

mark
Full stop . It shows the end of a sentence. It is This is a sentence. This is
also used to show short form of long another sentence.
words. For example, ‘Professor’ can be Sanjay is a Professor.
shortened as Prof., when used as His patients call him
a title before a name. Prof. Sanjay.
Comma , Sometimes, we use comma to indicate After the waiter gave me the
pause in a sentence. menu, I ordered food.
We can also use comma to separate I bought apples, oranges
items when we are listing more than and grapes.
two items in a row.
Question ? We use question mark at the end of What is your designation?
mark a question. How much is your work
experience?
Exclamation ! We use an exclamation mark at the What a pleasant surprise!
mark end of a word or sentence to indicate You are late!
a strong feeling, such as surprise,
shock or anger.
Apostrophe (’) We use an apostrophe followed by That is Divya’s desk.
an ‘s’ to show that something belongs Are these Abdul’s books?
to someone.
We also use an apostrophe to indicate Let’s go instead of Let us go!
the shortened form of some words in He isn’t here instead of He is
informal speech. not here.

Basic parts of speech

The different types of words we use in
sentences are called parts of speech. The
basic parts of speech are nouns, pronouns,
adjectives, verbs and adverbs (Table 1.5).

Figure 1.3: Basic parts of speech

10 Employability Skills – Class XII

 Table 1.5: Basic parts of speech

Parts of What they do Example sentence Example

speech words

Noun Nouns are words that refer to In the sentence: “Reema wrote Dog
a person, place, thing or idea. a letter.” Both Reema and India
They are ‘naming words’. letter are nouns. Sanjay

Pronoun A pronoun is a word used in In the second sentence: I

place of a noun. “Reema wrote a letter. She is They
tired.” She is used in place He
of the noun Reema. It is a You
pronoun.

Adjective Adjective is a word that In the sentence: “Reema wrote Small

describes other words. a long letter.” Long is an Blue
adjective that describes the Sharp
noun ‘letter’. Loud

Verb Verb is a word that shows In the sentence: “Reema wrote Run
action. a letter.” Wrote is a verb. It Eat
tells what action Reema did. Think
Sit

Adverb Adverb is a word that adds In the sentence: “Reema Easily

meaning to a verb, adjective, quickly wrote a letter.” Quickly Always
or other adverb. It answers is an adverb. It tells us how Inside
the questions — how? how Reema did the action (writing). Before
often? when? and where?

Sometimes, the same words can be used differently.

Will you book a movie for 3 pm? ‘Book’ is used as an adverb.
I need to find my English book. ‘Book’ is a noun.

His total cricket score was 145. ‘Total’ is an adjective.

That is totally awesome. ‘Totally’ is an adverb.

She is always watching a football match. ‘Football’ is an adjective.

She got a new football for her birthday. ‘Football’ is a noun.

The experienced sailor was able to hold up the ‘Sail’ is a noun.

sail despite heavy storm.
Satish was able to sail through despite the storm. ‘Sail’ is a verb.

Kapil promised his father that he will be a good boy. ‘Promised’ is a verb.
Kapil was unable to keep the promise given to his father. ‘Promise’ is a noun.

Communication Skills 11
 Let us now see how these words are used. Read out
aloud the sentence given below.
Wow! Reema went to the studio and met a famous actor.
We already know that Reema, studio and actor are
nouns. Famous is an adjective because it describes the
actor (noun) and the words went and met are verbs
because they describe an action.
What about the remaining words in this sentence —
wow, to, the, and? What are these words called? We use
such supporting words to join the main parts of speech
together and to add information to the sentences that
we frame. Let us now look at supporting parts of speech.

Figure 1.4: Supporting parts of speech

Supporting parts of speech

Along with the main ‘Parts of Speech’, there are some
more words we need for connecting words, phrases,
clauses or sentences. Such words are called ‘supporting
parts of speech’. (Figure 1.4 and Table 1.6).
Table 1.6: Supporting parts of speech
Supporting Use Example
parts of speech
Articles • The words ‘a’, ‘an’ and ‘the’ are The car stopped suddenly because
known as articles. a cat ran in front of it.
• Articles are, generally, used A book
before nouns. An apple
• ‘An’ is used before words with a An umbrella
vowel (a, e, i, o, u) sound. The sun
• ‘A’ is used before nouns starting
with a consonant (all except
those starting with a, e, i, o and u)
sound.
• ‘The’ is used to refer to specific or
particular words.

