some usefull Career webs

Career Links

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	Academics
	• University Grants Commission - www.ugc.ac.in • Central Board Of Secondary Education - www.cbse.nic.in • Delhi University - www.du.ac.in • Jawaharlal Nehru University - www.jnu.ac.in • National Council for Teacher Education - www.ncte-in.org • National Council for Educational Research & Training - www.ncert.nic.in • Ministry of HRD (Education) - www.education.nic.in
	Aviation
	• Directorate General of Civil Aviation - www.dgca.nic.in • IATA training - www.iata.org • Ministry of Civil Aviation - www.civilaviation.nic.in • Indira Gandhi Rashtriya Uran Akademi - www.igrua.gov.in
	Banking
	• Reserve Bank of India - www.rbi.org.in • State Bank of India - www.statebankofindia.com • Panjab National Bank - www.pnbindia.com • Corporation Bank - www.corpbank.com
	Civil - Services
	• Union Public Service Commission - www.upsc.gov.in/ • Staff Selection Commission - ssc.nic.in • Department of Personal & Training - www.dopt.nic.in
	Defence
	• National Defence Academy - www.nda.nic.in • Indian Army - www.indianarmy.nic.in • Join Indian Army - www.joinindianarmy.nic.in • Indian Air Force - www.indianairforce.nic.in • Indian Navy - www.indiannavy.nic.in
	Engineering
	• All India Council of Technical Education - www.aicte.ernet.in • The Institutions of Engineers (India) - http://www.ieindia.org • IIT-Kharagpur - www.iitkgp.ac.in • Bureau of Energy Efficiency - www.bee.gov.in • Distance Education Council for distance education in Engineering - www.dec.ac.in • Joint Entrance Examination (Orissa) - www.jeeorissa.com
	Finance
	• The Institute Of Chartered Accountant – www.icai.org • The Institute Of Company Secretaries of India – www.icsi.edu • National Stock exchange of India - www.nseindia.com • Bombay Stock exchange - www.bseindia.com • Indian Institute of Banking & Finance – www.iibf.org.in • Indian Institute of Statistical Institute - www.isical.ac.in
	Hospitality
	• Incredible India - www.incredibleindia.org • Ministry of Tourism - www.tourisminindia.com
	IT
	• NASSCOM - www.nasscom.in • Ministry of IT - www.mit.gov.in • DOECC - www.doeacc.edu.in • Centre For Development of Advance Computing - www.cdac.in • Indian Institute of Technology Madras - www.iitm.ac.in
	Law
	• Supreme Court of India - www.supremecourtofindia.nic.in • Ministry of Law & Justice - www.lawmin.nic.in • National Commission for Women - www.ncw.nic.in • Central Administrative Tribunal - www.cgat.gov.in
	Library Science
	• Raja Rammohun Roy Library foundation - www.rrrlf.nic.in • National Archives Of India - www.nationalarchives.gov.in
	Management
	• Indian Institute of Management, Calcutta - www.iimcal.ac.in • Indian Institute of Management, Ahmedabad - www.iimahd.ernet.in
	Media
	• Indian Institute of Mass Commission - www.iimc.nic.in • Publications Division - www.publicationsdivision.nic.in • DoorDarshan - www.ddindia.com • Directorate Of Advertising and Visual Publicity - www.davp.nic.in • Press Information Bureau - www.pib.nic.in
	Medicine
	• Ministry of Health & Welfare - www.mohwf.nic.in • Department of Ayurveda, Yoga & Naturopathy, Unani, Siddha and Homoeopathy (AYUSH) -    www.indianmedicine.nic.in • National Aids Control Organisation - www.nacoonline.org • Armed Forces Medical College - www.armedforces.nic.in
	Railways
	• Indian Railways - www.indianrail.gov.in • Indian Railways - www.indianrailways.gov.in • Ministry of Railways - www.railnet.gov.in • IRCON - www.ircon.org • Indian Railway Catering and Tourism Corporation Ltd. - www.irctc.co.in
	Retail
	• Indian Institute of Social Welfare and Business Management, Kolkata - www.iiswbm.edu • CII Institute of Logistics, Chennai - www.ciilogistics.com • Gobind Ballabh Pant University - www.gbpuat.ac.in • Annamalai University - www.annauniv.edu • Indian Institute of Foreign Trade, - www.iift.edu
	Science
	• Jawaharlal Nehru Technological University - www.jntu.ac.in • IIT Bombay - www.iitb.ac.in • Mumbai University - www.mu.ac.in • Indian School of Mines, Dhanbad - www.ismdhanbad.ac.in • CSIR-UGC (NET) - www.csirhrdg.res.in • Indian Council of Medical Research, - www.icmr.nic.in • Birla Institute of Technology, Ranchi - www.bitmesra.ac.in • Madurai Kamaraj University, Madurai - www.mkudde.org • Indian Institute of Technology, Kharagpur - www.iitkgp.ernet.in • Central Institute of Fisheries Nautical and Engineering Training - www.cifnet.nic.in • Bioinformatics Institute of India - www.bioinformaticscentre.org
	Science-IPR/PATENTS
	• Patent Office, Govt of India - www.ipindia.nic.in • Institute of Intellectual Property Studies, Mumbai - www.iips.ac.in • National Law School of India University, Nagarbhavi - www.nls.ac.in • Indian Institute of Information Technology, Allahabad (Deemed University) - www.iiita.ac.in
	Self Entrepreneurship
	• Central Marine Fisheries Research Institute, Kochi - www.cmfri.com • Tata Institute of Social Sciences, Mumbai - www.tiss.edu • Ministry of Labour & Employment (Directorate General of Employment & Training) ADVANCED TRAINING INSTITUTE - http://dget.nic.in/atikanpur
	Pharmacy
	• Academy for Clinical Excellence (ACE) - www.aceindia.org • Institute of Clinical Research (ICRI) - www.icriindia.com • Bombay College of Pharmacy - www.bcpindia.org • Jamia Hamdarad Islamia - www.jmi.ac.in • National Institute of Pharmaceutical Education & Research (NIPER). S.A.S. Nagar, Punjab - www.niper.nic.in • Guru Jambeshwar University, Hisar - www.gju.ernet.in

Group Discussion Evaluation Form

Group Discussion Evaluation Form
Topic of discussion : ___________________________________
Enter each group member’s name in a ‘Speaker’ box. Evaluate each speaker’s contribution to the discussion. Put a check in a speaker’s box each time that speaker displays one of the following discussion skills. This information will then be used to evaluate the discussion.
Discussion skills				Name		Name	Name		Name	Name
1	Contributed ideas
2	Asked questions
	Use the following key to evaluate the group as a whole :
	+ = very good				ü = satisfactory			— = needs more practice
	___	A :	Clarity : All group members spoke loudly and clearly.
	___	B :	Participation : All group members contributed ideas and took equal part in the discussion.
	___	C :	Pace : The discussion moved along at the right speed, with no long pauses between speakers.

short course GD

Introduction This short course is designed to help you to improve your ability to engage in meaningful discussions in English. It is also meant to encourage you to develop the self-confidence to be able to present your opinions to a group of people. The ideal number in one group would be about 5 people. The short course will have several activities for you to follow in order to develop the skills for having successful discussions. There are also several lists of relevant vocabulary often used by participants in a discussion. At first, the short course will seem to be largely led by the teacher, but as the course progresses, the participants will assume more control of the programme.

Activity 1
Purpose :	to help you to choose a topic which you think could be of interest to the other members of your group
	to consider your audience when having a discussion
Work individually, without discussing your topics with the other members of your group. Choose 5 topics that are of interest to you, and you think that you could talk about for 8 minutes. Try to think of a suitable title, just as if you were going to give an oral presentation. Some suggested topics are on the next page. List the 5 topics below :
1.
2.
3.
4.
5.
After you have listed your titles, go on to Activity 2

  

Suggested Topics for Discussion

Abortion Academic freedom Air pollution in Hong Kong Animals Beggars Charity Child care Conservation Corporal punishment Crowd control Democracy in Hong Kong Education in Hong Kong Elderly people Euthanasia Filipino maids Hawkers in Hong Kong Health and diet Homosexuality Housing problems Human rights in Hong Kong Illegal immigrants Immigration Industrial safety Lan Kwai Fong Language teaching Law and order in Hong Kong Medicine Murder cases Mother-tongue education Noise pollution in Hong Kong