12 Employability Skills – Class XII

Conjunctions Conjunctions are words that join Instead of – Sheela went to the
two nouns, phrases or sentences. market. I went to the market.
Some common conjunctions are Sheela and I went to the market.
‘and’, ‘or’ and ‘but’. Instead of – Do you want oranges?
Do you want apples?
Do you want oranges or apples?
Prepositions • Prepositions connect one word The cat is on the roof.
with another to show the The shop is at the end of the road.
relationship between them. They, Rahul is standing under the tree.
usually, answer the questions I live in Delhi.
‘where’, ‘when’ and ‘how’.
• Some common prepositions are
‘on’, ‘at’, ‘under’ and ‘in’.
Interjections These words express strong Wow!
emotions, such as happiness, Oh!
surprise, anger or pain. They have Oh no!
an exclamation mark at the end. Thanks!
Help!

Practical Exercise
The teacher will facilitate these activities by showing you the
e-learning lesson at http://www.psscive.ac.in/Employability_
Skills.html. This will include videos and e-content for the above
topics, as well as, detailed instructions for the following activities.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic, write down what do you think was wrong with Seema’s letter.

Activity 1

Group practice
Identifying ‘parts of speech’
Material required
Notebook, pen, etc.
Procedure
• Form groups of four students each. Read aloud the
paragraph given below.
“on sunday, i have an appointment to meet dr. patel in delhi.
my house is near dr. patels clinic i went to a shop near the clinic
on friday to buy vegetables I bought potatoes onions carrots
and a cabbage dr. patel is a friendly man have you met him”
• This paragraph contains examples of parts of speech that
you have learnt about in this Session. Identify as many parts
of speech as you can and mark them. Discuss what was
difficult in this activity. Write the paragraph with correct
capitalisation and punctuation. A member of one group

Communication Skills 13
 Notes volunteers and presents before the class what the group
marked. The person writes the paragraph on the classroom
board with the punctuations. The other students point out
the mistakes, if any.
Activity 2
Group practice
Constructing sentences
Material required
Notebook, pen, etc.
Procedure
• Form pairs of students.
• List the five basic parts of speech that you have
learnt in this Session.
• Select one of them and form two simple sentences, which
use these parts of speech. For example, if you have chosen
adjectives, form two sentences that have adjectives. For
each part of speech, a volunteer reads out the sentences
the group has framed.
• The other students say if it is correct or not.

Check Your Progress

A. Multiple choice questions
Read carefully the questions given below and choose the
correct option.
1. What is a sentence?
(a) A group of ideas that form a complete paragraph
(b) A group of words that communicates a
complete thought
(c) A set of rules that we must follow to write correctly
(d) A set of words that contains basic
punctuation marks
2. Which of these sentences is capitalised correctly?
(a) I am Hungry.
(b) Divya and sunil are reading.
(c) The bucket is Full of water.
(d) She lives in Delhi.
3. Which of these sentences is punctuated correctly?
(a) Where are you going.
(b) I have a pen a notebook and a pencil.
(c) I am so happy to see you!
(d) This is my house.

14 Employability Skills – Class XII

 B. Fill in the blanks Notes
1. Fill in the correct nouns and verbs as given at the top of
the table to complete the following sentences.

Nouns Verbs
girl, girls, boy, milk, dog, skipping, riding,
student running, studying,
drinking, barking
(a) The ____________ is
_________________.

(b) The ____________ are

_________________.

(c) The ____________ is

_________________.

(d) Raju is ____________

_________________.

(e) The ____________ is

_________________.

(f) The ____________ is

_________________.

C. Short answer question

1. Identify conjunctions and prepositions (remember,
conjunctions join two sentences, while prepositions
help answer the words ‘where’, ‘when’ and ‘how’) from
the list given below and write them in the following
columns.

Under, and, in, at, or, up
Conjunctions Prepositions

Communication Skills 15
 Notes What have you learnt?
After completing this Session, you will be able to:
• identify the basic parts of speech, such as nouns,
pronouns, adjectives, verbs and adverbs.
• use capitalisation and punctuation rules for sentences.
• explain the usage of parts of speech and identify them
in a sentence.
• identify supporting parts of speech, such as articles,
conjunctions, prepositions and interjections.

Session 3: Writing Sentences

Introduction
A sentence is a group of words, which together expresses
a complete idea that has meaning. A sentence is formed
by putting together a group of words in sequence. This
means that a sentence must be understood by others.
A sentence, typically, contains a subject and an object,
conveying a statement, question, exclamation, or
command. Writing is constructed by putting sentences
in sequence so that they are understandable.

Simple sentence
A simple sentence is one that has only one subject and
one predicate or has only one finite verb.

Complex sentence
A complex sentence is one, which consists of two or
more coordinate clauses, joined by a
coordinating conjunction.
As you have studied in English classes, almost all
sentences have a subject and a verb. Some also have
an object.
• A subject is a person or thing that does
an action.
• Verb describes the action.
• Object is the person or thing that receives the
action. For example, read aloud the simple
sentence — “Nisha sells a laptop”. Let us see the
different parts of the sentence in Figure 1.5.