People and films People and music People and politics Pornography Poverty Press freedom in Hong Kong Prostitution Sex education Smoking Smuggling Social welfare Stress Television Transportation University life Water pollution in Hong Kong Young people and drugs Young people and triads Youth problems or Topics from your subject area

Discussion Skills
1. RESPONSIBILITIES OF A ‘DISCUSSION LEADER’
1	Start and conclude the discussion, paying attention to the time limits.
2	Give all group members an equal chance to participate. You may have to control members who talk too much and to involve quiet members.
3	Keep the discussion on the subject. If participants move onto a completely different subject or start bringing up irrelevant points, you should politely bring the discussion back to the subject.
4	Keep the discussion moving. You may have to cut off discussion politely if members spend too much time on one point or start repeating the same ideas. However, you also have to decide when discussion is useful and should be encouraged.
5	Make sure that all group members can understand each other. You may also have to ask people to speak more slowly or more loudly so that everyone can understand them. You may also have to help speakers who are having difficulties explaining their ideas.
6	Summarise when needed and look for areas of agreement. Make sure that all participants understand and accept the group decision.
2. SUGGESTED VOCABULARY FOR LEADING A DISCUSSION
1	Getting Started Is everybody ready to begin? Okay are we ready to start?
2	Bringing People into the Discussion (Name), what do you think? (Name), do you have anything to add?
3	Encouraging Everyone to Participate What do you think about (Name)’s point? Does anyone have anything to add? Would anyone like to comment on what (Name) said?

Activity 2
Purpose :	to help you to choose topics that are of more interest to the other members of your group
	to consider your audience
When everyone has finished writing their possible topics, each group member should, in turn, present his/her ideas for each of the five topics to the group. Group members should try to help each speaker to choose three topics that are the most interesting to the group. If you want to change the wordings — or even add new topics — go ahead.
1.
2.
3.
After you have listed your titles, go on to Activity 2

Activity 3
Purpose :	to prepare for holding a discussion
	to practice relevant vocabulary
Read, practice, and discuss the following sheets : 1. ‘Responsibilities of a ‘Discussion Leader’, 2. ‘Suggested Vocabulary for Leading a Discussion’ 3. ‘Vocabulary for Listening Actively’ 4. ‘Vocabulary for Exchanging Opinions’ 5. ‘Vocabulary for Taking Turns’ 6. ‘Vocabulary for Dealing with a Problem’ 7. ‘Vocabulary for Stating Priorities’ 6. ‘Group Discussion Evaluation Form’

Discussion Skills I
4	Clarifying Could you go over that again? I’m afraid we don’t really understand what you said. I’m not sure we all understand what you mean.
5	Controlling People Who Talk Too Much Let’s hear what some others have to say. I think you’ve got a good point there. Why don’t we find out what other people have to say?
6	Keeping the Discussion Moving Perhaps we should go on to the next point. We have only a few minutes left, so could we move on? Are there any more comments before we move on to the next point?
7	Keeping the discussion on the Subject That’s interesting, but it raises a different point. Could we come back to that later?
8	Reaching Agreement and Summing Up Do we agree that......? So, to sum up, we’ve decided .......
	3. VOCABULARY FOR LISTENING ACTIVELY
1	Asking for Clarification What do you mean? I’m not sure what you mean. Sorry, but I don’t understand what you mean Could you explain what you mean by ...? Are you saying that .........? I’m not sure I follow you. Did you say that ....?
2	Clarifying or Restating (Your Comments) I mean ....... In other words, ........ The point I’m trying to make is .....

Discussion Skills II
3	Paraphrasing (Name) said that ......... What (Name) means is ......... I believe (Name)’s point is ........... I think (Name) feels that ...... Isn’t that right? Let me see if I understood. You said ...........
4	Checking for Understanding Do you see what I mean? Is that clear?
	4. VOCABULARY FOR EXCHANGING OPINIONS
1	Asking for an Opinion What do you think of .........? How do you feel about .....? What’s your opinion of ........?
2	Giving an Opinion In my opinion, ......... Personally, I think that ........ It seems to me ......... As far as I’m concerned, .........
3	Agreeing (usually used by the ‘discussion leader) (a) That’s right. (b) You’re right. (c) I think so, too. (d) I agree with you. (e) I definitely agree. (f) I completely agree with you.
4	Expressing Reservations (usually used by the ‘discussion leader) Yes, but..... Possibly. but..... Yes, but the problem is....
5	Disagreeing I don’t really agree with you. I’m not sure I agree with you. The reason is that..... Yes, that may be true, but.....

Discussion Skills
5. VOCABULARY FOR TAKING TURNS
1	Getting Attention To indicate that you want to speak, you can use nonverbal signals such as leaning forward or raising your hand. You can also gain the attention of the group members during a pause by saying : May (could) I ask a question? May (could) I say something here? May (could I make a suggestion? or : I have a question I’d like to ask. I have a point I’d like to make.
2	Interrupting If you feel that a interruption would be appropriate, you can wait for a pause in the conversation and then say : Excuse me, but........ Pardon me, but........ Excuse me for interrupting, but....... Sorry to interrupt, but........
3	Keeping Your Turn Excuse me, I’d just like to finish this point. If you could wait for a second, I’m just about to finish my point. Could I please just finish my point?
4	Continuing after an Interruption Anyway, ....... As I was saying, ........ In any case, ....... Going back to what I was saying,...... As I was saying, .........

Discussion Skills
6. VOCABULARY FOR DEALING WITH A PROBLEM
	Emphasizing a Point It seems to me that the real issue is....... I think the basic cause is...... As far as I can see, the main problem is...... In my opinion, the basic problem is......
7. VOCABULARY FOR STATING PRIORITIES
	In my opinion, the main thing is..... As I see it, the most important point is.... I feel that the most important consideration is.....
8. VOCABULARY FOR ASKING FOR OPINIONS
	(Name), would you like to give us your opinion about ....... (Name), what’s your opinion about ..... (Name), I wonder if you’d like to comment on ..... (Name), what’s your reaction to ...... (Name), how do you feel about .....

Activity 4
Purpose :		to hold a successful discussion
		to practice the vocabulary from Activity 3
1	Choose a ‘Discussion Leader’. This ‘discussion leader’ should follow the points written in ‘Responsibilities of a Discussion Leader’.
2	Each member of the group should in turn put forward the topics he/she wrote down in ‘Activity 2’ and present his/her point of view on this topic. The other members of the group will discuss each topic for about five minutes. Try to use the ‘suggested vocabulary’ as much as possible. After each topic has been discussed, the teacher will ask the group to comment on their performance and then present his/her comments on the ‘Group Discussion Evaluation Form’.

GD

Suggested Topics for Discussion

Abortion
Academic freedom
Air pollution in India
Animals
Beggars
Charity
Child care
Conservation
Corporal punishment
Crowd control
Democracy in India
Education in India
Elderly people
Euthanasia
Filipino maids
Hawkers in India
Health and diet
Homosexuality
Housing problems
Human rights in India
Illegal immigrants
Immigration
Industrial safety
Language teaching
Law and order in India
Medicine
Murder cases
Mother-tongue education
Noise pollution in India
People and films
People and music
People and politics
Pornography
Poverty
Press freedom in India
Prostitution
Sex education
Smoking
Smuggling
Social welfare
Stress
Television
Transportation
University life
Water pollution in India
Young people and drugs
Young people and triads
Youth problems
or

Topics from your subject area

GD

Asking questions and joining in discussions are important skills for jobs.If you find it difficult to speak or ask questions, try the following strategies.

Observe
Attend as many seminars and tutorials as possible and notice what other students do. Ask yourself:
• How do other make critical comments?
• How do they ask questions?
• How do they disagree with or support the topic?
• What special phrases do they use to show politeness even when they are voicing disagreement?
• How do they signal to interrupt, ask a question or make a point?

Practise
Practise outside to improve your discussion skills. Start in an informal setting or with a small group. Begin by:
asking questions. Ask for their opinions. Ask for information or
ask for advice.
Participate
If you find it difficult to participate in discussion, set yourself goals and aim to increase your contribution
An easy way to participate is to add to the existing discussion. Start by making small contributions; agree with what someone has said or ask them to expand on their point (ask for an example or for more information); Prepare a question to ask beforehand. You can then work up to answering a question put to the group, providing an example for a point under discussion, or disagreeing with a point.