16 Employability Skills – Class XII

 A subject is a An object is the
person or thing person or thing that
that performs an receives the action.
action. The question, Nisha Sells a Laptop The question, “who
“who performed the received the action?”
action?” will help you will help you find
find the subject. In Subject Verb Object the object. In this
this sentence, ‘Nisha’ sentence, ‘a laptop’ is
is the subject. the object.
Verb describes the action. The
question, “what is the action?”
will help you find the verb. In this
sentence, ‘sells’ is the verb.

Figure 1.5: Parts of a sentence

Read aloud the sentences given in Table 1.7 to
understand about subject, verb and object.
Table 1.7: Parts of a sentence

Sentence Subject Verb Object

I wrote a letter. I wrote a letter

He called the He called the

customer. customer

She packed the She packed the product

product.

Dia and Sanjay Dia and booked a cab

booked a cab. Sanjay

Types of object
The object in a sentence can be either direct or indirect.
Direct objects are the ones directly ‘acted on’ by the
action word (verb). If we ask — “What does Nisha sell?”,
the answer is ‘laptop’, which is direct object. A direct
object answers the question ‘what?’.
An indirect object answers the questions, such as
“to whom” and “for whom”.
For example, in the sentence — “Abdul gave a gift
to his mother.” The verb is ‘gave’. What did Abdul
give? A gift. To whom did Abdul give the gift? To his
mother. Here, ‘gift’ is direct object and ‘his mother’ is
indirect object.
Some sentences only have direct objects, while some
have both direct and indirect objects.
Read out aloud the examples given in Table 1.8.

Communication Skills 17
 Table 1.8: Direct and indirect objects

Sentence Verb Verb + Verb + by Direct Indirect

what? whom/to object object
whom?
Reema bought bought stationery stationery
stationery.
Fatima and Sonia played tennis tennis
played tennis.
He offered a coffee offered coffee me coffee me
to me.
The manager assigned projects us projects us
assigned us projects.

Types of sentences —
Category I

Active and passive sentences

What is the difference between
the following two sentences?
1. Sanjay broke the glass.
Figure 1.6: Types of sentences
2. The glass was broken
by Sanjay.
The action (verb) in both the
sentences is breaking of the
glass. But the ‘subject’ in both the
sentences is different. In the first
sentence, the subject (Sanjay)
does the action. In the second
sentence, the subject (the glass)
receives the action.
Read the sentences in
Figure 1.7: Active and passive sentences
Figure. 1.7 again.
Sentences, where the subject does an action, are
known to be in active voice.
Sentences, in which the subject receives an action,
are known to be in passive voice.

18 Employability Skills – Class XII

 Table 1.9: Active and passive sentences

Active voice Passive voice

She wrote an email. An email was written by her.

He opened the door for The door was opened by him
the customer. for the customer.
Mohan sold a bike. The bike was sold by Mohan.

Examples of active and passive sentences

Active Passive
I did not beat him. He was not beaten by me.
Kapil made a profit A profit was made by Kapil
yesterday. yesterday.
The tiger was chasing The deer was being chased by
the deer. the tiger.

Types of sentences — Category II

There are mainly four types of sentences, i.e.,
declarative, interrogative, exclamatory and imperative.
Each of these have been described in Table 1.10.
Table 1.10: Types of sentences — Category II

Statement or Question or Emotion, reaction or Order or

declarative sentence interrogative exclamatory sentence imperative
sentence sentence
It provides This type of An exclamatory These sentences
information or states sentence asks a sentence expresses a show an order,
a fact. It always question. It always strong emotion, such command, request
ends with a full stop ends with a question as joy, sadness, fear or or advice. It
(.). This is the most mark (?). wonder. It always ends can end with a
common type of with an exclamation full stop or an
sentence. mark (!). exclamation mark
(. or !).
Read aloud the examples given below.
I go to office. Did you go to office? I received the prize for Go to office today.
the best employee!
It is very cold. How is the weather? Oh, it’s very cold! Wear your sweater.

I completed my Did you complete I completed my project! Complete your

project. your project? project.

Communication Skills 19
 Examples of types of sentences — Category II
Sentence Type
Where is my I-card? Interrogative
My arms ache from planting Exclamatory
those saplings!
Reading mythology will make Declarative
you more aware.
Come with us right now. Imperative
No way! I don’t want a tattoo! Exclamatory

Get out of the bed immediately! Imperative

Figure 1.8: Types of sentences — Category II

You can see that each of these sentences have a
different purpose.
Paragraph
A group of sentences forms a paragraph. While writing
a paragraph, make sure the sentences have a common
idea. When you want to write about a different idea, make
a new paragraph. For example, if you are writing about
your school, the first paragraph can be of sentences
about the name, location, size and other such details. In
the next paragraph, you can use sentences to describe
what you like about your school.
I go to Government Higher Secondary School, Balachadi.
It is not a very big school but has many good teachers.
There are about 100 students in my school. My school is
on the main road, very close to the city railway station.
I love going to school and learning about new things. My
school has a small playground, where I play cricket with
my friends after the classes are over. It has a library also.
I love my school.