What is an argument?
To `argue' is to present an opinion through the process of reasoning, supported by evidence.
An argument seeks to persuade through rational and critical judgement.

How do we argue at?
The everyday meaning of the term argument implies a fight: an aggressive conflict or confrontation between adversaries, where one tries to dominate the other in order to `win'. In GD this kind of arguing is not appropriate.
The aim of GD argument is to explore a question, proposition or an area of knowledge and achieve reasoned mutual understanding. It is not important who'`wins'—what matters most is the quality of the argument itself.
When you engage in GD argument in tutorial discussions, you are developing your ideas, advancing and clarifying your knowledge and learning to think critically
.
Participation: Voicing an opinion and arguing a point effectively

1. Voicing an Opinion in a Seminar

Participating in a tutorial discussion can be a bit scary,specially when you want to disagree with a point of view and are not sure how to, or of which language structures to use. Voicing your opinion and using effective arguing techniques are valuable skills.
You may have a great idea, but you need to communicate it effectively and support it. The three
essential parts to a point of view are:

1. A valid opinion (a believable point of view)
I believe that ...
I think that ...
From what I understand ...
As I understand it ...
2. A reason why
This is due to ...
Because ...
What I mean by this is ...
3. Evidence (relevant and up-to-date examples, statistics, explanations and/ or expert opinions). If you have actual data, examples or expert opinions on hand, refer to the source.

This can be seen by
For instance ...
For example ...
An example can be seen ...
(Author's name) states that ...
(Author's name) suggests...
Statistics from (give a source) indicate ...
Arguing a Point: How to disagree effectively
Disagreeing can be problematic as people often speak before they think things through. It is also important to disagree politely. You may be trying to disprove another speaker's point, but

1. Acknowledge their point
I can see your point--however ...
That's a good point, but ...
I see what you're getting at, but ...
2. Then explain why you disagree
That's not always the case because ...
That's not neccessarily true because ...
This idea isn't supported by statistics/ evidence ...
I thought the author meant that ...
3. Offer your opinion complete with reason and

support
From what I've read ...
The statistics seem to show that ...
I think what the author may actually be suggesting is ...
Other studies by author/report show that ...
Now, be prepared for counter-argument and further discussion!
Remember, confidence is the key. If you do your tutorial preparation and think things through, you can speak with confidence and believe that your contribution will
be valid.

Discussion Etiquette (or minding your manners)
In order to successfully negotiate discussion, courtesy is important. The following are a few ground rules for good conduct.

Do

• Respect the contribution of other speakers.
• Speak pleasantly and with courtesy to all members of the group.
• Listen well to the ideas of other speakers; you will learn something.
• Remember that a discussion is not a fight. Learn to disagree politely.
• Respect that others have differing views and are not neccessarily `wrong'.
• Think about your contribution before you speak. How best can you answer the question/ contribute to the topic?
• Try to stick to the discussion topic. Don't introduce irrelevant information.
• Be aware of your body language when you are speaking. Keep it `open' and friendly. Avoid gestures that appear aggressive.
• Agree with and acknowledge what you find interesting.
• Stay with the topic. If the discussion does waiver, bring it back on topic by saying something like `Just a final point about the last topic before we move on' or `that's an interesting point, can we come back to that later?
• Try to speak clearly. Don't whisper; even if you're feeling uncertain about your ideas or language.

Don't

• Don't take offence if a person disagrees with you. There will be times when other speakers will have different points of view. They may disagree with your ideas, and they are entitled to do so.
• Don't ridicule the contribution of others. Don't use comments like `that's stupid', that's ridiculous, or `you're wrong'.
• Don't try to intimidate or insult another speaker.
• Try not to dominate the discussion. Confident speakers should allow quieter students a chance to contribute.
• Avoid drawing too much on personal experience or anecdote. Remember not to generalise too much.
• Don't interrupt or talk over another speaker. Let them finish their point before you start. Listening to others earns you the right to be heard.

GD

Group discussions occur in many different formats – from very informal ones between friends to highly structured and challenging discussions included as part of a selection process. In both cases, there are a number of specific skills that we can help our students develop to become better able to contribute effectively to group discussions.