20 Employability Skills – Class XII

 Notes
Practical Exercise
The teacher will facilitate these activities by showing you the
e-learning lesson at http://www.psscive.ac.in/Employability_
Skills.html. This will include videos and e-content for the
above topics, as well as, detailed instructions for some activities
given below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic, write if you think Sanjay and Dia were able to frame correct
sentences.
Activity 1
Pair work
Making sentences
Material required
Notebook, pen, etc.
Procedure
• Form pairs of students.
• First, write three sentences having direct objects.
• Then, write three more sentences, containing both direct
and indirect objects.
• Use different colours to mark the different parts of each
sentence (subject, verb and object).
Activity 2
Pair work
Active and passive voice
Material required
Notebook, pen, etc.
Procedure
• With same pairs as above, write a paragraph on any topic.
The paragraph should have at least two sentences in active
voice and two in passive voice. One student reads out the
paragraph that the person has written before the class.
• The class gives the feedback.
Activity 3
Pair work
Types of sentences
Material required
Notebook, pen, etc.
Procedure
• With the same pairs as above, make a list of minimum eight
sentences. These should have at least two sentences of each
type: declarative, interrogative, exclamatory and imperative.
• For each type of sentence, different volunteers read out
their sentences before the class.
• The class, then, gives feedback on the correctness of
the sentences.

Communication Skills 21
 Notes Check Your Progress
A. Multiple choice questions
1. Identify the subject in the sentence, “The children
played football”.
(a) The children
(b) children played
(c) played
(d) football
2. Identify the object in the sentence, “The children
played football.”
(a) The children
(b) children played
(c) played
(d) football
3. Which of these sentences has/have both indirect and
direct objects?
(a) I am working on a presentation.
(b) She bought a blue pen.
(c) The girls played cricket.
(d) He wrote a letter to his sister.
4. Which of these sentences is/are in passive voice?
(a) They are watching a movie.
(b) The clock was repaired by Raju.
(c) He is sleeping in the room.
(d) My pet dog bit the postman.
B. Short answer questions
1. Write one sentence of each type — statement, question,
exclamatory and order.
2. Which job role do you wish to pursue? Write two
paragraphs (about 100–150 words) about that industry
and your career preferences. Make sure you follow
all rules about sentences and paragraphs that you
have learnt.

Practice work
• Practise speaking in complete sentences with
your classmates.
• Practise speaking with proper punctuations.
• Practise writing paragraphs on different topics.

What have you learnt?

After completing this Session, you will be able to:
• identify the different parts of a sentence.
• differentiate between active and passive voice.
• compose different types of sentences.

22 Employability Skills – Class XII

Unit 2
Self-management
Skills

Introduction
Self-management, which is also referred to as
‘self-control’, is the ability to control one’s emotions,
thoughts and behaviour effectively in different situations.
This includes motivating oneself, and working towards
achieving personal and academic goals.
Students with strong self-management skills are
better at doing certain things well, such as coming to
class on time, paying attention, obeying teachers, parents
and elders, working with discipline, etc. It helps a person
to do better in studies or work. In order to do well at work
and life, in general, one must be able to manage and
improve oneself in various skills, including timeliness,
discipline, problem solving and work habits. To manage
oneself well, a person needs to develop the following.
• Positive thinking: to think that one can get things
done and be happy.
• Result orientation: to dream big and achieve the
desired or set results.
• Self-awareness: to be aware of one’s personality
traits and make the best out of one’s strengths.

Session 1: Motivation and Positive Attitude

Motivation and positive thinking can help us overcome
fears and take up new challenges. Similarly, optimism,
which is a mental attitude, reflecting a belief or hope,

2020-21
 can lead to positive and desirable outcomes. It helps
us to achieve our dreams, continue working hard
towards achieving success and live a happy life with a
positive mindset.
“Optimism is the faith that leads to achievement. Nothing
can be done without hope and confidence.”
— Helen Keller

Motivation
Motivation is derived from the word ‘motive’. Thus,
directing behaviour towards certain motive or goal is the
essence of motivation. An individual’s motivation may
come from within (intrinsic motivation) or be inspired
by others or events (extrinsic motivation).
Intrinsic motivation
It includes activities for which there is no apparent reward
but one derives enjoyment and satisfaction in doing
them. It occurs when people are internally motivated
to do something because it brings them pleasure. They
think it is important or feel what they are learning is
significant. Incentives related to the motive or goal can
satisfy one’s needs.
Extrinsic motivation
It arises because of incentives or external rewards. Lack
of motivation or incentives may lead to frustration, for
example, employees who are kept on contractual basis for
a long time may get frustrated and leave an organisation.
Positive attitude
A positive attitude makes a person happier, and helps
build and maintain relationships. It even increases one’s
chances of success. In addition, it can help the person
make better decisions. People, who maintain a positive
or optimistic attitude in life situations and challenges,
are able to move forward than those with a negative
attitude. Positive attitude helps improve mental and
physical health.
Ways to maintain positive attitude
It can take a little time and effort to build a positive
attitude (Figure 2.1). Following are some ways that can
help one maintain a positive attitude.

24 Employability Skills – Class XII

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 • Start the day with a morning routine. Say positive
affirmations, smile often and think about the
tasks to be accomplished during for the day.
• Feed the mind with positivity, read motivating
books, listen to music with uplifting lyrics, watch
inspiring movies, etc.
• Be proactive. A proactive person decides how one
must feel regardless of what may be going around
or what the day may bring.
• Focus on constructive and positive things. Do not
approach life with ‘problems’. Approach it with
‘solutions’.
• Learn from failures. Think what could have been
better and work towards the goals.
• Learn to focus on the present. Negativity mostly
stems out from anxiety of the past and
future events.
• Move towards your goals and
dreams. Be cheerful and work
hard to achieve the dreams. Figure 2.1: Positive attitude

Here are some more techniques that can help you to

maintain a positive outlook in the long run.
• Physical exercise and fresh air: Following
a healthy lifestyle is essential for students.
Practising yoga, meditation and deep breathing
exercises help improve blood circulation and relax
the body. Taking a walk or playing in the park
helps one to get a lot of fresh air, which helps in
becoming more active.
• Healthy diet: A healthy and balanced diet is
important for a healthy body and mind. Eating a
balanced diet, such as daal, roti, green vegetables
and fruits provides the strength required to do
daily work efficiently.
• Organise academic life: By keeping class
notes organised, completing assignments on
time and keeping track of all deadlines, stress
can be reduced to a great extent. When you are
not stressed, you can channelise your mind to
achieve the goals.

Self-management Skills 25

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 • Adequate sleep: A good night sleep for at least
seven hours is important so that the mind and
body can get recharged to function better the
next day.
• Holidays with family and friends: Visiting a
relative’s place, such as grandparents’ house or a
new place during summer vacation can help one
break the the monotonous normal routine and
come back refreshed.
Positive attitude is of immense value in a student’s
life. There are various situations that the student will
encounter in life, wherein staying positive will keep
the child going. The most common example would be
during exam results. At times, a student does not get
the desired result in exams. But it is important not to
lose hope, accept the result gracefully and work harder
with a positive attitude for the next exam.
Even during an interview for a dream job, a
candidate may not get selected in the first attempt.
However, with a positive attitude and persistent
efforts, all dreams can be achieved. Thus, it becomes
imperative for a child to learn to practise positive
attitude in life at all times.

What is stress and how to manage it?

Stress is a state of feeling upset, annoyed and hopeless.
There are times when we feel nothing is working right,
we are not able to achieve our goals and feel hopeless.
During such times, if we manage and control our
emotions, it helps us to sail through. Some of the ways
to manage stress are given below.
• Stay positive and analyse what is going wrong in
a certain situation. Resolving the situation is easy
once understood.
Figure 2.2: Stress
• Maintain an accomplishment sheet and enter
even small achievements.
• Keep your thoughts in present. Pondering over
past issues makes us feel upset and helpless.
• Talk to friends and family for comfort.
• Practise meditation and yoga.
• Whenever you feel negative thoughts are taking
over, take a look at your accomplishment sheet.

26 Employability Skills – Class XII

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 By managing stress effectively and maintaining a Notes
positive attitude, one can overcome any challenge and
achieve heights in career. Managing stress effectively helps
one maintain a healthy work – life balance.

Practical Exercise
The teacher will facilitate these activities by showing you the
e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics, as well as, detailed instructions
for some activities given below.
Activity 1
Role‑play
Avoiding stressful situation
Material required
Pen or pencil, notepad or sheets of paper, etc.
Procedure
• Form groups of three Choose any one scenario from below.
Situation 1: You have missed your school bus and are
getting late. What will you do? Will you panic or call for
help or try to find a way?
Situation 2: You have to perform your best in a cricket
match so that you get a chance to play for your school
at the national level. You have been anxious (worried or
stressed). Will you lose your sleep worrying about it or go
to the field and practice?
• Prepare a skit and perform within your groups. Two
members will perform the skit and one member will
observe and share the feedback.
Activity 2
Self-reflection
Material required
Pen or pencil, etc.
Procedure
• Complete the table given below by listing situation(s) that
cause negative thinking, for example, not performing well
in an exam. List how you can manage the situations.