•Why teach group discussion skills?
•Types of discussion
•Useful sub-skills for students
•Setting up group discussions
•Giving and encouraging feedback
•Conclusion


Why teach group discussion skills?
Developing group discussion skills is useful for everyday life as we regularly find ourselves having discussions amongst friends, family and colleagues. These may vary from very informal chats about day-to-day things, to more serious topics, for example a discussion about a recent news story or a problem that needs to be solved.

•Additionally, group discussions are increasingly being used in the job market during interviews and selection procedures. These can take a variety of formats, but the key skills remain very similar.
•Last but not least, group discussions offer an opportunity for extended speaking (and listening!) practice by all of the contributors. Group discussion practice and skill development is therefore useful for all students.


Types of discussion
There are a variety of different types of discussions that occur naturally and which we can recreate in the classroom. These include discussions where the participants have to:

•Make decisions (e.g. decide who to invite to a party and where to seat them)
•Give and / or share their opinions on a given topic (e.g. discussing beliefs about the effectiveness of capital punishment)
•Create something (e.g. plan and make a poster as a medium for feedback on a language course)
•Solve a problem (e.g. discussing the situations behind a series of logic problems)


Some discussion topics may fall into more than one of these categories, but it is useful to consider a variety of formats to which the students can apply the skills they are learning.

Useful sub-skills for students
There are a number of different sub-skills which students will need to be able to successfully and effectively participate in a group discussion. Students need to develop the ability to:

Analyse
This skill can be developed by giving students the topic individually and asking them to brainstorm or mind-map all of the possible sub-topics they could speak about. The students can then swap their notes and assess or analyse the relevance of each of the sub-topics their partner has included. Together, the students then draw up a fresh list or mind-map and discuss how the sub-topics might be linked together, along with examples or reasons for any arguments they might have.

Persuade
This skill comes in useful when students need to make decisions on how to do something (e.g. which candidate should get a job). A fun activity to develop this skill is to give groups of students this topic and ask them to decide on the profile of the perfect candidate, creating a list of 7 adjectives. The students are then re-grouped and asked to persuade the other members of the group that their selection is the best while compiling a second, negotiated list. The group members who retain the most from their original lists are the winners. Note down useful phrases that you hear the students using while doing this task and discuss these at the end for future reference.

Control emotions
This can be practised by giving the students a fairly controversial topic, such as ‘Friends are more important than family’ and asking the students to decide whether they agree, disagree or have no opinion, making notes on their main arguments to support their viewpoint. Divide the students into groups ensuring that there is a mix of views within each group. Explain that for this discussion, the aim is to keep their voices low and try to control their emotions as far as possible. Monitor and give feedback on these areas.

Support
One of the most important things for this skill is for students to learn when it is and isn’t appropriate to interrupt and how to do it. Very often students will talk over each other in an effort to get their point across and forget to listen.

To practise this, you can get your students to make a list in small groups of when it is and isn’t appropriate to interrupt other speakers. They should include things like ‘not appropriate during the middle of a point, if the speaker has not said very much previously, or when you are feeling angry and liable to say something you’ll regret’. It is appropriate when the speaker has been dominating the discussion for too long, what the speaker is saying is completely irrelevant to the topic, or you don’t understand the point he / she has made’.

You can then give them or elicit a list of phrases which they might use to interrupt politely (e.g. ‘Can i just add something here?’, ‘Sorry I’d just like to clarify something,’ etc.) The students then write five of these on slips of paper (one per slip) and have a group discussion on a given topic. The aim is to use all of the language on their slips. When they have used a phrase, they put the slip in the middle of the table. The other students in the group judge whether the interruption was appropriate / polite. If not, they take the slip back and try again.

Use functional language
Depending on the types of group discussions that you plan to do with your class, it is useful to draw up a list of useful functional language for the students to refer to. This could include phrases for functions such as ‘Giving reasons’, ‘Giving your opinion’, ‘Agreeing and disagreeing’, etc. You can either make up the list yourself and distribute it or get the students to do this. For each group discussion, you can then refer them to the appropriate section of the list and give them a few moments to consider the language before beginning the discussion.