Situations causing How to turn around

negative thinking for positivity

Self-management Skills 27

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 Notes Check Your Progress
A. Short answer questions

1. Describe the ways you can make positive thinking a

habit in life.
2. List the importance of positive thinking. Describe how
it can help someone achieve one’s goals.

What have you learnt?

After completing this Session, you will be able to:
• explain the meaning of motivation.
• describe the type of motives.
• differentiate between intrinsic and extrinsic motivation.
• describe the meaning of positive attitude.
• identify the steps for being positive in life.

Session 2: Result Orientation

Result orientation is a term used to describe a person’s
ability to recognise what results are important and the
steps needed to be taken to achieve them. It means to
focus on the result of an assigned task. If you know
the result you want to achieve, you can focus on the
efforts required to achieve it. Hence, result orientation
describes an individual or organisation that focusses on
outcome rather than the process that has been used to
produce a product or deliver a service.
An ideal employee needs to be proactive and result
driven. The person must always take necessary steps to
achieve the set goals or targets.
How to become result oriented?
(i) Set clear goals: Setting clear and accurate goals is
the first step one needs to take to meet the targets.
(ii) Prepare an action plan: An action plan describes
the way a person or an organisation will meet the set
objectives. It gives a detail of the steps to be taken
to achieve the target. Therefore, it consists of several
actions or steps that need to be taken, and changes
that need to be made. Each action, step or change
should include the following information.

28 Employability Skills – Class XII

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 • What changes will occur after the actions? Notes
• Who will carry out the changes?
• When will the changes take place?
• How long will the changes stay?
• What resources are needed to carry out
the changes?
• Who should know and what should be
communicated?
(iii) Use the right resources and tools: One must
evaluate the resources and tools needed to
achieve those results and whether they are
available. For example, you may want to clear the
college entrance exam with 70 per cent marks.
Do you have the books to study for the exam?
If not, from where and how can you get them?
(iv) Communicate with mentors and peers: One
must talk to teachers, seniors and mentors for
help in setting realistic goals.
(v) Make a calendar: One must make a calendar to
monitor the progress at regular intervals.
(vi) Work hard: One must work hard and believe in
one’s dreams.

Goal setting
Goal setting helps us to understand what we want,
how to achieve it and how do we measure our success.
Writing a goal requires that we should understand its
purpose and objective. Let us try to understand how to
define a goal.
• Identify what the goal is about, for example,
customer satisfaction, speeding up the delivery
process, etc.
• How the goal would make a difference? For
example, will it enhance customer satisfaction,
will it result in an increase in demand of a product
or service, speed up the delivery process and
result in better loyalty and quality of the product.
Use the acronym SMART to set goals. Let us see what
each letter in SMART implies.

Self-management Skills 29

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 Notes • S: Specific
Goals should be stated in specific terms. Vague goals
are difficult to attain. Specific goals give us a concrete
target. Hence, a goal should have a specific purpose.
• M: Measurable
Goals should always be measurable. If we do not set
our goals in measurable terms, it is difficult to assess
whether we have achieved them or not.
• A: Action-oriented
Goals do not just come true on their own. Effective goal
setting should include action-based steps that one will
follow to achieve the goal.
— Actions that I am already taking towards achieving
this goal
— Actions that I am not currently taking but will
take towards achieving this goal
— Actions that I am not currently taking and need
help to achieve the goal
— People and places from whom I can get help to
achieve the goal
• R: Realistic
There are few things more damaging to our sense of
self-efficacy than setting ourselves up for failure. Goals
must always be realistically attainable.
• T: Timely
Goals must have deadlines. However, deadlines may
change. But one must always set a deadline to get the
job done within a specified time limit.

Examples of result-oriented goals

Examples of result-oriented goals are as follows.
• A student may set a goal of scoring high marks
in an exam.
• An athlete may run five miles a day.
• A traveller may try to reach a destination city
within three hours.

30 Employability Skills – Class XII

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 Notes
Practical Exercise
The teacher will facilitate these activities by showing you the
e-learning lesson at http://www.psscive.ac.in/Employability_
Skills.html. This will include videos and e-content for the above
topics, as well as, detailed instructions for the activity given below.
Activity 1
Pair and Share
Aim in life
Material required
Pen or pencil, notepad, etc.
Procedure
• Form pairs of students.
• Make a list of things that you can do well.
• Write your aim in life.
• Share your notes with your partner and discuss
your personal characteristics.
• One student volunteers and reads out the notes before
the class.
Here is the format to do the activity.
– List what you believe you are as a person by starting the
sentence with ‘I am’.
– Next, list what you can do well by starting the sentence
with ‘I can’ (I can sing well).
– List what you plan to do by starting the sentence with ‘I
will’ (I will train myself in classical music).
– Finally, state your aim in life. Start the sentence with ‘My
aim is’ (My aim is to become a singer).
– Making a list will help you to become self-aware and
result oriented.

Check Your Progress

1. Fill in the table given below, which can help you to
prepare an action plan to achieve the set results.

Results I want What am I What should I do

to achieve doing for to achieve the
achieving results?
the results?
I want to score I study for I should study for
80 per cent in two hours three hours and
quarterly exam. daily. practise sample test
papers.

Self-management Skills 31

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 Notes What have you learnt?
After completing this Session, you will be able to:
• identify ways to be result oriented.
• make an action plan.

Session 3: Self-awareness
Self-awareness is about understanding one’s own
needs, desires, habits, traits, behaviours and feelings.
Let us try to understand this with a short story.
“A monk slowly walks along a road when he hears a
galloping horse. He turns around to see a man riding the
horse moving in his direction. When the man comes closer,
the monk asks, “Where are you going?” To which the man
replies, “I don’t know, ask the horse” and rides away.
When we are not aware of ourselves, then we tread
in a direction about which we are not clear. Therefore, it
is important that we must be aware of ourselves. When
one becomes self-aware, the person starts to become
aware of everything and looks at things or situations
objectively. It plays a critical role in how we understand
ourselves and relate to others and the world around us.

Steps towards self-awareness

• The first step for practising self-awareness is
gaining a greater awareness of one’s emotions
(Figure 2.3).

Figure 2.3: Various emotions a person experiences

• The second step to practising self-awareness is

making a habit of tracking one’s feelings.

32 Employability Skills – Class XII

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 • The third step for practising self-awareness is Notes
expanding one’s practice to areas of life beyond
the person’s feelings.
Personality and personality traits
Personality is a cluster of thoughts, feelings and
behaviours that make a person unique and different
from others.
Personality traits are defined as relatively lasting
patterns of thoughts, feelings and behaviours that
distinguish individuals from one another. Hence,
personality development is the development of an
organised pattern of behaviours and attitudes that
makes a person distinctive. Personality development
occurs by the ongoing interaction of temperament,
character and environment. Culture also plays an
important role in shaping personalities.
One’s personality also affects the person’s
relationships with others. A positive personality can
lead to better performance, increased productivity and
cordial relationships with others.
There are five parameters that describe an
individual’s personality. These five dimensions are also
called the ‘Big Five Factors’ and the model is referred
to as the ‘Five Factor Model’, which is abbreviated
as FFM (Figure 2.4).
• Openness: Individuals with openness to
experience are, generally, creative, curious, active,
flexible and adventurous. If a person is interested
in learning new things, meeting new people and
making friends, and likes visiting new places, the
person can be called open-minded.
• Consciousness: Individuals, who listen to their
conscience, are self-disciplined, do their work on
time, take care of others before themselves and
care about others’ feelings.
• Extraversion: Extroverts are individuals, who
love interacting with people around and are,
generally, talkative. A person, who can easily
make friends and make any gathering lively, is
confident and an extrovert.

Self-management Skills 33

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 Notes

Figure 2.4: The ‘Big Five Factors’

or Five Factor Model

• Agreeableness: Individuals having such a trait are,

generally, kind, sympathetic, cooperative, warm
and considerate. They accommodate themselves
in any situation. For example, people who help
and take care of others are, generally, agreeable.
• Neuroticism: Neuroticism is a trait, wherein,
individuals show tendency towards anxiety,
self-doubt, depression, shyness and other similar
negative feelings. People, who have difficulty in
meeting others and worry too much about things,
show signs of neuroticism.

Common personality disorders

Personality disorders involve long-term patterns
of thoughts and behaviour that are unhealthy and
rigid. A personality disorder is a way of thinking,
feeling and behaving that deviates from worldly
expectations and causes distress, which lasts
over time.
Cluster A: Suspicious
People falling under this cluster always mistrust others
and are suspicious, even when there is no need to do
so. For example, Varsha is a homemaker. A maid has
been working at her house for two years. Despite having
CCTV cameras installed at home, Varsha is always
suspicious about the maid. She follows her all the time
and keeps a tab on her movements. This causes stress
between Varsha and her maid.

34 Employability Skills – Class XII

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 • Paranoid personality disorder: Paranoid Notes
personality disorder is characterised by distrust
for others, including friends, family members
and partners. People with such a disorder mostly
hold grudges against others.
• Schizoid personality disorder: The term
‘schizoid’ refers to the natural tendency to direct
attention toward one’s inner life away from the
external world. A person with schizoid personality
disorder is detached and aloof, and prone to
introspection and fantasy. The person shows
little interest in forming personal relationships
and seems to be emotionally cold.
• Schizotypal personality disorder: People with
this type of personality disorder believe that they
can influence other people or events with their
thoughts. They often misinterpret behaviours.
This causes them to have inappropriate emotional
responses. They may consistently avoid having
intimate relationships.