Setting up group discussions
There are several key things to consider when setting up group discussions in the classroom to ensure that they run successfully.

•Give the students some planning time either individually or in small groups. Don’t just give them the topic and say ‘go’! It is often useful to discuss some associated vocabulary or functional language that they might find useful
•Choose topics which you are confident your students will find interesting.
•Get them to brainstorm some ideas for discussions they would like to do and use this as a starting point
•Ensure a balance between input and practice
•Use a variety of styles / types
•Vary group size and procedure
Some companies do selection group discussions with very large groups of people – over ten in some cases. If your students will be facing these types of group discussions in the future make sure they get some practice doing them. It can also be useful to mix classes of students so they have practice doing discussions with people they don’t already know.
•Encourage group discussions outside class time
Give students some extra feedback forms to use to give each other input on how they perform in group discussions outside of class.


Giving and encouraging feedback
Feedback can take several forms and it is a good idea to vary the way it is given. Students can observe each other doing group discussions and give each other feedback on the specific areas of input that you have covered (ideally using a feedback form that you have created).

•Additionally, students can do a ‘Reflective group feedback exercise’ where at the end of the group discussion they discuss how effective each of the participants was during the discussion. Again, giving them some focused questions to guide this stage will help them.
•You could also try video-taping the group discussions and playing sections of these back to the class to analyse. Some students find this extremely useful.
•Finally, monitor the groups yourself and make notes for feedback on whole groups or individual performances. Keeping a record of these will help you and the students to see where they have improved.


Conclusion
As we have seen, group discussions can take a variety of formats and are useful for all types of students. They can be done in preparation for job interviews or as extended speaking practice simply to increase fluency.
It is important to consider the different sub-skills that are involved in participating in a group discussion and ensure that you do activities that address each of these. Additionally, structuring and varying the way that feedback is given will help the students to identify areas for improvement.

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Why Employees Leave Organizations – By Azim Premji, CEO – Wipro

Posted on August 12, 2011

Every company faces the problem of people leaving the company for better pay or profile.
Early this year, Mark, a senior software designer, got an offer from a prestigious international firm to work in its India operations developing specialized software. He was thrilled by the offer.
He had heard a lot about the CEO. The salary was great. The company had all the right systems in place employee-friendly human resources (HR) policies, a spanking new office,and the very best technology,even a canteen that served superb food.
Twice Mark was sent abroad for training. “My learning curve is the sharpest it’s ever been,” he said soon after he joined.
Last week, less than eight months after he joined, Mark walked out of the job.

Why did this talented employee leave ?

Arun quit for the same reason that drives many good people away.
The answer lies in one of the largest studies undertaken by the Gallup Organization. The study surveyed over a million employees and 80,000 managers and was published in a book called “First Break All The Rules”. It came up with this surprising finding:
If you’re losing good people, look to their manager ….. manager is the reason people stay and thrive in an organization. And he ‘s the reason why people leave. When people leave they take knowledge,experience and contacts with them, straight to the competition.

“People leave managers not companies ,” write the authors Marcus Buckingham and Curt Coffman.

Only for MBA

Want MBA - Marketing freshers for space selling profile in our organisation at around a salary of 7k- 10k according to the candidate, also a female candidate for corporate profile.

Send resumes at - isha.rastogi@peoplessamachar.co.in
contact no- 7879831400

Notice

Notice

(Only for MBA)

Date: 21.12.2011

T & P Cell inform to all the students of MBA Batch 2011 should attend the open campus recruitment by DP Morgan

Eligibility                       :  MBA/PGDM (2011 Batch)
Date                               :  22.12.2011
Time                               :  10:00 AM
Venue                            :  Chameli Devi School of Management, Indore
Position                         :  Team Member
Job Profile                     :  Treasury and Securities
Location                        :  Mumbai/Banglore.
Selection Process        :  Written test, GD & Personal Interview
Package                         :  2 Lpa fixed salary plus bonus

 (0-20% of fixed salary, plus pick up and drop facility, plus food allowance, plus medical insurance and other benefits)

Carry following Documents with you

1)      3 Resume copies

2)      Mark sheet with Photo Copy

3)      Recent Passport size Photo

4)      College ID

5)      Hall Ticket