Cluster B: Emotional and impulsive

This personality disorder is characterised by unstable
moods and behaviours, which lead to unhealthy and
unstable relationships, emotional instability and feeling
of worthlessness. For example, Sunny is a student
in a high school. Whenever he gets low marks, he is
depressed and fights with his friends. He, also, does not
try to learn from mistakes. His parents and teachers have
tried talking with him but he feels angry, worthless and
shouts at them.
• Antisocial personality disorder: People with
antisocial personality disorder disregard social
rules and obligations. They are irritating and
aggressive, and act impulsively. They tend to lack
guilt and fail to learn from experience. They may
lie, steal or abuse, and may also get addicted to
alcohol or drugs.
• Borderline personality disorder: People with
borderline personality disorder essentially lack a
sense of self-worth, and thus, experience feelings
of emptiness and fears of abandonment. There is a

Self-management Skills 35

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 Notes pattern of emotional instability, violent outbursts
and impulsive behaviour. Suicidal threats and
acts of self harm are common in people with such
a personality disorder. They may have difficulty
in dealing with stressful events.
• Histrionic personality disorder: People with
histrionic personality disorder frequently try to
gain more attention by being overly dramatic. They
are extremely sensitive to criticism or disapproval,
and can be easily influenced by others.
• Narcissistic personality disorder: People with
narcissistic personality disorder believe that
they are more important than others. They lack
empathy for other people and tend to exaggerate
their own achievements.

Cluster C: Anxious
This personality disorder is characterised by feelings of
worry, anxiety or fear, which have the potential to affect
one’s daily routine. For example, Shikha is an elderly
woman. She stays with her family. She has a habit of
washing her hands at least 20 times a day. Even after
washing her hands, she feels they are not clean, and
continues rubbing or washing them. She neither talks
to her grandchildren, nor does she participate in any
family activity.
• Avoidant personality disorder: People with this
type of disorder are socially inept, unappealing or
inferior, and constantly fear being embarrassed,
criticised or rejected. They avoid meeting others
and often experience feelings of inadequacy,
inferiority or unattractiveness.
• Dependent personality disorder: People with
such a disorder are characterised by lack
of self-confidence and an extra need to be
looked after. They need a lot of help in making
everyday decisions and surrender important
life decisions to the care of others. They are
heavily dependent on other people for their
emotional and physical needs, and thus,
usually, avoid being alone.

36 Employability Skills – Class XII

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 • Obsessive-compulsive personality disorder: Notes
People with such a disorder strongly stick to
rules and regulations. They can be characterised
by a general pattern of excessive concern with
orderliness, perfectionism and attention to details.
They feel extremely uncomfortable when unable to
achieve perfection. They may even neglect personal
relationships to focus on making a project perfect.

Steps to overcome personality disorders

• Talk to someone. Most often, it helps
to share your feelings.
• Look after your physical health. A healthy body
can help you maintain a healthy mind.
• Build confidence in your ability to handle
difficult situations.
• Engage in hobbies, such as music, dance and
painting. These have a therapeutic effect.
• Stay positive by choosing words like ‘challenges’
instead of ‘problems’.

Practical Exercise
The teacher will facilitate these activities by showing you the
e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics, as well as, detailed instructions
for the activity given below.
Activity 1
Group discussion
Self-awareness
Material required
Pen or pencil, notepad, chart paper, etc.
Procedure
• Form groups of three.
• Choose any one of the following situations and write down
the personality disorders associated with these.
— Kapil studies in a school. He disregards the rules set
by the school, is irritable and does not talk much with
either friends or family.
— Jaya has been feeling fearful and empty for the last
few days. She even tried to harm herself. What kind of
personality disorder is this? How can you help her?

Self-management Skills 37

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 Notes Check Your Progress
A. Multiple choice questions
Read the questions carefully and put a tick mark against the
correct option.
1. Which of the following is not a parameter to describe an
individual’s personality?
(a) Self-confidence
(b) Openness
(c) Neuroticism
(d) Agreeableness
2. Which of the following is characterised by an extreme
feeling of self importance?
(a) Narcissistic personality disorder
(b) Borderline personality disorder
(c) Dependent personality disorder
(d) None of the above
3. Ravi has feelings of emptiness, abandonment and
suicide. What type of personality disorder is this?
(a) Borderline
(b) Dependent
(c) Avoidant
(d) Obsessive
4. Mona is helping her sister to overcome a personality
disorder. What should she do?
(a) Talk to her sister
(b) Engage her in hobbies
(c) Help her build confidence
(d) All of the above

What have you learnt?

After completing this Session, you will be able to
• explain the meaning of personality.
• describe basic personality traits.
• describe common personality disorders.

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